It is often claimed both that forgiveness is elective and that forgiveness is something that we do for reasons. However, there is a tension between these two central claims about the nature of forgiveness. If forgiving is something one does for reasons, then, at least sometimes, those reasons may generate a requirement to forgive or withhold forgiveness. While not strictly inconsistent with electivity, the idea of required forgiveness strikes some as antithetical to the spirit of the concept. They argue that (...) forgiveness is essentially elective. In this paper, I dispute these arguments. I argue that the intuitive plausibility of the position diminishes upon reflection and that the best arguments fail to explain why reasons to forgive, unlike most other reasons for action, cannot generate requirements. (shrink)

Artykuł pokazuje źródła filozoficznych inspiracji Andrzeja Maryniarczyka, jednego z najwybitniejszych przedstawicieli trzeciego pokolenia Lubelskiej Szkoły filozoficznej. Szkoła ta nawiązuje do tradycji arystotelesowsko-tomistycznej, w której centralną rolę odgrywa metafizyka. To właśnie myśl Stagiryty i Akwinaty stała się dla Maryniarczyka przedmiotem badań oraz źródłem inspiracji. Autor Metody metafizyki realistycznej sięgał także do myśli Mieczysława Alberta Krąpca i Karola Wojtyły, współczesnych reprezentantów nurtu tomistycznego, a zarazem przedstawicieli Lubelskiej Szkoły Filozoficznej. Maryniarczyk uczył się od swoich poprzedników rozumienia, czym filozofia jest, co jest jej przedmiotem (...) i jak należy ja uprawiać. Myślicieli tych traktował jako swoich przewodników w realistycznym filozofowaniu, czerpiąc od nich inspirację do bycia filozofem w XXI wieku poprzez zajmowanie określonej postawy wobec rzeczywistości i toczącego się dyskursu. (shrink)

It is widely believed that we ought not to criticize others for wrongs that we ourselves have committed. The author draws out and challenges some of the background assumptions about the practice of criticism that underlie our attraction to this claim, such as the tendency to think of criticism either as a social sanction or as a didactic intervention. The author goes on to offer a taxonomy of cases in which the moral legitimacy of criticism is challenged on the grounds (...) that the critic him- or herself engages in the behavior that he or she criticizes in others. The author argues that, in each type of case, the would-be critics should not constrain their participation in moral discourse on the grounds that they are not themselves innocent of the wrongdoing they criticize in others. (shrink)

The paper attempts to bridge a gap between two prevalent conceptions of forgiveness that are widely thought to be in opposition. On one side of things, forgiveness is often characterized as a gift. The image is an ever-present one, enduring in popular culture no less than in the sober prose of analytic philosophy. But we also talk of forgiveness as a moral imperative, an important, even vital aspect of our moral life. I argue that, contrary to what may at first (...) appear, the two sides are not in tension, and each gets at something important about the nature of forgiveness. Forgiveness is indeed a gift but, much like actual gifts, it is one we are sometimes required to give. (shrink)

The concept of respect for persons is often rejected as a basis for understanding forgiveness. As many have argued, to hold your offender responsible for her actions is to respect her as a person; but this kind of respect is more likely to sustain, rather than dissolve, your resentment toward her (Garrard & McNaughton 2003; 2011; Allais 2008). I seek to defend an alternative view in this paper. To forgive, on my account, involves ceasing to identify your offender with her (...) wrongdoing, and this requires a corresponding affective change on your behalf. While there are different ways this may happen, I argue that respect for your offender as a person can play a significant role in the process. (shrink)