Answer:
The definition is defined throughout the clarification section below, as per the circumstance given.
Explanation:
<u>Divine Command Theory:</u>
This idea was whether morality would somehow be contingent on God and that adherence to something like the commands of God constitutes legal responsibility. That suggests that the philosophy asserts that as a result of their being ordered by God, positive acts are morally good, what God wants is morally correct.
<u>Aristotle's virtue ethic:</u>
However, according to Aristotle, individuals would likely make the correct decision when confronted against ethical obstacles by honoring virtuous behaviors. Or a person builds a noble as well as a moral character through the practice of someone being trustworthy, courageous, just, compassionate, and so forth.
- When we equate the two, the Devine Command theory suggests that faith is the one that enjoins everyone to act well and offers ethical models regardless of their shortcomings.
- Seeing as the philosophy of Virtue Ethics states, we are surely beings of negative and positive behaviors that encompass our conscious awareness and actions. Therefore, the point of consensus between both hypotheses is that persons exhibit moral but also non-moral traits, and those who show and do moral conduct are decent, even though they are homeless people elsewhere.
- But perhaps the main point of contention is that rather than his instruction, God decides who would be moral or evil people by contradicting the philosophy of virtue ethics by saying that perhaps the positive or poor behaviors are the responsibility of people, nothing at all like heaven.
Answer:
Hey I’m gonna start taking classes on Spanish ....
Explanation:
Religious education is important because it equips students with cultural, social, moral and spiritual knowledge that aids in mental and physical development within society. The lessons learned in religious education prepare students for responsibilities, experiences and opportunities later in life.
The relationship between the level of religiosity and the level of education has been studied since the second half of the 20th century.
The parameters of the two components are diverse: the "level of religiosity" remains a concept which is difficult to differentiate scientifically, while the "level of education" is easier to compile, such as official data on this topic, because data on education is publicly accessible in many countries.
Different studies lead to contrasting conclusions regarding the relationship, depending on whether "religiosity" is measured by religious practices (attendance at places of worship, for example) or specific religious beliefs (belief in miracles, for example), with notable differences between nations. For example, one international study states that in some Western nations the intensity of beliefs decreases with education, but attendance and religious practice increases.[1] Other studies indicate that the religious have higher education than the non-religious.[2] Other studies find that the positive correlation with low or non religiosity and education has been reversed in the past few decades.[3][4]
In terms of university professors, one study concluded that in the US, the majority of professors, even at "elite" universities, were religious.[5]
Explanation: