This paper draws on Claudia Card’s discussions of moral luck to consider the complicated moral life of people—described as pessimists—who accept the heavy knowledge of the predictability of the bad moral luck of oppression. The potential threat to ethics posed by this knowledge can be overcome by the pessimist whose resistance to oppression, even in the absence of hope, expresses a sense of still having a ‘‘claim’’ on flourishing despite its unattainability under oppression.

Several philosophers have argued that if we examine our lives in context of the cosmos at large, sub specie aeternitatis, we cannot escape life's meaninglessness. To see our lives as meaningful, we have to shun the point of view of the cosmos and consider our lives only in the narrower context of the here and now. I argue that this view is incorrect: life can be seen as meaningful also sub specie aeternitatis. While criticizing arguments by, among others, Simon Blackburn, (...) Nicholas Rescher, and Thomas Nagel, I show that what determines assessments of the meaning of a life are the standards of meaningfulness one endorses rather than the size of the context in which that life is assessed. Employing non-demanding standards of meaningfulness to assess a life is compatible with examining it in the context of the cosmos at large. That is also the case if we accept Nagel's claim that to examine a life sub specie aeternitatis is to examine it externally, impersonally and objectively: life can be evaluated as meaningful also when under these perspectives if the standards of meaningfulness we adopt are not overly challenging. Nor does the contingency of our existence, realized sub specie aeternitatis, render our life meaningless. Contrary to a commonly accepted view, then, examining our lives sub specie aeternitatis does not necessitate that we see them as meaningless. (shrink)

The increase in violence in South African schools, as elsewhere, has been associated with a general 'decline in moral values'. There have been three different responses that emphasise the decline in religious teaching at schools, the loss of traditional values like ubuntu , communalism and the like; and humankind's increasing alienation from nature. In other words, in terms of teaching and learning initiatives, we should turn to religion, community and the common good and nature (the natural environment and nonhuman animals) (...) in order to feel the force of morality and, consequently, to counteract human violence and cruelty. After critically examining these responses, the present article focusses on the third as the most promising, albeit one that is in need of re-conceptualisation. We need to teach not as if nature mattered but that it matters. Concepts and principles like justice, equality and rights have worked in the past. They have been useful in governing and regulating relations between human individuals. Indeed, it is the recognition of and respect for rights that best exemplifies the transculturality of values. Taking these concepts and principles seriously requires extending and employing them beyond the human realm. This may well be the most reliable way of halting the rapid deterioration of the world. Humane education, insofar as it incorporates guidance in moral reasoning and critical thinking - over and above nurture of appropriate feelings in individuals - and engages both rationality and individual responsibility, consists of transmission as well as in transcendence of our moral and cultural heritage. 'Decline in moral values', then, is counteracted by an approach that combines caring with respect for rights, in order to contribute towards erasing what has been called 'the ultimate evil', namely human violence and abuse. Environmental education and humane education, so re-conceived, arguably have long-term benefits for both humans and nonhumans. (shrink)

Este artículo pretende revisar el concepto de responsabilidad moral frente a los animales y el medio ambiente; para ello se toman en cuenta algunas revisiones necesarias del concepto de responsabilidad, a saber, la posibilidad de entender un concepto de responsabilidad parcial, así como la necesidad de poder hacer responsables moralmente tanto a individuos como a colectivos. Estos conceptos se estudian en un análisis diferenciado entre la responsabilidad moral frente a los animales y frente a la naturaleza.

Immanuel Kant (1724–1804) argued that moral requirements are based on a standard of rationality he dubbed the “Categorical Imperative” (CI). Immorality thus involves a violation of the CI and is thereby irrational. Other philosophers, such as Locke and Hobbes, had also argued that moral requirements are based on standards of rationality. However, these standards were either desirebased instrumental principles of rationality or based on sui generis rational intuitions. Kant agreed with many of his predecessors that an analysis of practical reason (...) will reveal only the requirement that rational agents must conform to instrumental principles. Yet he argued that conformity to the CI (a non-instrumental principle) and hence to moral requirements themselves, can nevertheless be shown to be essential to rational agency. This argument was based on his striking doctrine that a rational will must be regarded as autonomous, or free in the sense of being the author of the law that binds it. The fundamental principle of morality — the CI — is none other than the law of an autonomous will. Thus, at the heart of Kant's moral philosophy is a conception of reason whose reach in practical affairs goes well beyond that of a Humean ‘slave’ to the passions. Moreover, it is the presence of this self-governing reason in each person that Kant thought offered decisive grounds for viewing each as possessed of equal worth and deserving of equal respect. (shrink)

