The Ethics Workbook I: Chapter two: Hebrews

 This are the first chapters of the Workbook : 1. Ancient Egypt , 2. The Hebrews, 3. Ancient Mesopotamia.

All students must read and traslate these chapters as explained in class.

Ancient Egypt ……………………………………………………………....…5 

Book of the Dead 

This chapter introduces the fundamental division of ethics into two areas of concern, an obligation to do no harm to others and an obligation to do good for others. A fundamentally Eastern view of the relationship between human beings and the natural world is considered. There is also an introduction of the idea of intent and the impact of surrounding circumstances on actions. 

 

The Hebrews …………………………………………………………………… 9 

Genesis 

Deuteronomy  

A fundamentally Western view of the relationship between human beings and the natural world is considered. There is an examination of the idea of law and of a divine source of right and wrong, as well as the efficacy of immutable ethical standards. The use of ethical dilemmas and a consideration of the special family relationship are presented. 

 

Ancient Mesopotamia …………………………………………………………………… 13 

Hammurabi’s Code  

This chapter considers the problem of relativity in ethical standards and makes a comparison with the Old Testament. There is an examination of the government as a source of ethical standards and an introduction of the idea of justice and fairness, as well as further consideration of the concept of intent. 

The Ethics Workbook I:  World History Chapter Two Hebrews

One of the greatest foundations for ethics is the Old Testament of the Bible. This writing comes to us from another ancient people, the Hebrews. The Hebrews were part of ancient Mesopotamian civilization. They lived at about the same time as the ancient Egyptians, but they had some very different ideas. Next we’re going to compare some of the lines from the first part of the Old Testament, called the Book of Genesis, to some things we have already read from the Book of the Dead. And God said, let the earth bring forth living creatures, cattle and creeping things, and beasts of the earth. And God said: Let us make people and let them rule over the fish of the sea, and over the birds of the air, and over the cattle, and over all the earth. And God blessed the people and said to them, multiply, and replenish the earth, and conquer it: and rule the fish of the sea, and the birds of the air, and every living thing that moves on the earth. Genesis 1:24-28 shortened and simplified What major difference can you see between the Egyptian and the Hebrew idea of the relationship of people to nature? .


Judaic tradition is very fundamental to western Phisophy, which stresses the right of humans to control all of nature and to use it for human benefit. It is very important for students to begin to recognize the enormous ramifications of this tradition. As we continue to study ethics, we will see that there are two basic ways of looking at our relationship with the world around us. These two ideas have led to the growth of two very distinct kinds of ethical philosophies. The Hebrew idea that we read about in Genesis is very basic to our own western tradition. The Egyptian view is more basic to eastern philosophy. We’ll learn more about this when we study China and India, but for now let’s take a close look at our own western culture, which begins with the Hebrews, and includes other Mesopotamian civilizations. Let’s see if the Hebrews and the Egyptians agree or disagree about other ethical ideas. Another book from the Old Testament is called the Book of Deuteronomy. It contains lots of rules that can be compared to the words in the Book of the Dead. Honor your father and your mother. Do not kill. Do not steal. Do not tell lies against your neighbor. Deuteronomy 5:16-20 shortened and simplified There seems to be much agreement, even in these two very different cultures, about the basics of right and wrong. Find some comparisons between these rules and the rules we read from the Book of the Dead. …………………………………………………………………………………………………………….


is a clear thematic similarity. Don’t injure others and do good for at least some people. Students should begin to think about special relationships, particularly the family relationship. Notice something else about the way these rules are written. They are very strict. Read them again slowly: Do not kill. Do not steal. What indication do you get that there are no “ands, ifs or buts” about them? In the space below tell if you believe that rules should be strict, and be strictly enforced. Try to think of some examples from your own personal experiences. …………………………………………………………………………………………………………….


Ethics Workbook I ©Anthony Tiatorio 1999 11


This begins to introduce students to dilemmas since they will see benefits to both immutable and relative standards of right and wrong. Let’s look now at what Deuteronomy says about doing good for others: If there be among you a poor man, do not harden your heart, or turn away from your poor brother. Be generous to him, and lend him enough for his need. For the poor will always be with us: therefore I command you to be generous toward them. Deuteronomy 5:7 -11 shortened and simplified Think about these rules requiring a person to help the poor. Are we obligated to help the poor, or are there circumstances under which we should help, and circumstances under which we should not help? For example is there a difference between helping a neighbor, or relative, and helping a stranger?

This will introduce students to the process of thinking about ethical dilemmas in society by focusing on poverty. Obviously the teacher should employ a variety of tactics carrying out the strategies in this workbook. For example group or individual projects or reports on poverty in the world today and responses to it might be used here. This opens the door to discussing the issue of special relationships to special people, and how they might alter a person’s ethical obligations. Read the part of Deuteronomy about parents again: Honor your father and your mother. What do you think this means?


 If we read further in Deuteronomy we will find out what happens to a son who fails to follow this rule: If a man has a stubborn and rebellious son, who will not obey his father, or his mother, then his father and his mother should bring him to the elders of his city. And they will say to the elders, our son is stubborn and rebellious, he will not obey us. And all the men of the city will stone him with stones, and kill him.



 Deuteronomy 21:18-21 shortened and simplified What are the pros and cons of such strict and unbending rules? Try to think of some situations in which this kind of ethical standard might be good and necessary and then some situations where it might be bad. Jot down your thoughts so you can be better prepared to share them with the class.


This time the ethical dilemma has focused on a family relationship which students will readily relate to. Students should begin to see that ethics is very complex and conflicts arise when trying to do the right thing. They should try to view the parental responsibility from both perspectives, and discuss if that changes their conclusions. Notice that, in the case of the rebellious son, the parents brought him before the elders of the city to decide how to deal with the problem. This introduces us to the idea of laws. Think about the law for a minute. What do you think the law is, and why did it develop in early civilizations? Is using the law the best way to handle problems? Why is it good? Why isn’t it good? Try to think through both sides of this, and make some notes on your key ideas. ……………………………………………………………………………………………………………. The next lines give us a clue as to how the legal system worked for the Hebrews: If there is a dispute between men, and they come before the judge, the judge will decide. If the wicked man deserves to be beaten, the judge will have him beaten according to his crime. Deuteronomy 25:1-2 shortened and simplified Compare this system with our own legal system. To what major similarities and major differences can you point. Make a list. ……………………………………………………………………………………………………………. There is a powerful external authority enforcing the law which itself is imposed from on high. Students should be able to contrast this with the contemporary American system. This foreshadows later objectives and it’s not necessary to go beyond general discussion of such things as juries, rights, appeals or cruel and unusual punishments.