The buck-passing account of value involves a positive and a negative claim. The positive claim is that to be good is to have reasons for a pro-attitude. The negative claim is that goodness itself is not a reason for a pro-attitude. Unlike Scanlon, Parfit rejects the negative claim. He maintains that goodness is reason-providing, but that the reason provided is not an additional reason, additional, that is, to the reason provided by the good-making property. I consider various ways in which (...) this may be understood and reject all of them. So I conclude that buck-passers cannot reject the negative claim. (shrink)

If we are going to understand morality, it is important to understand the nature of societies. What is fundamental to them? What is the glue that holds them together? What is the role of shared norm acceptance in constituting a society? Michael Bratman’s account of modest sociality in his book, Shared Agency, casts significant light on these issues. Bratman’s account focuses on small-scale interactions, but it is instructive of the kinds of factors that can enter into explaining sociality more generally. (...) Norms of “social rationality” play an important role in Bratman’s account. I agree with his idea that these norms have normative force. I contend that these norms actually are morally significant. On the resulting view, social glue consists of actual and intended meshing of intentions and shared knowledge combined with a kind of normative pressure that has normative authority—along with other more familiar factors such as familial connections, cooperative arrangements, and affective states such as loyalties. (shrink)

Street’s (Philos Stud 127(1):109–166, 2006) Darwinian Dilemma purports to show that evolutionary considerations are in tension with realist theories of value, which include moral realism. According to this argument, moral realism can only be defended by assuming an implausible tracking relation between moral attitudes and moral facts. In this essay, I argue that this tracking relation is not as implausible as most people have assumed by showing that the three main objections against it are flawed. Since this is a key (...) premise in the reasoning, I conclude that the Darwinian Dilemma against moral realism can be resisted. (shrink)

Scepticism about ought simpliciter is the view that there is no such thing as what one ought simpliciter to do. Instead, practical deliberation is governed by a plurality of normative standpoints, each authoritative from their own perspective but none authoritative simpliciter. This paper aims to resist such scepticism. After setting out the challenge in general terms, I argue that scepticism can be resisted by rejecting a key assumption in the sceptic’s argument. This is the assumption that standpoint-relative ought judgments bring (...) with them a commitment to act in accordance with those judgments. Instead, I propose an alternative account of our normative concepts according to which only ought simpliciter judgments commit one to acting in accordance with those judgments. In addition to answering the sceptical challenge, the proposal offers an independently motivated account of what makes a concept normatively authoritative. (shrink)

Critical notice of Guy Fletcher's 'Dear Prudence: The Nature and Normativity of Prudential Discourse' and Dale Dorsey's 'A Theory of Prudence'.

Many moral error theorists reject moral realism on the grounds that moral realism implies the existence of categorical normativity, yet categorical normativity does not exist. Call this the Metaphysical Argument. In response, some moral realists have emphasized a parity between moral normativity and epistemic normativity. They argue that if one kind of normativity is rejected, then both must be rejected. Therefore, one cannot be a moral error theorist without also being an epistemic error theorist. Call this the Parity Argument. In (...) this paper, we address three possible responses to the Parity Argument from moral error theorists: (1) accept the parity but still reject epistemic error theory, (2) reject the parity, (3) accept the parity and defend epistemic error theory. We argue that there are problems with each of these responses, so the Parity Argument stands as a strong counterargument to the Metaphysical Argument. We conclude by drawing some lessons for any future challenges to the Parity Argument. (shrink)

Actions can be moral or immoral, surely, but can also be prudent or imprudent, rude or polite, sportsmanlike or unsportsmanlike, and so on. The fact that diverse methods of evaluating action exist seems to give rise to a further question: what distinguishes moral evaluation in particular? In this article, my concern is methodological. I argue that any account of the distinctiveness of morality cannot be prior to substantive inquiry into the content of moral reasons, requirements, and concerns. The genuine distinctiveness (...) of morality will become clear only after we have determined what those very reasons, requirements, and concerns really are. (shrink)

The idea that morality and prudence are incommensurable normative domains—a central idea in normative pluralism—tends to be rejected because of the argument from nominal–notable comparisons. The argument relies on a premise that there are situations of moral–prudential conflict where we have a clear intuition that there are things we ought to do “all things considered”. It is usually concluded that this shows that morality and prudence must be comparable. I argue that normative pluralists, who defend this type of incommensurability, can (...) account for these intuitions by arguing that an “ought all things considered” need not presuppose inter-type comparability among the reasons it covers, and by endorsing more sophisticated theories of prudence; theories for which there are good, independent reasons to endorse, in any case. By following these steps, normative pluralism does not need to have the counterintuitive implications it is often thought to have. (shrink)

