BACHELOR OF SCIENCE IN NURSING:

BIOETHICS
COURSE MODULE COURSE UNIT WEEK
2 6 7

Kohlberg’s Theory on Moral Development

 Read course and unit objectives

 Read study guide prior to class attendance
 Read required learning resources; refer to unit
terminologies for jargons
 Proactively participate in online discussions
 Participate in weekly discussion board (Canvas)
 Answer and submit course unit tasks

At the end of this unit, the students are expected to:

Cognitive:

1. Identify the Stages of Kohlberg’s Moral Development

2. Explain the rationale of each of the stages of moral development
3. Apply clinical judgement and decision based on their moral beliefs
4. Show sensitivity to the needs of every patient based on the stages of Moral development

Affective:
1. Practice effective listening during class discussion
 2. Inquire on topics that are not completely understood
3. Share opinions on the subject matter that can enhance class discussion

Psychomotor:

1. Follow class rules and netiquettes

2. Participate during class discussion

Article: Kohlberg’s Moral Development by Kendra Cherry, September 2019;

https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071
Moral Development in the Early Years: when and How by E. Turiel, 2018;
https://www.karger.com/Article/FullText/492805

Kohlberg’s Theory on Moral Development

Lawrence Kohlberg was an American psychologist and is very famous for his work on the Theory
on Moral Development. He was an educator at the University of Chicago and Harvard University
(Graduate School). Studying moral development is not popular during his time, but still he decided
to focus on this subject, he was inspired by the work of Jean Piaget about children’s moral
development.

Kohlberg’s theory upholds that moral thinking starts during the early stage of life, that we transition
and develop from 3 levels of moral reasoning that starts from childhood, this increases our
cognition on morality dilemmas and challenges therefore help us improve our understanding on
how to manage, solve and decide once faced with ethically challenging scenarios.

The Theory of Moral Development has 3 levels with 2 specific stages per level.

Level I: Pre-conventional Morality

 Persons with authority (Parents/Guardian) are strictly being followed and obeyed to avoid
disciplinary actions and penalty. This also views disobedience and misbehavior based on
the injury done.
 Values on external events
Stage I: Punishment and Obedience Orientation.

 An action is considered as incorrect/wrong if one is disciplined and the deed is right/correct

is one is not penalized
 Punishment Avoidance

Stage II: Instrumental-Relativist Orientation

 If an individual need is achieved or served properly, then the act is right

 Behavior is right if your action is for your advantage and if you enjoy the benefit of the deed
 “Getting what you want by trade-off”

Level II: Conventional Morality

 Seeks approval of others thru actions

 Identify action and behavior which seek to pleased others to gain approval
 Performing right roles

Stage III: Interpersonal Concordance

 Respects authorities and believes in rules

 Right is playing a protagonist, empathizing and sensitive to people’s emotions and feelings,
maintaining loyalty and camaraderie with partners and community
 “Good boy, Good girl” Orientation

Stage IV: Law and Social Order Orientation

 Upholding the law and social order to maintain the welfare of the society is considered the
rightful duty of a person
 Duty bound to uphold the law

Level III: Post Conventional Morality

 Social contract and Personal conscience

 Shared standards, rights and duties

Stage V: Social Contact Orientation

 Characterized by genuine interest in the welfare of others.

 Maintaining the basic right, morals and legal contracts of a society even if it don’t agree with
rules and law of the group is considered right
Stage VI: Universal Ethics Orientation

 It is respecting the demands of individual’s conscience

 It is respecting the universal law and principles which guides ethical principles that everyone
should follow

Application in Nursing Practice

Level of Moral Stages of Reasoning Nursing/Healthcare

Development Perspective
Pre-Conventional (< 11 “I must follow the rules Since children at this age
years old) otherwise I will be punished” believe on the “Do’s and
Don’ts” scheme, and think
“I must follow the rules for that whatever it is on the
the reward and favor it rule is right and must be
gives” followed, nurses must be
careful on setting rules;
example on medication
administration, treatment
and medical procedures,
nurses must not abuse this
vulnerable stage to get
things done faster and
easier hence commit
unethical activities to their
patients. Nurses must make
sure that they properly
educate their patients and
their significant others of
any nursing/medical
interventions they will
render to their patient.
Nurses must model and
maintain good moral
judgement on pediatric
patients all the time.
Conventional (Adolescent ”I must follow the rules so I Nurses caring for a patient
and Adulthood) will be accepted” on this level must explain
that their illness/disease is
“I must follow rules so there not their fault and is not a
is order in the society” punishment, and that they
must religiously adhere to

