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TOK/CAS Activity     Thoughts  from  the  Group  Discussion:     -­‐ CAS  promotes  ethical  education  because  it  enables  us  to  change  a   perspective,  feeling,  attitude  and/or  idea  about  something  through  an   activity.  For  example,  Habitat  For  Humanity  enables  us  to  empathize  with   people  who  come  from  less  fortunate  backgrounds  as  ourselves,  thus   allowing  us  to  grow  more  as  ethical  beings.     -­‐ In  the  area  of  CAS,  service  is  a  moral  obligation,  as  CAS  requires  you  to   participate  in  such  activities.   -­‐ Our  “moral  code”  comes  from  both  nature  and  nurture  because  nature  is   the  instinct  feeling  or  the  intuitive  feeling  that  allows  us  to  sense  an   innate  gesture  of  what  is  considered  right  and  what  is  considered  wrong.   Nurture  is  more  of  the  way  we  are  brought  up,  what  we  are  influenced   with  throughout  the  most  vital  parts  of  our  development  as  a  person  or   ethical  being,  is  what  we  project  onto  our  world.  It  defines  and  creates   another  additional  basis  of  what  we  perceive  as  right  or  wrong.     -­‐ This  relates  to  other  ethical  theories  such  as  duty  theory,  as  what  we   consider  to  be  right  would  make  us  do  the  “right”  thing  without  regard  to   the  consequences.  It  also  can  be  related  to  Kant’s  Categorical  Imperative,   that  states  of  a  categorical  imperative  that  is  true  in  all  circumstances.  I.e.   Rape  is  wrong.     -­‐ This  relates  to  the  idea  of  Ethical  Egoism,  as  we  do  choose  whether  or  not   to  be  moral  in  the  position  to  our  own  self-­‐interest;  however,  in  the  case   of  CAS,  Ethical  Altruism  has  a  strong  relation  because  the  service  part  of   CAS  is  a  moral  obligation.         Two  Knowledge  Issues  Developed:     1. To  what  extent  is  do  we  take  the  position  of  Ethical  Egoism  in  our  CAS   activities  to  the  position  of  Ethical  Altruism?   2. To  what  extent  does  deontological  thinking  come  to  play  in  moral   obligation?     Do you personally believe that service is a moral obligation? What reasons can you use to support your personal opinion? Please use examples from your own experiences in CAS.

  In  the  case  of  CAS,  I  do  believe  that  service  is  a  moral  obligation  as  I  am   bound  by  my  responsibilities  as  an  IB  student;  however,  due  to  the  activities  I   have  participated  in  CAS  (ie.  Habitat  for  Humanity)  I  can  see  myself  definitely   taking  part  in  such  services  outside  of  the  IB  curriculum,  there  I  would  not  be   under  the  believe  that  service  is  a  moral  obligation.  In  fact,  I  would  be  taking  a   more  utilitarianistic  approach  on  service.  Although  I  believe  that  service  for  CAS   is  a  moral  obligation,  I  tend  to  find  myself  falling  fit  into  the  utilitarian  concept  of   enlightened  self-­‐interest.  For  example,  in  my  first  Habitat  for  Humanity  trip,  I  felt   obliged  to  participate  as  I  had  signed  up  for  it,  but  in  my  second  Habitat  for  

Humanity trip,  I  found  myself  expressing  the  enlightened  self-­‐interest   philosophy  of  my  helping  others,  I  ultimately  help  myself.    


by Shai Durairaj Mr. Glover's TOK Gr.11 class

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