The present text aims to make an examination of the varieties of moral naturalism, and for this it will examine some anti-naturalist and anti-realist arguments. It will also argue that existent theories can be considered on two dimensions, the metaphysical and epistemological dimension, and the dimension of motivation and normativity. In the first dimension, there is non-reductive naturalism and reductive naturalism of the non-analytic variety. Turning to the second dimension, the dimension of normativity and moral motivation, we find internalist naturalism, (...) simple externalist naturalism and externalist naturalism with the standard-based account of normativity. At the end, the text will say something in favor of moral realism and to a kind of naturalism in specific. Key words: moral naturalism, normativity, moral realism, moral non-realism. (shrink)

A philosopher who asks “Why be moral?” is asking a theoretical question about the force of moral reasons or about the normative status of morality. Two questions need to be distinguished. First, assuming that there is a morally preferred way to live or to be, is there any (further) reason to be this way or to act this way? Second, if moral considerations are a source of reasons, why is this, and what is the significance of these reasons? This question (...) asks for a ‘grounding’ of morality. The paper mainly addresses the second of these questions. After briefly discussing H.A. Prichard's views, I I consider attempts to answer the question by ‘reducing’ morality to practical reason and I consider T.M. Scanlon’s approach. I conclude by offering my own account. (shrink)

Many normative nonnaturalists find normative naturalism to be completely implausible. Naturalists and nonnaturalists agree, provided they are realists, that there are normative properties, such as moral ones. Naturalists hold that these properties are similar in all metaphysically important respects to properties that all would agree to be natural ones, such as such as meteorological or economic ones. It is this view that the nonnaturalists I have in mind find to be hopeless. They hold that normative properties are just too different (...) from natural properties for it to be possible they are natural properties. I aim to defuse this intuition. “Non-analytic naturalism” has made progress in defusing the intution. According to non-analytic naturalists, normative properties can be represented in thought in two ways, by an ordinary normative concept and by a naturalistic concept, where, the non-analytic naturalist concedes, normative concepts are not, and are not analyzable in terms of, naturalistic concepts. Non-analytic naturalism seems to avoid many of the standard objections to naturalism, but the Just Too Different intuition is resilient in the face of non-analytic naturalism, for even if one thinks that normative concepts are not analyzable at all, one might think that clarity about the concepts can show that naturalism is hopeless. I therefore think it is important for naturalists to address the intuition directly. In this paper, I argue that the intuition plausibly rests on certain characteristic pre-theoretical ways of thinking of the normative properties that we acquire in the ordinary course of moral learning, together with a drive to vindicate these ways of thinking, something of which people may be unaware. This drive to vindicate our ways of thinking is pervasive, and it is characteristic of rational agents. It explains our tendency to think well of those we love, for example, and to think ill of those with whom we are angry. It also explains a strong inclination to form beliefs that, if true, would seemingly vindicate our ways of thinking of normative properties. A result of this, I contend, is the intuition that normative naturalism cannot be true. Yet, as I further argue, the vindication process does not track the truth and the drive to vindicate our states of mind cannot be relied on as a guide to the metaphysics of normativity. (shrink)

A dogma of contemporary normative theorizing holds that some reasons are distinctively moral while others are not. Call this view Reasons Pluralism. This essay looks at four approaches to vindicating the apparent distinction between moral and non-moral reasons. In the end, however, all are found wanting. Though not dispositive, the failure of these approaches supplies strong evidence that the dogma of Reasons Pluralism is ill-founded.

Philosophy and Phenomenological Research, EarlyView.

Should philosophy be a compulsory subject in schools? I take it as read that philosophy has general educational value: like other academic disciplines, it cultivates a range of intellectual virtues in those who study it. But that may not be a good enough reason to add it to the roster of established school subjects. The claim I defend in this article is that philosophy also has distinctive educational value: there are philosophical problems that feature prominently and pressingly in ordinary human (...) lives and that all children should be equipped by their education to tackle. Among these are the problems of justifying subscription to moral, political and religious standards. The significance of these problems for everyone is sufficient to warrant the inclusion of philosophy in the school curriculum. (shrink)

A person who sees that she morally ought to do something might wonder whether it would make sense for her to do it. Perhaps Aurelia is on a crowded bus, standing next to an old man whose wallet is almost falling out of his pocket. She says, “I see that the morally right thing would be to warn this man to take care of his wallet. But why should I do the right thing? In fact, why shouldn't I steal his (...) wallet? It would be wrong of me to do this, but so what? No one is looking. I won't get caught. What's to fear?“We can imagine different scenarios of this kind. In one scenario, Aurelia is on the verge of deciding to steal the old man's wallet. She believes it would be wrong to do this, and she is asking whether there is any reason not to go ahead. (shrink)