Post- Conventional (>20
years old)
”I must follow rules as there
are reasonable laws for it”
“I must follow rules because
my conscience tells me”
their medication regime
because it is what is best for
them and will help them
reach maximum health.
Example; Children
diagnosed with illnesses like
asthma or diabetes mellitus
type I might lie on following
medication/treatment
regime and task just to
maintain order and to stay
out of trouble. Nurses must
closely monitor their
patients and ensure that
health maintenance
activities are being followed.
This can be applied to
nurses as they perform their
role as an employee
following their organization’s
protocol, rules and guideline
because it is the right thing
to do based on what is
stated on the book and
based on what they feel and
think is right.

Moral Development – Pivot on the start, development/changes, comprehension and cognition of

morality from infancy until adulthood

Universal Principles – Refers to concepts and actions that are legitimately and universally
accepted as correct.

The Nurse Ethicist by Elizabeth Siliski, August 2018

https://bioethics.hms.harvard.edu/news/nurse-ethicist
Case Study:

“The Heinz Dillema”

The Heinz dilemma is a frequently used example in many ethics and morality classes. One
well-known version of the dilemma, used in Lawrence Kohlberg's stages of moral development:

In Europe, a woman was near death from a special kind of cancer. There was one drug that the
doctors thought might save her. It was a form of radium that a druggist in the same town had
recently discovered. The drug was expensive to make, but the druggist was charging ten times
what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small
dose of the drug.

The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he
could only get together about $ 1,000 which is half of what it cost. He told the druggist that his
wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I
discovered the drug and I'm going to make money from it." So Heinz got desperate and broke
into the man's store to steal the drug-for his wife.

Instructions:

1. Read the story to 6, 12 and 20 year old individuals and ask them this question. Should the
husband have done that? Ask them to explain their answers.
2. You can film the interview if the parent or guardian will give consent, or you can transcribe
the interview and submit it as a word document.
3. Study and dissect their responses and describe how and why their answers are different (if
there is any) based on Kohlberg’s Moral Development Theory

Movie review and reflection paper:

Watch the 2019 movie "Unplanned" and write a reflection paper using the guide questions
below:
1. How do you find the movie in relation to your own morals, beliefs and cultural
upbringing?
2. Do you think Planned Parenthood is ethically right and morally correct? Explain
3. Minimum of 1,000 words, with proper citation and references.
Ethics of Health Care; A guide for clinical practice 4th edition by
Edge and Groves
Our Lady of Fatima University Syllabus
Nurse Advocate; Kohlberg's Theory of Moral Development
http://filipinonurseadvocate.blogspot.com/2012/06/kohlbergs-
theory-of-moral-development.html
Kohlberg’s Theory of Moral Development;
https://www.rnpedia.com/nursing-notes/psychiatric-nursing-
notes/kohlbergs-theory-moral-development/
BACHELOR OF SCIENCE IN NURSING:
BIOETHICS
COURSE MODULE COURSE UNIT WEEK
2 7 8

Value Confrontations: Teleological and Deontological Theories

 Read course and unit objectives

 Read study guide prior to class attendance
 Read required learning resources; refer to unit
terminologies for jargons
 Proactively participate in classroom discussions
 Participate in weekly discussion board (Canvas)
 Answer and submit course unit tasks

At the end of this unit, the students are expected to:

Cognitive:

1. Understand the concept of value confrontations

2. Analyze the difference between Teleological and Deontological Theories
3. Executes the ethical reasoning process in arriving at decisions to address situations of
ethical distress and moral dilemma

Affective:
1. Practice effective listening during class discussion
 2. Inquire on topics that are not completely understood
3. Share opinions on the subject matter that can enhance class discussion

Psychomotor:

1. Follow class rules and netiquettes

2. Participate during class discussion

Introduction to Ethics: https://www.soas.ac.uk/cedep-demos/000_P563_EED_K3736-

Demo/unit1/page_17.htm

Value Confrontations

2 Types

 Teleological Theories
 Deontological Theories

Teleological Theory

 Teleology means “end” (Greek word telos) and science (Greek word logos)
 Morality means following, doing and pursuing moral obligation and right action so that good
and desirable end will be achieved
 The right thing to do is the good thing to do
 Also known as consequentialist ethics

2 main consequentialist ethics:

A. Egoism- this theory believes that one’s self or personal drive should be the motivation
for everything that we do. Egoism argues that humans are self-centered in nature and
will only act if it benefit them and will work on their advantage

“Selfishness motivates individuals to adopt moral rules to protect themselves from

selfish whims of one another” – Thomas Hobbes
 B. Utilitarianism- The most common form of consequence oriented theory, it believes that
the right act is the one that brings the best outcome and an action that brings a more
favorable outcome than unfavorable is morally right.

