Signature Assignment Pers Resp

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Eastern Gateway Community College *

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1301

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Philosophy

Date

Jan 9, 2024

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docx

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Uploaded by kbkanebarnes

Personal Responsibility Signature Assignment, Philosophy Answer the following five questions as best you can, in a short paragraph each, without doing research or reading. You will be graded on whether you complete the assignment, and whether you demonstrate that you have given the task time and attention, but you will not be graded on content. If you cannot answer a question, or choose not to answer a question, you do not have to give an answer, but you should try to explain why you could not answer. Please submit your completed assignments via Blackboard, using the “Personal Responsibility Assignment” link. 1: What are your core beliefs about what makes some things moral and other things immoral, and how did you come to form these beliefs? I believe in Cultural Relativism. This perspective argues that morality is relative to cultural norms. What is considered moral in one culture may be viewed as immoral in another. Cultural relativism emphasizes the importance of understanding and respecting diverse cultural perspectives. I adopted cultural relativism as a belief system due to being influenced by various factors, including cultural exposure, academic education, personal experiences, and philosophical considerations. 2: Do your personal moral beliefs align with one of the classical moral theories? If so, what is it, and what are the theory’s details? My moral beliefs align with a form of ethical relativism. Ethical relativism is a meta-ethical theory that holds that there are no universal moral truths, and what is morally right or wrong is determined by the beliefs and practices of a particular culture or individual. Cultural relativism, as I described, is a specific form of ethical relativism that focuses on the role of cultural norms in shaping moral judgments. 3-5: The rest of these questions relate to the following situation: Any student at UHD who is not a resident of Texas must pay out-of-state tuition, while Texas residents have their tuition subsidized by Texas taxpayers. This means that non-residents pay about twice as much as residents to attend UHD. According to state law, undocumented immigrants who have lived in Texas for three years are eligible for in-state tuition at Texas universities. Is this law moral? Should the state subsidize the education of people who live in Texas, but are not legal U.S. citizens? 3: What are the different ethical issues involved in the above example? How are these issues related, if they are? The scenario presented involves several ethical issues, and while these issues are distinct, they are interconnected in the broader context of education, residency, and immigration policies. Ethical issues involve Fairness and Equity, Equality of Opportunity, Legal and Policy Consistency, Use of Public Resources, Inclusion and Access, Community Values, and Immigration and Social Justice. The differential treatment of non-resident students, who pay out-of-state tuition, compared to Texas residents receiving subsidized in-state tuition raises questions of fairness and equity. Non-residents paying significantly higher tuition may face financial barriers to education that residents do not. The disparity in tuition costs between residents and non-residents may affect the equality of educational opportunity. If financial barriers prevent non-resident students from accessing education on an equal footing, it raises concerns about equal opportunities for all individuals. The eligibility of undocumented immigrants for in- state tuition, as specified by state law, introduces ethical questions related to the consistency and fairness of educational policies. This issue involves considerations of legal rights, equal treatment, and adherence to established policies. The subsidization of tuition for Texas residents by state taxpayers raises questions

about the fair use of public resources. Non-resident students may argue that they contribute financially to the university but do not benefit from the same level of support as residents. The eligibility of undocumented immigrants for in-state tuition reflects ethical questions about inclusion and access to education. Advocates argue that providing opportunities for undocumented immigrants contributes to a more inclusive and diverse educational environment. The debate over tuition policies involves considerations of community values. Different stakeholders may hold varying views on whether prioritizing in-state tuition for residents aligns with community values of fairness, inclusivity, and the allocation of public resources. The eligibility of undocumented immigrants for in-state tuition connects to broader discussions about immigration policy and social justice. It raises questions about whether educational opportunities should be accessible to all individuals, regardless of immigration status. These ethical issues are related through their impact on access to education, the allocation of resources, and the treatment of different groups of students. Resolving these issues involves careful consideration of ethical principles such as fairness, equality, justice, and the responsible use of public resources. The interconnected nature of these ethical considerations highlights the complexity of crafting and evaluating policies in the realm of education and immigration. 4: How might different ethical perspectives apply to the above example? Utilitarianism, focused on maximizing overall happiness or well-being, would evaluate the policy by considering its consequences. From this perspective, providing in-state tuition to undocumented immigrants in Texas may be justified if it contributes positively to education, workforce diversity, and social cohesion, ultimately enhancing overall happiness in the community. Deontological ethics, emphasizing adherence to rules or principles, would assess the policy based on its alignment with established laws. If state law permits undocumented immigrants meeting certain criteria to receive in- state tuition, a deontologist might argue that the policy is ethically justifiable because it follows established rules. Rights-based ethics, focusing on protecting individual rights and freedoms, would assert that all individuals, regardless of residency or immigration status, have a right to equal access to education. Providing in-state tuition to undocumented immigrants in Texas could be seen as upholding their right to education from this perspective. Virtue ethics, concerned with the development of virtuous character traits, might assess the policy based on whether it fosters virtues like compassion, inclusivity, and fairness. If the policy is perceived as promoting a sense of community, understanding, and support for vulnerable populations, it may align with virtue ethics. Social contract theory, exploring moral obligations within a community, would evaluate the policy in terms of whether it reflects a mutually agreed-upon understanding of how the community should treat its members. If there is a consensus or social contract supporting inclusivity and equal opportunities for education, the policy may be considered ethically justified. Communitarianism, emphasizing the importance of community and its values, would consider the impact of the policy on community values and cohesion. If the policy aligns with the community's commitment to inclusivity, diversity, and support for all residents, it may be seen as ethically sound from a communitarian perspective. These ethical perspectives showcase the diverse ways in which individuals might analyze and evaluate the policy on in-state tuition for residents and undocumented immigrants in Texas, highlighting the complexity of ethical considerations in educational and immigration policies. 5: What is your personal position on the issue above? What possible objections might one raise to your position, and how might you respond to them? The question of whether undocumented immigrants who have lived in Texas for three years should be eligible for in-state tuition at Texas universities is a complex and divisive issue with varied perspectives. Advocates argue that providing in-state tuition promotes access to higher education, fostering personal development and societal contributions. They emphasize the principles of fairness, equality, and the integration of undocumented immigrants into society. On the other hand, opponents’ express concerns about the allocation of taxpayer funds, questioning the additional financial burden on Texas residents. Some argue that providing in-state tuition to undocumented immigrants may conflict with federal

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