Usually, natural theology is understood as the project of providing arguments for the existence of God. This project is endorsed by Moreland and Craig. McGrath, on the other hand, says that this project fails. In the first part of this article, I show how McGrath’s dismissal of arguments for the existence of God follows from his view of natural theology. In the second part, I argue that McGrath’s natural theology contains an accurate critique of Moreland and Craig’s way of doing (...) natural theology, a critique that exposes two major problems in their treatment of the moral argument for the existence of God. In the third part, I propose a way of providing arguments for the existence of God that avoids the problems pointed out by McGrath, namely a way of arguing that seek to show how theology may improve a certain non-theistic understanding of a natural phenomenon. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

In contemporary Western moral philosophy literature that discusses the Chinese ethical tradition, it is a commonplace practice to use the Chinese term daode 道德 as a technical translation of the English term moral. The present study provides some empirical evidence showing a discrepancy between the terms moral and daode. There is a much more pronounced difference between prototypically immoral and prototypically uncultured behaviors in English (USA) than between prototypically bu daode 不道德 and prototypically bu wenming 不文明 behaviors in Mandarin Chinese (...) (Mainland China). If the Western concept of immorality is defined in contraposition to things that are matters of etiquette or conventional norms and thus tied to a more or less tangible moral / conventional distinction, then we are dealing with a different structure in Mandarin Chinese – the prototypically bu daode and bu wenming behaviors seem to largely overlap. We also discuss whether bu lunli 不倫理 and bu hefa 不合法 can be considered adequate candidates for translation of immorality and we answer in the negative. (shrink)

The aim of the My Character project was to develop a better understanding of how interventions designed to develop character might enhance moral formation and futuremindedness in young people. Futuremindedness can be defined as an individual’s capacity to set goals and make plans to achieve them. Establishing goals requires considerable moral reflection, and the achievement of worthwhile aims requires character traits such as courage and the capacity to delay gratification. The research team developed two new educational interventions – a website (...) and a hard-copy journal – with the specific aim of developing future-mindedness. After development, the website and journal were piloted over a one-year period by over 1,000 11–14 year olds in six schools across England. Various research methods, including group interviews and case studies, were implemented to assess impact. In addition, a pilot RCT was conducted to assess the feasibility of using experimental methods to measure character. The main findings from the research are that: - Students benefit from opportunities in school to think about future-mindedness; this can be successfully taught through character education. - Harnessing new technology, such as the Internet, offers exciting opportunities for character education. - It is beneficial to investigate the impact of new character education resources in order to bring greater clarity about ‘what works’. The most useful approach is a mixed methods one that allows for triangulation of evidence. - It is possible to run RCTs and other experimental research in schools to assess developmental projects of this kind, but applying the method in schools and creating suitable outcome measures present challenges for researchers. - A positive indicator of the success is that five out of the six pilot schools have embedded My Character into their curriculum. In addition, many new schools, both in Britain and internationally, have started to use the website and / or journal. This report describes the research, analyses the impact of My Character and concludes with recommendations for policy makers, practitioners and researchers embarking on similar projects. These recommendations include: i) advocating that schools create space in the curriculum to teach future-mindedness through character education; ii) enhancing traditional character education teaching methods with opportunities brought by Internet technologies; iii) evaluating character education interventions using triangulated evidence drawn from a mixture of research methods. (shrink)

Many argue that absolutist moral theories -- those that prohibit particular kinds of actions or trade-offs under all circumstances -- cannot adequately account for the permissibility of risky actions. In this dissertation, I defend various versions of absolutism against this critique, using overlooked resources from formal decision theory. Against the prevailing view, I argue that almost all absolutist moral theories can give systematic and plausible verdicts about what to do in risky cases. In doing so, I show that critics have (...) overlooked: (1) the fact that absolutist theories -- and moral theories, more generally -- underdetermine their formal decision-theoretic representations; (2) that decision theories themselves can be generalised to better accommodate distinctively absolutist commitments. Overall, this dissertation demonstrates that we can navigate a risky world without compromising our moral commitments. (shrink)

