DeVryUniversityClass: ETHC-445GreaterGood AnalysisStudents:Lucio A Gonzalez Sometimesthe good of the many is not the good of the few. In this greater good analysis,we will have to discuss and review each individual problem. Then come to aconclusion regarding each of the issues given. Thus, we listed out each problemand came to solutions for each one in numbered order.Problem 1: The Mayor of a large city was givena free membership in an exclusive golf club by people who have received severalcity contracts. He also accepted gifts from organizations that have not donebusiness with the City, but might in the future. The gifts ranged from $200tickets to professional sports events to designer watches and jewelry.
We as agroup discussed the repercussions, and decided that since the Mayor did notaccept these gifts as bribery. His decision was ethical, as long as he does notshow favor or performs favors for those that gave him gifts. After all, thesegifts could have been for his birthday or his wives birthday. They could havebeen given for some sort of event pertaining to the exchanging of gifts.Without knowing any more information about these gifts; we cannot determine theethical decision making behind them. Which leads us into John Locke’s opinionor view point. Based off of John Locke’s concept of state of nature, wecame to the conclusion that he would be fine with the mayor receiving gifts. Aslong as the mayor could remain neutral for the people that gave him the gifts,while focusing on the common good of the people.
It would be fine for the mayorto receive the gifts as gifts, and nothing more. Problem 2: A college instructor is pursuing herdoctorate in night school. To gain extra time for her own studies, she givesher students the same lectures, the same assignments, and the same examinationssemester after semester without the slightest effort to improve them.We cameto the conclusion that, nothing is wrong with this problem. Due to the factthat the school district or the state is not demanding a change in theteachings.
Also if the course is history it would not change because a day haspassed. History is history and it never changes. Thus, we can conclude nothingis wrong here, unless students decide to cheat off each other. Using the oldrepetitive information given each course every time around. JohnLocke’s view on this would approve of the instructor’s methods as long as sheis putting the same effort, and enthusiasm into the course every time. This means the instructor would benefit fromthis by being able to complete her doctorate, while still teaching. Also, itwould guarantee the same thing being taught to each student without variation,and prepare them for the next course. This means the common good aspect of thisis still holds value.
Problem 3: Todd and Edna have been married forthree years. They have had serious personal problems. Edna is a heavy drinker,and Todd cannot keep a job. Also, they have bickered and fought constantlysince their marriage. Deciding that the way to overcome their problems is tohave a child, they stop practicing birth control, and Edna becomes pregnant.
After wediscussed the problem, we came to the conclusion that this dilemma isunethical. This is because if they are already having existing problems. Whatgood with throwing a child into the mix do? Before the child is born they needto take steps to fix their problems.
Edna needs to go to AA meetings, and Toddneeds to get out there into the work force to ensure a steady income. Also,they need to start seeking marriage counseling from a therapist or a freesupport group. This will ensure thatthey are taking steps to alleviate their personal problems, and help preparethem for their child on the way. JohnLocke would not look at this in any positive way.
On top of their own problems,they decided to use a child as an excuse to resolve their problems. Instead theyshould have faced their problems head on. This puts into question the commongood, so therefore John Locke would be completely against having a child tosolve all of their problems.