Benatar argues that the absence of cosmic meaning is part of the reason why our lives are so bad that we had better not procreate. The goal of this paper is to argue against this claim from a Kantian point of view. For this goal, I argue first that the fact that human life is a product of blind evolution is not a reason for justifying that our lives are overall bad, mainly on the grounds that the concepts of good (...) and bad make sense only within the logical space of reasons. I also argue that the fact that we can hardly make a significant difference to the universe is not a reason for justifying that our lives are overall bad, either, mainly on the grounds that whether one's life is good or bad can be evaluated primarily in terms of whether one's permissible ends are achieved to a satisfactory extent, and so one's good life does not depend on making a significant difference to the universe. (shrink)

This paper examines the central criticisms that come, broadly, from the modern, ‘analytic’ tradition, of Pierre Hadot’s idea of ancient philosophy as a way of life.: Firstly, ancient philosophy just did not or could not have involved anything like the ‘spiritual practices’ or ‘technologies of the self’, aiming at curing subjects’ unnecessary desires or bettering their lives, contra Hadot and Foucault et al. Secondly, any such metaphilosophical account of putative ‘philosophy’ must unacceptably downplay the role of ‘serious philosophical reasoning’ or (...) ‘rigorous argument’ in philosophy. Thirdly, claims that ancient philosophy aimed at securing wisdom by a variety of means including but not restricted to rational inquiry are accordingly false also as historical claims about the ancient philosophers. Fourthly, to the extent that we must (despite (3)) admit that some ancient thinkers did engage in or recommend extra-cognitive forms of transformative practice, these thinkers were not true or ‘mainline’ philosophers. I contend that the historical claims (3) and (4) are highly contestable, risking erroneously projecting a later modern conception of philosophy back onto the past. Of the theoretical or metaphilosophical claims (1) and (2), I argue that the second claim, as framed here, points to real, hard questions that surround the conception(s) of philosophy as a way of life. (shrink)

In his book, The Human Predicament, David Benatar claims that our individual lives and human life, in general, do not make a difference beyond Earth and, therefore, are meaningless from the vast, cosmic perspective. In this paper, I will explain how what we do matters from the cosmic perspective. I will provide examples of how human beings have transcended our limits, thereby giving human life some meaning from the cosmic perspective. Also, I will argue that human life could become even (...) more meaningful by making some fundamental achievements, such as determining how life originated. (shrink)

In contemporary Science, Technology and Society studies, Bruno Latour’s Actor Network Theory is often used to study how social change arises from interaction between people and technologies. Though Latour’s approach is rich in the sense of enabling scholars to appreciate the complexity of many relevant technological, environmental, and social factors in their studies, the approach is poor from an ethical point of view: the doings of things and people are couched in one and the same behaviorist vocabulary without giving due (...) recognition to the ethical relevance of human intelligence, sympathy and reflection in making responsible choices. This article argues that two other naturalist projects, the non-teleological virtue ethics of Charles Darwin and the pragmatist instrumentalism of John Dewey can enrich ANT-based STS studies, both, in a descriptive and in a normative sense. (shrink)

This thesis inquires into our ‘human nature’ through an interdisciplinary approach that considers some of the radical changes in intellectual thought at those key points in Western culture in which this concept has been centrally deployed. The broad historical sweep that this study covers finds the preoccupation with defining who we are and what we are capable of inextricably linked with the focus, at most of the pivotal moments examined, on a dominant impulse to conceive human beings as moral creatures.

Das Leben hat sich auf unserem Planeten zu einer unermesslichen Fülle von Formen ausdifferenziert, die in komplexen Weisen interagieren. Durch die Zerstörung unserer natürlichen Umwelt bedrohen wir das Wunder der globalen Biodiversität in seinem Fortbestand. Dabei verdrängen wir, dass auch die Menschheit weiter von der Produktivität jener Ökosysteme abhängig bleibt, zu denen sich das Leben evolutionär organisiert hat. Doch wie lässt sich überzeugend für den Erhalt von Biodiversität argumentieren? Sind Arten und Ökosysteme nur als Voraussetzungen gelingenden menschlichen Lebens schützenswert? Oder (...) haben sie darüber hinaus einen von uns unabhängigen Eigenwert? Andreas Hetzel gibt philosophisch fundierte Antworten auf diese Fragen und diskutiert konkrete Möglichkeiten des Biodiversitätsschutzes. (shrink)