In this thesis I am going to explore the relationship between happiness and imprisonment. I will discuss three theories of happiness - hedonism, life satisfaction theories and emotional states theories. I will argue that the main problem of these theories is that they take happiness to consist only of psychological states. Because of this, I will turn my attention towards those theories that evaluate happiness in terms of how well life is going for the person who is living it. I (...) will argue that my Aristotelian account is the most plausible way to understand the relationship between happiness and imprisonment. This is because it takes into account both the external circumstances and the psychological and emotional life of pnsoners. Through this thesis, I will show that my account of happiness in prison accomplishes three tasks: i) it solves the problems encountered by the other theories of happiness in the evaluation of prisoners' happiness, ii) it does not suffer from two of the main objections to the other objectivist theories of happiness, and iii) it can help us to investigate the happiness of prisoners empirically more accurately. (shrink)

Until recently it has been conventional to assume that ethical egoism is "ethical" is name, alone, and that no account that considers one's own interests as the standard of moral obligation could count as seriously "ethical." In recent years, however, philosophers have shown increasing respect for more sophisticated forms of ethical egoism which attempt to define self-interest in enriched terms characterizing self-interest as human flourishing in both material and psychological dimensions. But philosophers are still skeptical that any conception of self-interest (...) could underpin ethical theory. This paper considers recent arguments by Richard Joyce, who is willing to concede enriched conceptions of self-interest, but who claims that egoism cannot support appropriate counterfactual conditionals about morality, or inferential uses of ordinary moral thinking. I argue that ethical egoism can satisfy each of Joyce's desiderata for morality, provided that it is taken to involve the very notion of enriched self-interest that Joyce is elsewhere willing to consider. In showing that egoism can count as a moral theory, I show, in effect, that Joyce's arguments for error theory about morality are really arguments for error theory about agent-neutral, non-egoistic morality. (shrink)

This Thesis reconsiders the prospects for an approach to global justice centring on the proposal that every human being should possess a certain bundle of goods, which would include certain members of a distinctive category: the category of capabilities. My overall aim is to present a clarified and well-developed framework, within which such claims can be made. To do this, I visit a number of regions of normative and metanormative theorising. I begin by introducing the motivations for the capability approach, (...) and clarifying some of its most distinctive features. Next, I focus on Martha Nussbaum's version of the approach, and identify several problems therein. The most important concerns epistemology, and especially the challenges that constructivist theories pose. The middle part of the Thesis presents an alternative, based on the work of John McDowell, which I argue has superior prospects. Then, I turn to two further problems: that of making sense of the universalistic aspirations of cosmopolitanism, and that of integrating the microscopic prescriptions of ethics with the macroscopic analyses of political philosophy. Using the Aristotelian interpretation of its core framework that I have developed, I conclude that the capability approach can provide compelling answers to important questions about global justice. (shrink)

The thesis contends that education and literary studies can make a valuable contribution to ethics and ethical development of persons, their relations with others and with the world. It promotes an approach to ethics education through dialogic enquiry based on theories and practices associated with comparative literature and philosophical enquiry. These involve students sharing experiences and meanings as they participate in interpretive communities and communities of philosophical enquiry. There are two main components to the research: ethically focused studies of literary (...) texts and the design, implementation and evaluation of a module in Ethics Education using literature and film as stimuli for Dialogic Enquiry. The literary analyses are influenced by reader-response theory. While recognizing the importance of the author or the contexts of production and receptions of texts, reader-response theory focuses on the experience of the reader as she/he responds to literary texts, and on her/his role in actively co-authoring the meaning of texts. Readers may form or join interpretive communities that share an ethos of practice. The literary narrative fictions studied include fairy tale, contemporary European cinema and neo-Western crime drama, each of which offers a valuable way of thinking about education. The module in ethics education, designed for Transition Year students, is based on movements in Philosophy with Children. Students formulate and explore ethical questions raised in response to themes or issues of literary texts. Dialogic communities of ethical inquiry may emerge from this. Students, participating in these dialogic communities of ethical inquiry, get to test out and develop their moral sense, understood in terms of reason, feeling, memory and imagination. The literary analyses demonstrate the ethically educative promise of literary texts, and the responses of students to this course and the growth of their ethical engagement suggest that this is a promising approach to ethics education. Such an educational experience may be ethical in matter, theory and practice and continue to find expression as praxis beyond the covers of books and walls of classrooms. (shrink)

This paper aims to show that by confronting the ethical alternatives proposed by Nietzsche and MacIntyre as resulting of their critical analyses of the modern moral condition respectively done in Genealogy of the Morals and After Virtue , we can find shared theoretical presumptions that point to those alternatives as convergent in many cases and not simply as excluding each other, even in a opposed direction to the MacIntyre’s point of view concerning that issue.

