Mercy Killing: Is it Right for A Father to Kill His Daughter?

The minimum length is 500 words per entry (content-only). That is 2 pages computer-typed, double spaced in 12-point letter using Arial or Times New Roman font.
When do I begin writing my journal?
Right away from the first day of class. For those students who arrived later in the course, they would have to begin from the first day that they attended class. In any case, no later than the last day to

Add/Drop FL1 Deadline, which was on
Wednesday Jan. 15, 2020.
Should it be in handwriting or computer typed?
It must be computer typed. For those who as have already begun their journal in handwriting using for each entry 2 full 8 ½ X 11 pages, they have to continue their journal computer-typed using the new

instructions.
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Example of a reflective journal
1
:
Journal entry # x, X of January, 2020
This week, we discussed the basics of Ethics. We started off with the definition of Ethics, which is also called moral philosophy. Ethics is a discipline that deals with what is morally good and bad. In ethics we study human conduct from the point of view of moral values (like right and wrong, good or evil) and principles like “though shall not kill”. The term is derived from the Greek word ethos which means character or disposition. The reason for this is that in the beginning Ethics was thought of as a discipline designed to develop the moral character of an individual by teaching him how to develop a set of moral habits that will help that person conduct his or her life in a virtuous manner. As the professorexplained, there are three major areas of Ethics: Meta-ethics, normative ethics and applied ethics. Meta-ethics deals with the nature of moral judgements. It looks at the origins and meaning of ethical principles (e.g. what is Goodness, are moral judgements objective or subjective? etc.). Normative ethics deals with major ethical theories sometimes called “normative” because they suggest norms or standards for what we ought to do. Some theories that the professor mentioned were utilitarianism, deontology and natural law theory. For example, utilitarianism considers that what is good is what produces the best consequences or causes the most happiness to the greatest number of people. According to it, torturing or killing an innocent person would be neither good or bad, it will all depend on the consequences of the act. On the other hand, Deontology and Natural Law Theory consider that an action is good or bad according to a set of moral principles and duties, as well as the intention of the agent. In this case, intentionally killing an innocent person or torturing people will always be bad regardless of their consequences. In my case, I tend to be more in favor of the other two, but there are some points about utilitarianism that I consider worth taking, such as the notion that minimizing pain and suffering is the basic guide of morality. Finally, applied ethics looks at controversial topics like abortion, animal rights, climate-change, capital punishment, etc. The most interesting part for me was the discussion of cases in applied ethics, like capital punishment, abortion, euthanasia and assisted suicide. For example, the first day of classes we discussed the topic of Euthanasia and assisted suicide. The question was raised that if a person/s had a terminal cancer and the pain was unbearable, if they asked you to receive a lethal dose of a drug to end their suffering would you give it to them or help them do it? For me personally, I won’t do it (I guess I am against assisted suicide or at least I won’t assist in their dying), but my mind is divided regarding euthanasia. It is ultimately up to the person who is suffering to make this decision and I also think that it is immoral to let someone who is suffering so much to suffer even more. Specially since this illness has no chance of going away and it is better to leave this world with peace than to go out with insufferable pain and agony. Perhaps in these cases, people should be given the opportunity of leaving this world in their own terms. Of course, there is an argument to be. This example is based on real student’s journals made about the sanctity of life, but what good is life spending your last days in a hospital bed just waiting to die in agony. Is that life worth living in eternal pain until they pass? I don’t think so. It is better for them to be at peace and leave in a good state of mind rather than in a bad state. So perhaps I would be in favor of Euthanasia, although it is difficult to reconcile my own beliefs with killing people. In any case, it would be better to leave this discussion until we have discussed the topic in more detail in further classes. I would like to learn more about the arguments in favor and against it before I make up my mind.
Professor comment
... Isn’t it contradictory that you oppose assisted suicide, but are in favor of Euthanasia?