Some strands of environmental concern invite a radical re-evaluation of many taken for granted assumptions of late modern ways of life—particularly those that structure how we relate to the natural world. This article explores some of the implications of such a re-evaluation for our understanding of moral education by examining the significance of ideas of our place in nature that focus not on our location in some grand abstract system, but on our felt sense of place in the course of (...) our daily existence. It will be argued that exploration of the anticipatory and ecstatic nature of such concrete emplacement reveals an underlying normative character to our encounters with nature, now experienced as an autonomous and essentially mysterious non-human other that both sustains and is sustained by places—places in which find ourselves and live out our lives. It is argued that this view foregrounds a notion of transcendence that leads to both a questioning of the anthropocentrism (i.e. its metaphysical basis) that informs many Western moral views and an acknowledgement of intrinsic value in nature, such that some current mainstream understandings of the character of moral sensibility and of moral education can no longer be regarded as adequate. (shrink)

In this article, I want to do two things. The first is to conduct a sympathetic yet critical review of some of the salient features of the ideas in the notes that have come to us from Wittgenstein's Lectures on Religious Belief. This requires close reading, analysis and critique. The second, which comes out of the first, is to give some indication of Wittgenstein's failure to apply to his thinking about religious and moral matters some of the insights that he (...) had already achieved as his philosophical thinking progressed. (shrink)

The universalist argument that all children should be educated in inclusive mainstream schools, irrespective of their difficulties or disabilities, is traced to the claims that special schools and disability ‘labels’ are inherently humiliating, and that no decent society tolerates inherently humiliating institutions. I ask whether there is a sound reason for a child to feel humiliated by special schools/disability ‘labels’ as such, and find none. Empirically, some do and some do not find these humiliating, and it is argued that the (...) failure to address the multiple ‘realities’ of disability and learning difficulty is responsible for the policy impasse in this area. (shrink)

My goal in this paper is to shed light on how moral progress actually occurs. I begin by restating a conception of moral progress that I set out in previous work, the “Naïve Conception,” and explain how it comports with various normative and metaethical views. I go on to develop an index of moral progress and show how judgments about moral progress can be made. I then discuss an example of moral progress from the past—the British abolition of the Atlantic (...) slave trade—with a view to what can be learned from this for a contemporary struggle for moral progress: the movement to decarbonize the global economy. I close with some thoughts about how moral progress actually occurs. (shrink)

ABSTRACT In this paper, we consider the relationship between the existence of private schools and public attitudes towards questions about educational provision. Data from the 2010 British Social Attitudes survey suggest that parents who choose to send children to private schools may become more entrenched in their support for more extensive forms of parental partiality, with potential ramifications for the future supporting of progressive education policy. We suggest that addressing questions about the existence of certain forms of education and school (...) choice policies requires consideration of the broader ethical environment. (shrink)

in Undetermined Table d’Hôte Ingar Brinck: Investigating the development of creativity: The Sahlin hypothesis 7 Linus Broström: Known unknowns and proto-second-personal address in photographic art 25 Johan Brännmark: Critical moral thinking without moral theory 33 Martin Edman: Vad är ett missförhållande? 43 Pascal Engel: Rambling on the value of truth 51 Peter Gärdenfors: Ambiguity in decision making and the fear of being fooled 75 Göran Hermerén: NIPT: Ethical aspects 89 Mats Johansson: Roboethics: What problems should be addressed and why? 103 (...) Johan Laserna: Ambivalenta bilder 113 Anna-Sofia Maurin: Metaphysical explanation 161 Kevin Mulligan: Is preference primitive? 169 John D. Norton: How does your garden grow? 181 Johannes Persson & Annika Wallin: The distinction between internal and external validity 187 Johanna Seibt: Becoming our selves 197 Paul Slovic, Robin Gregory, David Frank, and Daniel Vastfjall: Confronting the collapse of humanitarian values in foreignpolicy decision making 209 Peter Sylwan: Det eviga livet 215 Claudine Tiercelin: Chance, love and logic: Ramsey and Peirce on norms, rationality and the conduct of life 221 Epilog 257 Frank Ramsey. (shrink)

In a recent article Iddo Landau has defended his distinction between perspectives on and standards of meaning in life to support his rebuttal of a familiar pessimistic objection to the meaningfulness of human life. According to that complaint, human life is meaningless when viewed from a detached, cosmic, or sub specie aeternitatis [SSA] perspective. Landau argues that a cosmic perspective need not entail a comparably high standard of meaningfulness. What counts on his view then is not the perspective, which is (...) compatible with any number of possible standards for what constitutes an adequate amount of meaningfulness, but the standard that sets that threshold. In this article I argue that Landau has 1.a.) underestimated the severity of the pessimists’ critique of the availability of any standards for meaningfulness and has also 1.b.) misunderstood the pessimists to be saying that human lives are meaningless because they make an insufficient spatio-temporal impact. I argue further that 2.a.) Landau has left unexplained on what basis we would locate the standard of meaning, leaving a gap in his account. Finally, I maintain that 2.b.) by acknowledging that the ontological, normative, or theological content of the SSA perspective can influence the placing of that standard, Landau leaves himself open to the plausible alternative possibility that the meaning of a life is settled not by the standard itself but by the character attributed to the SSA perspective. (shrink)