This article shows how the social sciences rejected hard determinism by the mid-twentieth century largely on the deontological basis that it is irreconcilable with social justice, yet this rejection came just before a burst of creative development in consequentialist theories of social justice that problematize a facile rejection of determinism on moral grounds, a development that has seldom been recognized in the social sciences. Thus the current social science view of determinism and social justice is antiquated, ignoring numerous common and (...) well-respected arguments within philosophy that hard determinism can be reconciled with a just society. We support this argument by briefly tracing the parallel development of stances on determinism in the social sciences and the deontological-consequentialist debate in philosophy. The article concludes with a brief consideration of deterministic consequentialist ethics, social justice, and the problems of egoism and altruism. (shrink)

Purpose – The purpose of this paper is to explore ways in which cybernetics leads to distinctive ways of acting. Design/methodology/approach – Paralleling von Foerster’s argument that it makes more sense to speak of the cybernetics of epistemology than the epistemology of cybernetics, the author argues that cybernetics is not one form of practice amongst others but an account of what it is to practice, understood as where we relate how we act to how we understand so that each informs (...) the other. The author explores the potential difference that adopting this understanding of practice makes in practice and show its significance by establishing connections between the eponymous cybernetic example of steering and questions regarding teleology in ethics. Findings – While all practice is cybernetic in the sense of involving a relationship between understanding and acting, the relationship between cybernetics and practice is not a neutral one. Understanding practice in cybernetic terms enables us to pursue goods internal to the practice, which, in turn, makes a difference to how we act. Practical implications – The author argues that how we understand the relation between our understanding and our acting leads to significant differences of action in practice. Originality/value – The author argues that cybernetics has non-neutral, and ethically significant, consequences in practice that are beyond the application of cybernetics to practice or the advantages of adopting explicitly conversational ways of acting. (shrink)

A la luz de la ética de Lévinas, donde la muerte es presente y central en el concepto de responsabilidad fundamental para salvaguardar la humanidad, se puede observar la incidencia de la muerte en la formación del sentimiento y juicio moral en los escritos de Smith. La valoración del papel de la muerte en la teoría de los sentimientos morales mediante este estudio comparativo permite poner de relieve la función del cuidado de sí y del otro que subyace en su (...) teoría y percibir sus aportes posibles en las reflexiones y los debates éticos relacionados con la muerte y la vida. (shrink)

The principle aim of this thesis is to provide an account of the nature of health. The starting-point is that health is a normative concept: health implies a standard or norm in relation to which an organism’s state is evaluated. Many philosophers take this to imply that health must be defined in subjective terms. They either think health consists in a certain type of subjective experience, or that health is relative to subjective values and goals. I argue that subjective definitions (...) of health fail to capture the essential properties of health and attempt to show that health is something normative and yet entirely objective. This would imply that there are normative facts in the world, and to support this claim I turn to debates in contemporary meta-ethics. I develop a meta-ethical theory according to which a subset of non-moral goods is grounded in objective features of living beings, and argue that this meta-ethical theory opens the possibility for an objective account of health. I then proceed to develop a theory of health that aims to capture what it means for any living to be healthy. I argue that the concept of health latches onto organisms’ capacities : the greater an organism’s range of capacities, i.e. the more it is capable of doing, the healthier it is. The norm relative to which an organism’s range of capacities is measured in evaluations of health, I go on to argue, is the maximum range of capacities possible for the species. Accordingly, an organism is healthy if it is capable of performing all species-specific activities. A closer analysis of this claim yields the formal definition that health consists in a multiplicity of potential activity vis-à-vis factual limitations set by the species. This definition of health is defended against various objections and potential counterexamples. In the context of human health, I attempt to show this definition of health captures both physical and mental dimensions of health; that it establishes a direct link between health and individual autonomy; and that it supports a Nietzschean account of ‘the greathealth’—the idea that being able to give up the concern for one’s health constitutes a superior kind of health. In the conclusions, I reflect on whether this conception of health could function as an ethical ideal, and consider the form that a health-based ethics could take. (shrink)