“For the greater good” – Albus Dumbledore

Deontological Theory

 Deontology means duty (Greek word deon)

 The right action is one based upon correct principles regardless of the results. “One treats
others as ends and never as means” – Immanuel Kant
 Base morality on principles of obligation/duty arising from his profession regardless of the
consequences

Professional Duties

A. Fidelity
B. Reparation
C. Gratitude
D. Justice
E. Beneficence
F. Self-Improvement
G. Non-maleficence

Value Confrontation – The process of choosing the best action, decision and path to walk through
to arrive and achieve the desired goal based on the individual’s values and beliefs.

Teleological ethics; https://www.britannica.com/topic/teleological-ethics

What is ethical egoism? https://www.thoughtco.com/what-is-ethical-egoism-357363
Bioethical Issues in Health Care Management; https://online.csp.edu/uncategorized/bioethical-
issues-in-health-care-management
Movie Review

Please watch the 2002 movie "John Q" and answer the following the questions:
1. What is the ethical dilemma that John Q faces in this movie?
2. Do you think everyone has the right to proper health care? Do you believe that it is the
responsibility of the government to provide every citizen an accessible health care? Why or why
not?
3. Do you think the rights of the hostages are violated? Should their rights be neglected to save the
boy?
4. What is the ethical dilemma that the cardiac surgeon faces at the end of the movie?
5. Is John Q. Archibald (Denzel Washington) a good person – an ethical person?
Explain. What is it that sets him apart from others? Relate your answer based on the Deontological
or Teleological Theories
6. “Rules are made to be broken” on your opinion what does this statement mean? Do you find
your example related to ethical issues? Please relate your answer based on the Deontological and
Teleological Theories

Ethics of Health Care; A guide for clinical practice 4th edition by

Edge and Groves
Ethical Dilemmas & Nursing Practice, 5th Ed. Anne J. Davis, et al.
2010
Introduction to Ethics: https://www.soas.ac.uk/cedep-
demos/000_P563_EED_K3736-Demo/unit1/page_17.htm
Teleological ethics; https://www.britannica.com/topic/teleological-
ethics
What is ethical egoism? https://www.thoughtco.com/what-is-
ethical-egoism-357363
Bioethical Issues in Health Care Management;
https://online.csp.edu/uncategorized/bioethical-issues-in-health-care-management
John Q Assignment: https://www.coursehero.com/file/33592918/John-Q-Assignmentdocx/
KOHLBERG’S
STAGES OF MORAL
DEVELOPMENT
Lawrence Kohlberg (1958)
• agreed with Piaget's (1932) theory of moral development
in principle but wanted to develop his ideas further.
• He used Piaget’s storytelling technique to tell people
stories involving moral dilemmas. In each case he
presented a choice to be considered, for example,
between the rights of some authority and the needs of
some deserving individual who is being unfairly treated.
• One of the best known of Kohlberg’s (1958) stories
concerns a man called Heinz who lived somewhere in
Europe.
• Heinz’s wife was dying from a particular type of cancer. Doctors
said a new drug might save her. The drug had been discovered
by a local chemist and the Heinz tried desperately to buy some,
but the chemist was charging ten times the money it cost to
make the drug and this was much more than the Heinz could
afford. Heinz could only raise half the money, even after
help from family and friends. He explained to the chemist that his
wife was dying and asked if he could have the drug cheaper or
pay the rest of the money later. The chemist refused,
saying that he had discovered the drug and was going to make
money from it. The husband was desperate to save his wife, so
later that night he broke into the chemist’s and stole the drug.
KOHLBERG’S STAGES OF MORAL
DEVELOPMENT
1. Preconventional Level – the first level of moral thinking
that is found at the elementary school level.

2. Conventional Level – the second level of moral thinking

is that generally found in society.

3. Post-conventional Level – the third level of moral

thinking that Kohlberg felt is not reached by the majority of
adults.
A. Preconventional Level
STAGE
Stage 1: The stage of
Punishment and
Obedience
The first stage is
characterized by a view
that right is to behave
according to socially
acceptable norms imposed
by some authority figure in
order to avoid punishment.
CONTENT
Right is literal obedience to
rules and authority, avoiding
punishment, and not doing
physical harm.
What is right is to avoid
breaking rules, to obey for
obedience’s sake, and to
avoid doing physical
damage to people and
property.
The reasons for doing right
are avoidance of
punishment and the
superior power of
authorities.
SOCIAL PERSPECTIVE
Obedience and Punishment
This stage takes an
egocentric point of view. A
person at this stage doesn’t
consider the interest of
others and doesn’t relate
two points of view. Actions
are judge in terms of
physical consequences
rather than in terms of
psychological interests of
others. Authority’s
perspective is confused with
one’s own.
 STAGE CONTENT SOCIAL PERSPECTIVE
Stage 2: The stage of Right is serving one’s own Individualism,
Individual Instrumental or other’s needs and Instrumentalism, and
Purpose and Exchange making fair deals in terms of Exchange
concrete exchange.
This stage takes a concrete
The second stage is
What is right is following individualistic perspective. A
characterized by a view that
rules when it is to person at this stage
right behaviour means
someone’s immediate separate his own interests
acting in one’s own best
interest. Right is acting to and points of view from
interests.
meet one’s own interests those of authorities and
and needs and letting others. He or she is aware
others do the same. Right is that everybody has
also what is fair, that is what individual interest to pursue
is an equal exchange, a and these conflicts, so that
deal, an agreement. right is realtive.
B. Conventional Level
STAGE
Stage 3: The stage of
Mutual Interpersonal
Expectations,
Relationships and
Conformity
It is characterized by an
attitude which seeks to do
what will gain the approval
of others.
CONTENT
The right is playing a good
role, being concerned about
other people and their
feelings, keeping loyalty and
trust with partners and
being motivated to follow
rules and expectations.
SOCIAL PERSPECTIVE
This stage takes the
perspective of the individual
in relationship to other
individuals. A person at this
stage is aware of shared
feelings, agreements and
expectations, which take
primacy other individual
interests.
 STAGE CONTENT SOCIAL PERSPECTIVE
Stage 4: the Stage of The right is doing one’s duty “Good Boy/girl”
Social System and in society, upholding the
Conscience social order, and This stage differentiates
maintaining the welfare of societal point of view from
Maintenance
society or the group. interpersonal agreement or
motives. A person at this
It is characterized by one stage takes the point of
oriented to abiding by the view of the system, which
law and responding to the define roles and rules. He or
obligations of duty. she considers individual
relations in terms of place in
the system.
Level B/C. Transitional Level
STAGE CONTENT
This level is At stage 4 ½ choice is
postconventional but not yet personal and subjective. It
principled. is based on emotions;
conscience is seen as
arbitrary and relative, as are
ideas such as “duty” and
“morally right”
SOCIAL PERSPECTIVE
Law and Order
At this stage, the
perspective is that of an
individual standing outside
of his society and
considering himself as an
individual making decisions
without a generalized
commitment or contract with
society. One can pick and
choose obligations, which
are defined by particular
societies, but one has no
principles for such choice.
C. Post-conventional Level
STAGE CONTENT SOCIAL PERSPECTIVE
Stage 5: The Stage of The right is upholding the Social Contract
Prior Rights and Social basic rights, values and
Contract or Utility legal contracts of a society This stage takes a prior-to-
even when they conflict with society perspective- that of
the concrete rules and laws a rational individual aware
It is characterized by
of the group. of values and rights prior to
behaviour exhibiting an
social attachments and
understanding of social
contracts. The person
mutuality and a genuine
integrates perspectives by
interest in the welfare of
format mechanisms of
others.
agreement, contract,
objective impartiality, and
due process. He or she
considers the moral point of
view and the legal point of
view, recognizes they
conflict, and finds it difficult
to integrate them.
 STAGE
Stage 6: The Stage of
Universal Ethical
Principles
It is characterized by an
attitude of respect for
universal principle and the
demands of individual
conscience.
CONTENT
This stage assumes
guidance by universal
ethical principles that all
humanity should follow.
SOCIAL PERSPECTIVE
Principled Conscience
This stage takes the
perspective of a moral point
of view from which social
arrangements derive or on
which they are grounded.
The perspective is that of
any rational individual
recognizing the nature of
morality or the basic moral
premise of respect for other
persons as ends, not
means.
 Deontological Ethics