The reasons that you offer for been in favor of Euthanasia could also apply to assisted suicide. For example, both of them are related to people who are terminally ill and suffering from an unbearable amount of pain and agony. In both cases, it is the patient the one who is asking for an “opportunity of leaving this world in their own terms”. The only difference is that in Euthanasia the act of killing is made by a person other than the patient (e.g. the doctor), whereas in Assisted Suicide the patient is the one who commits the final act, although with the help of another person. Regarding the sanctity of human life, the same criticism that you raised against it would also apply to both, as ...
Journal entry # y, X of January, 20...
This week we read Fagothey’s Right and Reason and the professor asked us to answer some questions about the text. ... We also went over customary and reflective morality as well as the origins of ethics. The difference between customary and reflective morality is that customary is based on what your guardians tell you or what society presents as morally right. For instance, a statement rule that says “stealing is wrong” is a customary morality because it is generally accepted that stealing is an immoral act. According to Fagotey “Reflective morality is the attempt to find general principles by which to direct and justify our personal behaviors” (Fagothey, p. xx). I take it to mean that when we analyze our acts trying to offer arguments based on moral principles that explain why that act is good or evil, we are practicing reflective morality. For instance, the abortion debate is a good example of reflective morality.
For those people who defend the right of a woman to procure an abortion, they argue that the fetus is not yet self-conscious and that given the choice to choose between the life of a mother and that of an unborn baby we should choose the first one because the rights of a full person should trump those of a being who is not yet conscious. On the other side, people who are opposed to abortion consider that every human life is precious and that we do not have the right to kill an innocent human being. Both of them offer reasonable arguments to defend one side or the other. In my case, I have not yet decided which position to support, perhaps I am something in the middle of the two. I do not consider that allowing abortions for any reason is the right thing to do. After some months in the womb, fetuses can feel pain and have some form of self-awareness, so killing them for any reason would not be ethical. On the other hand, the debate is not clear when we use such terms such as “humans” or “persons”. What does it mean to be a human being? Perhaps only being part of the human species. What should be important is how conscious that human is. For example, is it sentient? Is it self- conscious, has it ever been? The fetus is certainly not yet a full person, but at least it has some sentience, so it should have some sort of protection. On the other extreme, people who defend the absolute right to abortion consider that only full persons matter when making ethical choices; I would remind them that that would allow infanticide, as newborns are not yet fully developed persons. For these reasons I consider that abortion should be allowed in some cases, but not in every case. For example, I consider that before a fetus has some sort of conscience, the mother should be allow to make decisions about continuing with her pregnancy or terminate it. However, after the fetus has gained some level of consciousness (e.g. be able to feel pain and have some sort of self-awareness), abortions should only be permitted for grave reasons, such as the mother risking death for bearing the child. As an instance of what is not a good example of reflective morality, I have noticed that younger persons with minimal income will be more likely to be pro-choice because if they were put into that situation, they would not be ready to bring a human life into the world and take care of the child. However, older persons with children are more likely to be pro-life, since they cannot imagine taking their kids out of their lives. None of these arguments should be decisive in the debate of abortion. The first is just a monetary argument, and the second an emotional one. As the professor explained in class, moral arguments should not be based on a situation that you are personally experiencing or about your personal feelings because ethics is not about the interests or the benefit of only one person; it is about the effects of our actions to others and society as a whole.
Professor comment
That is an excellent reflection, Kudos! ... The part that I liked the most was your brief reflection on the arguments for and against abortion as an example of reflective morality. Although you focused only on some arguments of the debate, you treated each of them fairly and showed enough criticism to pinpoint their shortcomings, for example ....
In short
As you have seen, a reflective journal is a personal account of an educational experience that offers a variety of benefits, from enhancing your writing skills and helping you retain information to allowing you to express your thoughts on new ideas and theories.
TIPS FOR WRITING YOUR REFLECTIVE JOURNAL
A reflective journal is a steadily growing document that the learner writes to record the progress of their learning. Learners keep a reflective journal for demonstrating how they have integrated
the knowledge of a course in their own way of thinking.