This thesis examines the little-known phenomenological ethical theory of Max Scheler, discussed in his Formalism in Ethics and Non-Formal Ethics of Values and The Nature of Sympathy, also bringing in various other complementary philosophers. It argues that Scheler’s theory, when supplemented with complementary ideas, is superior to those offered by contemporary analytic intuitionism and other meta-ethical theories. It argues that a theory of pluralist emotive intuitionism provides a better description of both our experience of ethical value and the logical requirements (...) for the ethical knowledge presumed by that experience. This thesis places Scheler’s theory in the context of ethical intuitionism up until the present. It considers why intuitionism has been generally rejected, looking at outstanding philosophical questions facing ethical intuitionism and previous attempted answers, and discussing current theories of analytic ethical intuitionism and their flaws. It explains the significant elements of Scheler’s ethical theory and how it can be understood in its phenomenological context. To demonstrate how Scheler’s material intuitionism is better than current theories of rationalist intuitionism, and other meta-ethical alternatives, this thesis looks at two main groups of issues. Firstly, the epistemological issues raised by Scheler’s theory and how it offers a possible solution to the problem of ethical knowledge, along with a brief consideration of ontological issues. Secondly, normative issues raised by Scheler’s theory: major issues on normative judgement raised but not answered by Scheler’s theory and, following this, a chapter dedicated to Scheler’s theory of ‘persons’, particularly with reference to Emmanuel Levinas. It concludes that an adapted Scheleran theory of ethical intuitionism can be superior to contemporary theories. It explains how the fundamental features of ethical experience may be epistemologically and phenomenologically justified based on objective values. It provides better responses to standard problems raised against intuitionism while also providing a natural explanation for a wider range of moral phenomena than standard meta-ethical alternatives. This demonstrates its superior explanatory power and provides strong arguments for its value as an over-arching meta-ethical theory. (shrink)

This dissertation is, first, an examination of the coherence and consistency of Michel Foucault’s work with respect to its development and an examination of his ethos, a product of conscious self-construction. Second, this work is an exploration of ethical techniques. The goal of the dissertation is to discover an ethos that takes into account the best contemporary critical attitudes and techniques of ethical selfconstruction. The first chapter begins with a discussion of the development of Foucault’s archaeological method. Discussion of some (...) problems with structuralism, his genealogical method, and finally his movement towards an ethical program follows. The method for the dissertation will be exploratory and critical. The second chapter develops a line of thinking about the development of freedom in Kant and Foucault. Power relations are a persistent context in which selfconstruction takes place. Resistance to power relations marks the beginning of freedom, which requires testing and moving beyond the limits of socially constructed selves. The Quakers display a model of structured resistance to enclosing authorities. John Woolman provides an example of ethical self-construction. The third chapter explores Foucault’s ethical project by examining ancient Greco-Roman and Christian technologies of the self, and relates those projects to ethical self-construction through writing. This exploration shows continuity in the product of writing from Ancient through modern writers. The fourth chapter develops a postmodern ethos through an examination of weak ontology. James Rachels’ ethical programme is a model for a postmodern technology of the self. The resulting technique offered provides a vulnerability to facticity while retaining the best ethical principles and critical reasoning. This is illustrated in Miroslav Volf’s The End of Memory. Foucault’s ethos is a clear precursor to modern technologies of the self that take the exploration of knowledge with humility into account. (shrink)

This work represents a research on the nature of the causal efficiency of law, i.e. on how the political command is communicated by authority and received by those who must obey it. In the words of political philosophy of aristotelic tradition, it is the classical problem of the “government over free and equal men”, i.e., the problem of compatibility between political government and the freedom of human act and political rights. In the words of kantian practical philosophy, the problem consists (...) in the compatibility between individual’s moral autonomy and juridical system’s heteronomy, i.e. it consists in justifying the dominion of one man over another one, so that the citizen obeys the laws without any kind of submission to a will other than his own. The question requires particular attention to the problem of the nature of political bonds, as communication of political command is necessarily founded on what is common to the members of political society. The work is divided in two parts. The first one proposes a model of practical philosophy whose fundamental structure is common to all major political thinkers of modern times. This model consists in a “moral of obligation” founded on the opposition between law (must) and freedom (will), originated on nominalistic scholastic voluntarism. Within this structure, the problem assumes the form of a dilemma: if law comes from our own will (autonomy), then it becomes necessary to explain how it is possible to command over oneself; if law comes from a will other than our own, then it becomes necessary to explain the difference between law and mere force. In this context, the theories of Hobbes and Rousseau are studied as the theoretical matrix of modern political philosophy and as the two dialectical poles of this opposition. The conclusions derived from the study of these two thinkers are then applied to Kelsen and Kant respectively. The second part proposes a reconstruction of classical philosophy’s position about this problem, meaning by “classical” the tradition that begins with Plato, continues with Aristotle and reaches a new summit with Saint Thomas Aquinas. In this part of the work, a “classical” model of practical philosophy, common to these three authors, is presented. This model consists in an “order of loves”. Two fundamental theses are proposed. The first one is that law is a rational communicable order, whose efficacy is founded on participation of the act of “imperium” of authority in individual’s subjective “imperium” over his own acts. The second one is that the principle of this communication consists in “political concord”, i. e. a “useful friendship” about the ends of society, and that the concrete realization of this order in the citizen’s soul is political virtue, which is analogue to man’s virtue with the same platonic analogy that exists between man’s soul and the city or the State. (shrink)