It is a common pessimistic worry among both philosophers and non-philosophers that our lives, viewed sub specie aeternitatis, are meaningless given that they make neither a noticeable nor lasting impact from this vast, cosmic perspective. The preferred solution for escaping this kind of pessimism is to adopt a different measure by which to evaluate life’s meaningfulness. One of two primary routes is often taken here. First, one can retreat back to the sub specie humanitatis perspective, and argue that life is (...) meaningful only when viewed within the local context of human values, cares, and concerns. Or, second, one can distinguish between perspectives and standards for meaningfulness, arguing that the latter are independent of the former and are the most appropriate means by which evaluations of life’s meaningfulness are made. Importantly, none of these issues can be sufficiently addressed without first answering a prior question, and one that is surprisingly under-addressed in the literature: What is the sub specie aeternitatis perspective? Unfortunately, many philosophers who employ this perspective do so without carefully defining or clarifying it, or, if they do clarify what it means, they only note its time and spatial components. I will argue that, in addition to these components, this perspective includes something like a modal component (following Thomas Nagel), and an ontological Normative component. I will then apply this more nuanced understanding of the sub specie aeternitatis perspective to the question of whether perspectives can be distinguished from standards for meaningfulness. (shrink)

Worldwide, there is a growing expectation that teachers will act in a ?professional? manner. Professionalism, in this regard, includes identification of a unique body of occupational knowledge, adherence to desirable standards of behaviour, processes to hold members to account and commitment to what the profession regards as morally right or good. In other words, as ethical conduct. Teaching ethically involves making reasoned decisions about what to do in order to achieve the most good for learners. Often, this involves a complex (...) interplay between current context, past experience and personal beliefs and values. However, teacher education and accountability frameworks typically give priority to the ?practical rationality? of planning, delivery and assessment of the official curriculum, not the ?value rationality? involved in exploring the ethics of teaching in difficult practical circumstances. An aspirational code of ethics for teachers was recently developed by the New Zealand Teachers Council. The authors were part of a group commissioned to design and deliver a single professional development workshop for teachers to raise awareness about the code. This article focuses on the challenges of developing a workshop that both informs and educates teachers about ethics. (shrink)

This article is concerned with the role of moral principles, specifically the Fundamental Principles of Olympism, in the judgements of the International Olympic Committee (IOC) on matters of performance enhancement. The article begins with two pairs of distinctions, that between moral judgements and morally-laden judgements, and that between the moral judgement of cases and the ethical environment of a society. The article is concerned with working through the implications of those distinctions in the context of the IOC's judgements on performance (...) enhancement. The article favours a particularist account of the moral judgement of cases, while preserving a place for meaningful general moral statements as contributions to the ethical environment of a society, but not as general action-guiding statements or principles that can be applied to judgements in specific cases. The article illustrates the implications of this conclusion in the context of the decision-making of the IOC on performance enhancement (the case of Alain Baxter is considered). It is argued that there is a danger of the decision-making of the IOC suffering deep confusion over the difference between general and particular statements, the nature of reasons and the logic of what it is to apply a general action-guiding statement. (shrink)

The AHP Code of Ethics requires members to serve the best interests of their clients, be clear and honest with them, and keep their secrets confidential. Members pledge to represent their skills and qualifications honestly and to make appropriate referrals to others more qualified when out of their depth.AHP stands for “Associated Hair Professionals,” or hair stylists, but their Code of Ethics looks a lot like the Hippocratic Oath and the current Principles of Medical Ethics of the American Medical Association. (...) All of these ethics statements emphasize honesty, confidentiality, competence, serving patients’ best interests, and willingness to refer to other qualified professionals. But it’s not just doctors and hair professionals who have Codes of Ethics. The SPCP — Society of Permanent Cosmetic Professionals —requires its members to “maintain high professional standards consistent with sound practices,” “conduct business relationships in a manner that is fair to all,” and avoid false or misleading statements to the effect that the application of permanent makeup is not tattooing, not permanent, and not painful. (shrink)