In this inaugural lecture, delivered at the University of Birmingham in January 2014, I sketch the outline of a theory of moral education. The theory is an attempt to resolve the tension between two thoughts widely entertained by teachers, policy-makers and the general public. The first thought is that morality must be learned: children must come to see what morality requires of them and acquire the motivation to submit to its authority. The second thought is that morality is controversial: there (...) is deep uncertainty about both the requirements of morality and the reasons to comply with them. I draw distinctions between two kinds of moral education and between two kinds of moral inquiry . I argue that some basic moral standards are robustly justified and that schools should promote subscription to these standards by means of both moral formation and directive moral inquiry. (shrink)

Do pharmaceutical companies have a moral obligation to expand access to investigational drugs to patients outside the clinical trial? One reason for thinking they do not is that expanded access programs might negatively affect the clinical trial process. This potential impact creates dilemmas for practitioners who nevertheless acknowledge some moral reason for expanding access. Bioethicists have explained these reasons in terms of beneficence, compassion, or a principle of rescue, but their arguments have been limited to questions of moral permissibility, leaving (...) for future research the question of whether expanded access is morally obligatory. We take up this further question and argue that pharmaceutical companies have a moral obligation to expand access. Our defense is not based on beneficence, compassion, or rescue, but instead on a reciprocal moral expectation resulting from existing social commitments that help ensure a robust pharmaceutical practice within the broader healthcare system. Our aim is to give this obligation, along with several others, a coherent and plausible structure within the wider clinical trial process so that one might better explain the sources of the dilemmas and their possible resolutions. (shrink)

Evolutionary debunking arguments aim to undercut the epistemological status of our evaluative beliefs on the basis of the genesis of our belief-forming tendencies. This paper addresses the issue whether responses to these arguments must be question-begging. It argues for a pragmatic understanding of question-beggingness, according to which whether an argument is question-begging depends on the argumentative context. After laying out the debunking argument, the paper considers a variety of responses. It asks whether metaethical responses, such as Sharon Street’s response that (...) relies on a version of antirealism, can avoid begging the question. It argues that so-called ‘third-factor’ responses, which rely on substantive evaluative views, are not question-begging in all contexts. Similarly, it argues, my own ‘quasi-tracking’ response is not question-begging in all contexts. Finally, the paper asks whether responses to the debunking argument can avoid begging the question against someone who is convinced at the outset that the argument is sound. -/- . (shrink)

The goal of this paper is to show that a cognitivist–externalist view about moral judgment is compatible with a key intuition that motivates non-cognitivist expressivism. This is the intuition that normative judgments have a close connection to action that ordinary “descriptive factual beliefs” do not have, or, as James Dreier has suggested, that part of the fundamental role of normative judgment is to motivate. One might think that cognitivist–externalist positions about normative judgment are committed to viewing normative judgments as having (...) the same role in our psychology as ordinary descriptive factual beliefs. This paper argues to the contrary. It restricts attention to moral judgments. It develops an account of moral belief according to which, first, moral beliefs are representational cognitive states that have the same basic nature as ordinary descriptive factual beliefs. Yet, second, their fundamental role is such that, when all goes well, moral beliefs mesh with our moral policies to motivate action. The paper draws on a society-centered account of the grounding of morality, a distinction between “basic” and “internal” ways of thinking of the moral properties, and a hybrid account of the “meaning” of moral predicates, called “realist-expressivism.”. (shrink)

I defend the relatively orthodox view that reasons for action are premises in good practical reasoning, against recent counterexamples that suggest that, like “government house” moral justifications, some reasons are to be ignored in deliberation. I also explain, positively, what is right about the orthodoxy. Unless reasons are premises in good practical reasoning, reasons cannot be normative in the way they are usually taken to be, and relatedly, are unfit to play certain familiar theoretical and related everyday roles that give (...) many appeals to reasons their distinctive point. (shrink)

This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in that he applies the theory outlined in the (...) former to a critique in the latter of my views on education in altruism in a 1990 publication. I introduce this article by outlining the tradition of recent philosophical thought about moral education, beginning with that of Richard Peters, in which Hand is working. (shrink)

In Moral Education in a Secular Society, Paul Hirst offers accounts of the content and justification of morality and the aims and methods of moral education. My own recent book, A Theory of Moral Education, does the same. Here I explore the similarities and differences between our theories. In the first part of the paper, I outline what Hirst calls the ‘sophisticated view of education’, which I wholeheartedly endorse, and highlight his attention to the noncognitive as well as the cognitive (...) aspects of morality. In the second part, I explain how Hirst’s transcendental justification of morality differs from my contractarian justification and trace the implications of this difference for our respective accounts of moral education. (shrink)