This study is a contribution to the bioethical debate about new and possibly emerging reproductive technologies. Its point of departure is the intuition, which many people seem to share, that using such technologies to select non-disease traits – like sex and emotional stability - in yet unborn children is morally problematic, at least more so than using the technologies to avoid giving birth to children with severe genetic diseases, or attempting to shape the non-disease traits of already existing children by (...) environmental means, like education. The study employs philosophical analysis for the purpose of making this intuition intelligible and judging whether it is justified. Different ways in which the moral problems posed by reproductive technologies are often framed in bioethical debates are criticised as inadequate for this task. In particular, it is argued that the intuition cannot fully be made sense of in terms of harm to the children that such technologies help create. The study attempts to elaborate an alternative to that broadly consequentialist approach, by drawing on Martin Heidegger’s philosophy of technology, Hans Jonas’s ethics, and Aristotle’s practical philosophy, as it has been received and developed in the hermeneutical tradition. It is suggested that reproductive choices, unlike decisions for already born children, are characterised by a peculiar one-sidedness: the future child appears to the parents as something wholly theirs to decide about, not as a concrete other with whom they must interact in a responsive and attuned way. This is problematic because it means that such choices cannot call upon the particularised moral understanding only gained in interpersonal encounters. In particular, it makes them easily shaped by various tendencies, to which parents are always susceptible, to relate to children in instrumentalising ways, and at risk of reinforcing such tendencies. However, this does not mean that all uses of reproductive technologies are equally troubling. When selecting against severe disease the parents can rely on a widely shared illness experience to escape the dangers that one-sidedness involves. It is concluded that the intuition under discussion, thus explicated and in some ways qualified, makes sense morally. (shrink)

The three integrated articles of this dissertation are concerned with the epistemic status of moral intuitions. The first article argues in favour of moderate moral intuitionism, the view that while any successful moral epistemology must be intuitionist to at least some extent, it must also take intuitions to be fallible. This is accomplished by synthesizing work by Robert Audi and George Bealer into a view of moral intuitions which is capable of overcoming some major contemporary objections against intuitionism, particularly from (...) Sharon Street and Peter Singer. The next article raises a more powerful objection to intuitionism, applying feminist ethics and moral epistemology to suggest that powerful social forces impair our ability to distinguish mistaken intuitions from reliable ones. This objection is addressed with an argument, based on work by Michele Moody-Adams and Cheshire Calhoun, to the effect that the possibility of moral knowledge and resultant responsibility allow us to retain the capacity for making this important distinction between intuitions. Nevertheless, as George Sher argues, there is still reason to think that the intuitions we rely on to shape and justify our moral beliefs contains important mistakes which negatively impact the reliability of our resulting moral judgements. This major problem, that of distinguishing helpful from harmful moral intuitions, is the topic of the third article. Henry Sidgwick attempted to develop a decision procedure for this purpose in The Methods of Ethics, positing four major criteria, the fulfilment of which would confer the highest possible level of certainty on an intuition. Sidgwick's four tests are evaluated primarily with reference to contemporary feminist scholarship, and though they constitute a promising start to a rigorous intuitionist moral epistemology, they are also wanting in a number of ways. The article improves the epistemic status of Sidgwick's tests with a hybrid Sidgwickian-feminist theory, reinterpreting his tests as values to be respected but which allow flexibility and even tension. While this approach may not be able to confer the same level of certainty as Sidgwick's, it is more respectful of the complexities and nuances of a more reliable moral epistemology. (shrink)

