Part 2 Annotated Bibliography Essay

Angie Brown
Professor Altenbernd
English 100
14 November 2014
Annotated Bibliography for Guy de Maupassant’s The Necklace

Tyler, Deborah. "Articles: Morality, Anti-Morality, and Socialism." Articles: Morality, Anti-Morality, and Socialism. 1 Dec. 2013. Web. 14 Nov. 2014. Tyler responds to the topic of both morality and anti-morality. She defines morality as a consensual moral code as an integrated body of knowledge taught to children and used by adults as a guide to personal choice. She claims that the purpose of morality is to curb selfishness in choice. She discusses that anti-morality is a reaction against the belief that selfishness is the primary cause of suffering. According to anti-moral beliefs, suffering arises not from selfish choices, but when a person is blocked from "self-actualization" by restrictive and oppressive social conditions. Tyler argues that anti-morality is the belief that morally based discrimination and penalty are narrow-minded, bigoted, and thwart freedom. I agree with this argument that morality is knowledge imbedded in the minds of children by adults as personal guide. I don’t agree with anti-morality, however, the fact that it exists will persist, so I believe that a person derives their opinions based on their surroundings.

Prinz, Jesse. "Morality Is a Culturally Conditioned Response." Philosophy Now. 1 Sept. 2014. Web. 15 Nov. 2014. Prinz argues that the source of our moral inclinations is merely cultural. He discussed many different kinds of morality issues; one of his topics that caught my eye in particular was the “Emotions and Inculcation” topic. He argues that morality is learned when children begin to learn values at a very young age, before they can reason effectively. He says that moral education begins from the start, as parents correct these antisocial behaviors, and they usually do so by conditioning children’s emotions. In my opinion, I feel that his argument is correct, due to the fact that it’s linked up to the parents on how they want their children to learn from right and wrong. Most children reflect off of their parent’s personalities and attitudes which distinguish the children’s morals and values.

Navran, Frank. "Helping Clients Reduce Risk By Ensuring Ethical Conduct." Navran Associates. Web. 15 Nov. 2014. Navran argues that morals are values which we attribute to a system of beliefs, typically a religious system, but it could be a political system of some other set of beliefs. He explains that these values get their authority from something outside the individual, either a higher being or higher authority. He claims that many of us find that our values are strongly influenced by our sense of morality, which he claims, is a right as defined by a higher authority. Yet we refrain from citing that authority because doing so may seem less rational and more emotional to others who do not share our belief system. He argues that the lack of public reference to morals does not diminish the power of moral authority. That avoiding a morality-based rationale is a social convention and one that is not

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