•is a normative ethical position that

judges the mortality of an action based
on the actions adherence to a rules
•it sometimes describe as "duty",
"obligation" or "rule".
•Derived from the greek word "deon"
means duty and "logos" science.
•"non-Consequentialist"
Deontology can be divided into two
main types:
• Act Deontological Theories (which include)
• Situational Ethics (sometimes refered to as a
prima facie Imperative Theory), and
• Existentialism

• Rule Deontological Theories (which include)

• Categorical Imperative Theories (i.e., Kantian
Ethics) and
• Divine Command Theories
Act Deontological Theories
• Existentialism is a philosophy that
emphasizes individual existence, freedom
and choice. It is the view that humans
define their own meaning in life, and try to
make rational decisions despite existing in
an irrational universe.
• Situational Ethics ,takes into account the
particular context of an act when
evaluating it ethically, rather than judging it
according to absolute moral standards.
Act Deontological Theories are
Divided into 2 groups:
• Intuitionist - believes that we must
consult our conscience in every situation
to discover the morally right thing to do.
• Decisionist - sometimes called
existentialist, believes that there is no
morally right answer until we choose for
ourselves what is right and what is wrong.
Rule-Deontological Theory

• Accept the principle of universalizability as

well as the notion in making moral
judgement we are appealing to the
principles or rules.
• 2 types of rule-deontologists:
1.Objectivists
2.Abssolutists
• Objectivist
• One of several doctrines holding that
all reality is objective and external to
the mind and that knowledge is reliably
based on observed objects and events.
• Absolutist
• political doctrine and practice of
unlimited centralized authority and
absolute sovereignty, as vested
especially in a monarch or dictator.
 Kant's 3Formulation of the
Categorial Imperative
• Each person has dignity and profound worth, therefore
people should not be exploited or manipulated or
merely used as a means to an end
• Human beings as rational beings have value and must
be conceived as having unconditional worth
• Every rational being is able to regard oneself as a
maker of universal laws
• We determine the nature of the moral law, not God or
any authority
• We are our own authority morally speaking.
• We ought to do good because it is our duty to do so
• We are commanded by thelaw to be morally good.
Deontologists live in a universe of
moral rules, such as:
• It is wrong to kill innocent people
• It is wrong to steal
• It is wrong to tell lies
• It is right to keep promises
 Types Of Deontological Ethics

 Divine Command: the most common forms

of deontological moral theories are those
which derive their set of moral obligations from
a God. According to many Christians, for
example, an action is morally correct
whenever it is in agreement with the rules and
duties established by God.

 Duty Theories: an action is morally right if it is

in accord with some list of duties and
obligations.
 Rights Theories: an action is morally right if it
adequately respects the rights of all humans
(or at least all members of society). This is also
sometimes referred to as Libertarianism, the
political philosophy that people should be
legally free to do whatever they wish so long
as their actions do not impinge upon the rights
of others.

 Contractarianism: an action is morally right if

it is in accordance with the rules that rational
 moral agents would agree to observe upon
entering into a social relationship
(contract) for mutual benefit. This is also
sometimes referred to as Contractualism.

• Monistic Deontology: an action is morally

right if it agrees with some single
deontological principle which guides all
other subsidiary principles.
Deontological Ethics
is Commonly
Constrated to:
Pragamatic Virtues

• is a theory of normative philosophical

ethics.
• Ethical Pragmatists like John Dewey
think that norms, principles, and
moral criteria are likely to be
improved as a result of inquiry.
 Virtues Ethics
• From the greek word "arete" to
emphasizes the role of one's
character and virtues of one's
character embodied for determining
or evaluating ethical bahavior
• Focuses on the character than the
naure or consequence of act.
Consequentialism

- classof normative ethical theories

holding that the consequences of
ones conduct are the ultimate basis
for any judgement about rightness
and wrongness of the conduct.
Deontological Philosophies

• Immanuel Kant (1724-1804) was arguably

one of the greatest philosophers of all time
• The 20th Century philosopher W. D. Ross
[Sir David Ross] (1877-1971) e.
 Immanuel Kant (1724-1804)
• Was arguably one of the greatest philosophers of all
time. Kant taught (rather optimistically) that every
rational human being could work this out for
themselves and so did not need to depend on God
or their community or anything else to discover what
was right and what was wrong. Nor did they need to
look at the consequences of an act, or who was
doing the action.