Natural selection seems to offer a compelling case for the development of evaluative judgments independent of evaluative facts. If such a case can be made, then how do moral judgments correlate to moral facts? It seems that there would be no tight connection from judgments to truth and moral judgments would be unwarranted. Gilbert Harman realized the implications of a probable non-moral genealogy. Richard Joyce goes on to provide a probable non-moral genealogy that would epistemically undermine moral judgments as Harman (...) thought. Joyce argues that in a naturalistic world natural selection can account for moral judgments, but that the truth of those judgments play no explanatory role and seem to be superfluous. If there are such moral facts to be known does man need a moral faculty that J. L. Mackie says is "queer" to have arisen in a purely naturalistic world? To posit such a faculty and the off chance that moral judgments happen to correlate to moral facts in a naturalistic world would seem to be the result of either a miracle or a brute fact. Both the former hypotheses seem to lack persuasiveness and plausibility, but is there a better explanation? Is there a better explanation to vindicate moral judgments? This paper explores the possible vindication of moral judgments through the idea that it seems moral facts are conducive to survival and replication: just as the mind is able to arrive at normative claims about mathematics so too with morality. So, one does not need an additional faculty but that a moral faculty is already equipped in the mind. It is this idea that seems to be the avenue to pursue a vindication of moral judgments. (shrink)

I argue that Lisa Shapiro’s rational reconstruction of Descartes’s provisional moral code in terms of a broad conception of morality supplies us with an interpretative framework that make historiographical sense of the reception of Descartes’s moral philosophy in an Anglophone context on three occasions: the appeal to Descartes made by Henry More, Henry Sidgwick’s abrupt dismissal, and the ensuing reaction to Sidgwick found in Grace Neal Dolson. This case shows, I maintain, how reception history can be utilized to inform and (...) support rational reconstruction of philosophical texts. (shrink)

In response to prominent criticisms of virtue ethical accounts of right action, Daniel Russell has argued that these criticisms are misguided insofar as they rest on an incorrect understanding of what virtue ethicists mean by ‘right action’, drawing on Rosalind Hursthouse’s influential account of the term. Liezl van Zyl has explored, though not fully-endorsed, a similar approach. The response holds that virtue ethicists do not embrace a strong connection between (i) right action and (ii) what any given agent ought to (...) do in a given set of circumstances. Rather, ‘right action’ is a matter of action assessment, and indicates that a given action is morally excellent and praiseworthy. More generally, the proposed account of rightness emphasizes both (i) an agent’s past and how she came to be in certain circumstances - is it a result of her own vice or wrong actions? and (ii) the agent’s own future happiness and well-being - will an action be so terrible that her life is marred and ruined? The narrative structure of an agent’s life thus plays a significant role in determining whether an action is right. This revisionary conception of right action is the focus of the current chapter. (shrink)

In this dissertation I discuss the epistemology of ethical intuitionism, in particular the claim that mature moral agents possess self-evident moral knowledge. Traditional intuitionists such as W.D. Ross have claimed that by reflection, we can acquire knowledge of our basic moral duties such as the duty of veracity or benevolence. Recent defenders of intuitionism such as Robert Audi have further developed this theory and argued that adequate understanding can be sufficient for moral knowledge. I criticize this view and argue that (...) such accounts fail to make a convincing case for a foundationalist moral epistemology. Instead, I propose to separate the question of how we acquire moral knowledge from an account that justifies moral beliefs. In response to the first issue, I draw an analogy between our moral intuitions and chosmkian linguistics; in both areas, I argue, human beings possess a universal, unconscious and (partly) inaccessible system of rules that explains how we come to learn language and to make moral judgments. In regards to the justificatory issue, I address recent evolutionary debunking arguments designed to undermine the claim that our moral judgments track stance-independent truths. I try to show that this conclusion only follows under the assumption of an instrumentalist interpretation of moral reasoning which the intuitionist is not forced to accept. (shrink)

I argue that Martha Nussbaum presents us with an invaluable stance toward nonmoral goods—especially those of fantasy—relative to 1) the anti-perfectionist view regarding moral goods taken in Susan Wolf's "Moral Saints" 2) the perfectionist stance taken by Iris Murdoch. I show how Nussbaum critiques Murdoch not by taking issue with her perfectionist agenda, but by suggesting an alternative to Murdoch's regret-less "coolness" in applying this agenda to the ubiquitously tragic situations that humans encounter.