The ethical philosophers have overseen this transformation of the ethical issues, especially in the Western traditions. There were ethical, philosophical teachings for the ancient, medieval and modern…
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The history of Ethics addresses transformations in ethical issues over periods with popular and normal beliefs, trends and presuppositions shaping the model of thought for each period.
The ancient Greek ethics is the oldest ethical thinking model fronted by Socrates, Plato, and Aristotle. Philosophical thinking about ethical codes started with the Greek Sophists in the Western intellectual tradition. The Greek Sophists taught youths about the skills of public speaking in order to become successful in the political struggle of those days (Ruggiero, 2007). Moreover, earliest Sophists like Plato and Protagoras fronted the virtue of moral relativism. They underscored the fact that particular communities make their specific moral and ethical codes, setting them as customs and practices of the given community.
The second stage in the history of ethics is the medieval ethics. Church fathers fronted the medieval ethical thinking. This was the trial to comprehend the Judeo-Christian scriptures in the view of the Greek philosophers (Ruggiero, 2007). St. Augustine was the major personality that fronted this ethical thinking era. He gave an ethical account of voluntarism and the will.
Ethics in the twentieth century has been mainly analytical. It has been majorly concerning the nature and implication of ethical judgments. Modern ethical thinking has mainly focused on meta-ethics rather than normative ethics (Ruggiero, 2007). Modern ethics in the Western traditions draws its connection to the previous ethical thinking stages, that is, the ancient Greek ethics and the medieval ethical
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Social inequality impacts on peoples’ health. Poverty in some parts of the globe is described with their lack of access to professional medications and the inability of some families to access medical supports. Economic challenges also pushed some people to engage in jobs that are too risky for health.
There was widespread recognition of the need to address what came to be known as the 'crisis of historical education.' Originally recognized as a problem by and for historians themselves in the 1970s, in the 1980s there was increasing public acknowledgment of, and a sense that something had to be done about, the fragmentation and marginalization of historical studies in schools and the accumulating evidence from tests and surveys that the nation's young people were growing ever more ignorant of American and world history.
Today everything is a question of ethics, with little dependence on expediency.
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