• Kant is saying that people should always be treated

as valuable - as an end in themselves - and should
not just be used in order to achieve something else.
They should not be tricked, manipulated or bullied
into doing things.
Kant's Categorical Imperative

• Kant's version of duty-based ethics was based

on something that he called 'the categorical
imperative' which he intended to be the basis
of all other rules (a 'categorical imperative' is a
rule that is true in all circumstances.)

• The categorical imperative comes in two

versions which each emphasize different
aspects of the categorical imperative. Kant is
clear that each of these versions is merely a
different way of expressing the same rule;
they are not different rules:
• Always act in such a way that you would be
willing for it to become a general law that
everyone else should do the same in the
same situation.
• Act so that you treat humanity, both in your
own person and in that of another, always as
an end and never merely as a means.
• ...man and, in general, every rational being
exists as an end in himself and not merely as
a means to be arbitrarily used by this or that
will. In all his actions, whether they are
directed to himself or to other rational beings,
he must always be regarded at the same time
as an end...
Rossian duty-based ethics
• The 20th Century philosopher W. D. Ross
[Sir David Ross] (1877-1971) suggested
that it would be helpful to look at two
kinds of duty:

• Prima facie duties

• Actual duties
 Prima facie duties

• are self-evident and obvious duties (prima facie is

a Latin expression meaning 'on first appearances'
or 'by first instance')
• can be known to be correct if a person thinks
about them and understands them:
• when we have reached sufficient mental maturity
and have given sufficient attention to the
proposition it is evident without any need of proof,
or of evidence beyond itself
• W D Ross, The Right and the Good, 1930
• should be promoted, "all things considered"
• can be outweighed by other prima facie duties.
Ross listed seven prima facie duties:

 Fidelity
 Reparation
 Gratitude
 Justice
 Beneficence
 Self-improvement
 Non-maleficence (avoiding actions that do harm)
 Actual duties
• This is the duty people are left with after they
have weighed up all the conflicting prima facie
duties that apply in a particular case:

• the ground of the actual rightness of the act is

that, of all acts possible in the circumstances, it
is that whose prima facie rightness in the
respects in which it is prima facie right most
outweighs its prima facie wrongness in any
respects in which it is prima facie wrong.
• W D Ross, The Right and The Good, 1930
 Moral Discerment

• is the ability to obtain sharp perceptions or to

judge well (or the activity of so doing). In the
case of judgement, discernment can be
psychological or moral in nature. In the sphere
of judgement, discernment involves going
past the mere perception of something and
making nuanced judgments about its
properties or qualities. Considered as a virtue,
a discerning individual is considered to
possess wisdom, and be of good judgement;
especially so with regard to subject matter
often overlooked by others.
 Principles Used in Moral
Discernment
• State of life. There are many different states in life,
some permanent, some long-lasting, some only
temporary. We may be single, married, a priest, a
religious, young, old, healthy, or fragile in health. We
may be a student, a parent, rich or poor. Being clear
about our state in life can help us discern if a call is
from God or not.
• Gifts and talents - It is a clear fact that people have
different combinations of virtues and talents, gifts and
skills. In discerning the will of God, regarding a
course of action, or of accepting an offer or
opportunity, we ought to carefully ponder if it will
make good sense based on our skills and talents
• Desire - Desire as a principle of discernment
surprises some people. We are often suspicious
of our desires, and not without reason. When it
comes to most things regarding the Moral Law
and Doctrine, our feelings and desires are largely
irrelevant, and should not be determinative of
understanding God’s will. For example that we
should not commit adultery remains the clear will
of God, no matter how we feel about. That Jesus
is God is true, no matter our feelings.
• Organic development – This principle simply
articulates that God most often moves us in
stages rather than in sudden and dramatic ways.
While it is true, in most lives, there are times of
dramatic change, loss, and gain, it is more usual
for God to lead us gently and in stages toward
what he wills for us.
• Serenity - When God leads us, the usual result is
serenity (peace) and joy. In my own priestly life I
have at times, been asked to move from one
assignment to another. At such moments there is
great sadness, since I had to say goodbye to
people I greatly love. And yet, when it is God’s will
that the time has come for moving on, in spite of
the sadness, I also feel an inner peace, a serenity.
• Conformity to Scripture and Tradition. – Some
may think that this principle should be at the top of
the list, and you are free to put it there. But I
prefer to say that the Word of God and the
teachings of the Church has the last word in any
decision.