A reflective journal is not:
 simply a summary of the course material. Focus more on your reactions to what you've read, and what you've been reading.
 a learning log. On a learning log you might write down the times and days when you read something. A log is a record of events, but a journal is a record of your reflections and thoughts on the topics discussed, as well as the assigned readings.
Entries in a reflective journal can include:
Points that you found specially interesting in your reading, and would like to follow up in more detail.
 Questions that came up in your mind, because of points made in material you read on this topic.
Some ideas for writing your journal:
Write about:
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Ideas, discussions, concepts or arguments that you have learned in the lesson and have challenged your way of thinking.
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Issues that interested you a lot, and that you would like to discuss in more detail
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How to apply the concepts learned in class to your own life and way of thinking, e.g. use them to present and defend your own point of view about X or W topic
oAlways challenge yourself to see the other side of the coin and be sure to be fair when presenting the opposite point of view: e.g.
I am in favor of __ because ... We should also take into consideration .... However, the argument against __ is quiteconvincing, as it states that ... and many people think that ...
Ask yourself:
 What was the most interesting thing I read for this lesson (mark it above with an asterisk) -
why was that?
 What were the main things I learned from this lesson?
 What did I previously think was true, but now know to be wrong?
 What did we not cover that I expected we should?
 What was new or surprising to me?
 What have I changed my mind about, as a result of this lesson?
 I am still unsure about...
 What I most liked about what we learned in this lesson was...
 Miscellaneous interesting facts I learned in this lesson...
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JOURNAL RUBRIC
Excellent
(A)
Good
(B)
Fair
(C)
Unsatisfactory
(D/F)
1. Reflection content
Discussion and integration of acquired knowledge.
Ability to integrate learning into real-world experiences and analyze issues with a critical attitude
It addresses and integrates all the acquired knowledge, required topics concepts and methods discussed in class and in assigned readings.
It shows an ability to proficiently demonstrate reflection and deep thinking about acquired knowledge. It is written in a simple, yet effective way with practical applications to real-life problems. It shows integration with different issues from wide range of perspectives (e.g. personal, cultural, societal, etc.); It demonstrates critical thinking skills in addressing the subjects and an ability to integrate new knowledge to previous experiences and ways of thinking.
It addresses all the required topics.
Content is good; however, it could have been developed more/better.
The reflection is good but could have been deeper. It is written well and clearly, but it contains a few grammatical errors. It lacks organization of the ideas discussed.
The reflection is superficial.
Journal entries resemble a rough draft.
What is presented is neither clear nor effective;

reflection is poor.
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* Highlighted Journal:
Before you submit your reflective journal, you will reread your entries and, using a highlighter and mark those sections of the journal that directly relate to concepts discussed in the texts or in class. This makes it easier for the instructor to identify how students have reflected on their experiences and thinking processes in light of course content.
2. Presentation & articulation:
Professional presentation with clear entries and highlights.*
Articulation and organization of ideas and perspectives
Excellent/professional presentation of the journal with highlighted sections of the journal that directly relate to concepts discussed in the texts or in class. *
It is grammatically well written, with no spelling or syntax errors and complete sentences.
Writing is well-focused; arguments or perspectives are precisely defined and explained; coherent flow in developing an insightful idea demonstrated
Arguments or perspectives are clearly stated and organized.
Writing flows, but the articulation of ideas is not well presented; concepts and ideas are not discussed deep enough to be very insightful.
Arguments or perspectives are vaguely mentioned; the writing lacked an organized flow and the ideas were hard to follow .
It has grammatical errors.
Significant problems in grammar, syntax, etc.
Does not show any original thinking or perspectives; chaotic in organization and presentation of ideas.
3. Completeness:
Incorporation of the journal entries into a whole, demonstration of the learning process.
Concrete connections between journal entries into a whole; demonstrating clear steps in the developmental learning process.
Journal entries can be generally connected; still able to observe how the student develops his or her knowledge during the learning process.
Weak connections between journal entries; development gained from the learning process is hardly observed.
No connections between journal entries; The entries are mere descriptions of events rather than showing a sequence of learning steps.
Not the required length.
Annotations