Pleasure versus Virtue Ethics in The Light of Aristotelians and the Utilitarianism of John Stuart Mills and Jeremy Bentham

The question of the end of morality is certainly as old as moral speculation itself. It is this question that prompted Aristotle speculating on moral or character virtue. Moral question is properly a human question since only human beings are expected to act in a given way and are subject to praise and reward or blame and punishment. We should remember that also God and angels are expected to act in a given way, but that would, strictly speaking, be the subject of moral theology and revelation, since without revelation depending only on reason, we cannot examine the acts of God and angels in order to determine how they should act. In short, it is only human beings who can be judged to act morally or immorally if we depend only on human reason, without the support of revelation. In the whole work, Stuart Mills and Jeremy Bentham stick on happiness, though each differ in approaches. Consequentialists are after the greatest happiness of the greatest number, by advocating on the struggle to that which may make man happy and avoid evil by all means. Aristotle on his side is on eudaimonism, where man is found to be happy but moral happy. Happiness for Aristotle should be reasonable, morally good and means should be maintained. This research is analytical by nature, where both qualitative and analytical methods have been implemented throughout the work. The work has been successful though some challenges could not be avoided. Finally, in doing or acting, man should observe virtue; and this is always doing good and avoiding evil.  

A Study to Investigate the Causes of English Speaking Anxiety Among the 8Th Grade Students of Elementary Schools in District Sialkot

English language enjoys its glory as an official language of Pakistan. It is used widely as a medium of instruction in educational organizations. The main focus of this investigation is to explore the causes of anxiety in speaking English as a second language at elementary level in district Sialkot. This investigation also aimed at determining the difference in speaking English as second language among eighth grade students at elementary level, if any across gender, school type and qualification. The design of the study was quantitative. Population of this study was comprised on all 110 publics (76 boys and 34 girls) and 20 private elementary schools of tehsil Sialkot. As far as sample of study is concerned 300 students of 8th grade was the sample of the study, out of which 150 students (75 girls and 75 boys) were from public and 150 students (75 boys and 75 girls) were from private elementary schools. Data were collected from 12 elementary schools (6 public elementary schools and 6 private elementary schools) of tehsil Sialkot, with the help of simple random sampling technique. Research tool used for data collection was ?Foreign Language Classroom Anxiety Scale? (FLCAS) questionnaire which was presented by Horwitz, Horwitz, & Cope?s (1986). This adopted instrument was consisted on 33 Likert type statements having 5 sub-scales. Mean and standard deviation was applied in the SPSS on the factors of FLCAS to find out the causes of anxiety in speaking English among the 8th grade students at elementary level in district Sialkot. Inferential statistics like t-test was applied in the SPSS to determine the difference of anxiety scores between gender (male/female) and school type (public/private) while ANOVA was done in SPSS to determine the anxiety scores of students taught by teachers having different academic background. The findings revealed that majority of the elementary students were having fear of speaking English in English language classroom and this factor is the main cause of anxiety among elementary students. Results revealed that negative relationship was found between school type and gender while having anxiety in speaking English among 8th grade students. Results also showed significant difference with regard to qualification of teachers. Considering the English language anxiety issues among 8th grade students of elementary schools in district Sialkot, it is recommended that in both public and private elementary schools, language teachers create a stress free, informal, friendly, and mastering environment. Little communicative activities like drama, role-play and motivation provoking techniques in a studying environment should be utilized. In public elementary schools, a language teacher should assign some task as homework for the preparation of next class so that students may prepare well and creates such an environment in language class in which all students participate in ongoing discussion without any hesitation. Private schools should not appoint less qualified and untrained teachers as they are also the main cause of creating anxiety in speaking English among students. Male and female 8th grade students of both sectors should constantly be prompted to practice English language speaking activities inside and outside the classroom without bothering little grammatical mistakes.