GE-ETHICS

University of San Carlos

Teacher: Villaganas, Vic Albaran Date: 10/08/23

Subject: Group 3 Ethics Time: T Th 12:00 PM - 01:30 PM

Mid-Term 1st Sem 2023-2024

By: Neri Kathleen Cuevas
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ESSAY TYPE

1. Give one example when the meaning of the good life is applied in your
own life? Explain.

Answer:

As a student and a teenager, I often associated the good life with the
pursuit of happiness and self-fulfillment. This manifests in my life in a variety of
ways, one of which is the balance between academic success and personal
growth. I've spent my entire life striving for academic excellence while also
valuing personal experiences, particularly the transition from senior high school
to college.

I was once a senior high school student who aims to excel academically.I
recognize the significance of education in achieving a prosperous future. I work
hard, maintain good grades, and diligently prepare for college and any
challenges that may arise. However, I also understand the importance of
balance in life. I am involved in extracurricular activities and other
non-academic organizations, have a healthy social life, and make time for
personal hobbies. My situation exemplifies the Aristotelian philosophy of
eudaimonia, or living a flourishing life. Aristotle, Plato's student, identified the
highest good as the acquisition of both intellectual and character virtues, which
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he identified with the Greek word eudaimonia, often translated as happiness

(Aristotle, 350 BCE/2004). Aristotle believed that a good life is achieved by
pursuing virtue and finding balance in various aspects of life. In this case, my
commitment to both academics and personal development exemplifies this
philosophy. By maintaining balance, I aim for not only academic excellence but
also happiness, social connection, and personal development.

A utilitarian viewpoint, on the other hand, might suggest that the good life
for me is one in which he maximizes overall happiness, including his own and
that of others. This could entail using my academic success to benefit and make
a positive impact on my community and contribute to the greater good.

In conclusion, the concept of the good life for a student and teenager like
me entails a delicate balance of personal development and academic
achievement, as well as the pursuit of happiness and fulfillment. Philosophical
perspectives, such as Aristotle's eudaimonia and utilitarianism, provide different
perspectives on what constitutes a good life for a teenager, emphasizing virtue,
balance, and the greater good. The state example in my life exemplifies the
application of the good life, demonstrating how philosophical perspectives can
guide decisions and actions in pursuit of the good life.
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3. Is there inherent order in nature or is it all chaos and chance? Explain.

Answer:

Nature, in my humble view, has an inherent order. Order does not have to
mean perfection, and it does not have to mean that certain things happen in
particular ways. One might argue that life was a matter of pure chance, an
accident, since the probability of it happening again, and leading to us,
humans is zero. I believe that René Descartes' rationalism can help explain this
perspective.

Descartes, a key figure in the Enlightenment, emphasized the importance

of human reason and rational thought. He famously stated, "I think, therefore I
am" (Cogito, ergo sum), implying that rational thought is the basis of knowledge
and understanding. Nature, according to Cartesian thought, is not a realm of
chaos and chance, but rather one governed by underlying principles and order
that can be understood through rational inquiry. Nature, in my opinion, displays
patterns, regularities, and laws that are not random but reflect a fundamental
order. Consider the physical and mathematical laws that describe the behavior
of objects and phenomena in the natural world. These laws are consistent and
reliable, demonstrating a structured, ordered reality. Furthermore, the very act of
scientific inquiry, which Descartes admired, is predicated on the assumption that
there is order in nature. Scientists seek to understand the fundamental principles
and causal relationships that govern the universe. This approach has resulted in
significant advances in our understanding of the universe, ranging from the laws
of motion to genetic principles.

However, it is critical to recognize that chaos and chance also play a role
in nature, especially at the quantum level, where probabilistic events occur.
Even in seemingly random occurrences, there may be a deeper order or
pattern that our current understanding cannot comprehend.
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In conclusion, while there are elements of randomness and chaos in

nature, I agree with Descartes' rationalism in believing that nature has an
inherent order. This order can be discerned through rational inquiry and scientific
investigation, as evidenced by the universe's consistent laws and patterns. The
interplay of order and chaos in nature remains a profound philosophical issue
that begs further investigation and contemplation.
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5. What kind of life is not worth living? Explain.

Answer:

In general, a life marked by unrelenting pain, misery, and despair with no

prospect of relief is often regarded as unworthy of living. This viewpoint is closely

related to the ideas of philosophers such as Jean-Paul Sartre and Albert Camus,

who investigated the concept of life's absurdity. They contended that in the

face of suffering and the absence of inherent purpose, life can be absurd and

meaningless.

A life that is not worth living, in my opinion and based on my experiences

as a student, is characterized by a lack of personal freedom and the feeling of

being trapped in a predetermined path. I have a strong sense of being

compelled to follow in my family's footsteps and pursue a career in which I am

uninterested solely in meeting their expectations. In this experience, I believe my

life is considered as unworthy of living because it lacks authenticity and personal

choice.

Jean-Paul Sartre, an existentialist philosopher, argued that radical

freedom defines human existence. To live authentically, one must accept

responsibility for their choices and shape the meaning of their own life. In my

case, being coerced into a life I do not desire goes against the core of

existentialist thought. Sartre famously stated, "Man is condemned to be free,"

implying that we are constantly confronted with choices and must accept
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responsibility for them. If external pressures dictate my life, I will be deprived of

the opportunity to live authentically. Moreover, Sartre also coined the term "bad

faith," which refers to the act of denying one's freedom and responsibility. My

situation could be interpreted as an example of bad faith, as I suppress my true

desires in order to conform to societal or familial expectations. This denial of

freedom and authenticity can result in a life that feels hollow and unworthy of

living.

In conclusion, not only from my perspective as a student, but also through

the lens of existentialism, a life not worth living is one in which personal freedom

and authenticity are sacrificed for external expectations. Such a life, as

exemplified by my predicament, contradicts existentialist values of individual

responsibility and freedom. It emphasizes the importance of personal choice

and the pursuit of one's true desires in finding meaning and worth in life.