This paper presents a praxiological analysis of three everyday educational practices or strategies that can be considered as being directed at the moral formation of the emotions. The first consists in requests to imagine other's emotional reactions. The second comprises requests to imitate normative emotional reactions and the third to re-appraise the features of a situation that are relevant to an emotional response. The interest of these categories is not just that they help to organize and recognize the significance of (...) what might otherwise appear to be a disparate set of ordinary moral-educational interactions between children and educators. We suggest, further, that this analysis provides some new insight into what distinguishes the broad and recurrent conceptions of moral education from one another. Rather than being straightforwardly reducible to intractable differences over core normative or meta-ethical questions they can also be seen as correlating with different suppositions about the central role of the emotions in moral life and, correspondingly, different but to a large degree compatible interpretations of what the. (shrink)

Philosophical and empirical moral psychologists claim that emotions are both necessary and sufficient for moral judgment. The aim of this paper is to assess the evidence in favor of both claims and to show how a moderate rationalist position about moral judgment can be defended nonetheless. The experimental evidence for both the necessity- and the sufficiency-thesis concerning the connection between emotional reactions and moral judgment is presented. I argue that a rationalist about moral judgment can be happy to accept the (...) necessity-thesis. My argument draws on the idea that emotions play the same role for moral judgment that perceptions play for ordinary judgments about the external world. I develop a rationalist interpretation of the sufficiency-thesis and show that it can successfully account for the available empirical evidence. The general idea is that the rationalist can accept the claim that emotional reactions are sufficient for moral judgment just in case a subject’s emotional reaction towards an action in question causes the judgment in a way that can be reflectively endorsed under conditions of full information and rationality. This idea is spelled out in some detail and it is argued that a moral agent is entitled to her endorsement if the way she arrives at her judgment reliably leads to correct moral beliefs, and that this reliability can be established if the subject’s emotional reaction picks up on the morally relevant aspects of the situation. (shrink)

Emotions are said to be moral, as opposed to non- moral, in virtue of their objects. They are also said to be moral, for example morally good, as opposed to immoral, for example morally bad or evil, in virtue of their objects, nature, motives, functions or effects. The definition and content of moral matters are even more contested and contestable than the nature of emotions and of other affective phenomena. At the very least we should distinguish moral norms, moral obligations, (...) moral right and wrong, moral values and moral virtues. And different accounts of morals and of morality understand norms, values and virtues and their interrelations in different ways. For example, such accounts disagree about the relation between moral and non- moral oughts, the relation between moral and non- moral values, and the relation between moral and intellectual virtues ; and about the moral weight to be attached to self-regarding attitudes and behaviour and other-regarding attitudes and behaviour. Thus we may expect the range of putative moral emotions to display a bewildering variety. (shrink)

I argue that there is a continuum of judgments ranging from those that are affectively rich, what might be called passionate judgments, to those that are purely cognitive and nonaffective, what might be called dispassionate judgments. The former are akin to desires and other affective states and so are necessarily motivating. Applying this schema to moral judgments, I maintain that the motivational internalist is wrong in claiming that all moral judgments are necessarily motivating, but right in regard to the subset (...) of passionate moral judgments. This picture of moral judgments has implications for related debates in metaethics between cognitivists and non-cognitivists and between Humeans and anti-Humeans. (shrink)

Medical professionals seem to interpret their uses of humor very differently from those outside the medical profession. Nurses and physicians argue that humor is necessary for them to do their jobs well. Many (potential) patients are horrified that they could one day be the butt of their physician’s jokes. The purpose of this paper is to encourage the respectful use of humor in clinical prac-tice, so as to support its importance in medical practice, while simultaneously protecting against its potential abuse. (...) I begin by examining two extremes of supporting or chastising the use of medical humor. I look at these views through the lenses of popular theories of humor to help explain their theoretical bases. In this second section, I explain the emotional aspect of humor as an embodied and embedded transformation of the world. This clarifies the role that humor plays in our daily lives, as well as why the ethical or unethical nature of its use is dependent on context. Third, I address the potential problems in the relationship between humor and clinical sympathy, and how this further affects the relationship between medical professionals and their patients. I conclude by arguing that humor can conflict with clinical sympathy, but this need not be the case. If medical professionals actively engage with clinical sympathy and focus on using humor in a way that is respectful towards their patients, then humor can continue to be a positive force in their lives while still providing the best care for their patients. (shrink)

This article uses a particular view of the basic emotions in order to develop and defend an account of paradigmatic emotion-linked evaluative properties. The view is that felt emotions are constituted by an awareness that one is about to behave in a certain way. This view provides support for a fitting-attitude account of certain evaluative properties. But the relevant sense of fittingness is not to be understood in terms of reasons. The account therefore sidesteps the well-known Wrong Kind of Reasons (...) problem. Throughout the article, a contrast is made with the rational sentimentalism of Justin D’Arms and Daniel Jacobson. (shrink)

It is common to think that we would be morally better people if we never felt envy. Recently, some philosophers have rejected this conclusion by arguing that envy can often be directed toward unfairness or inequality. As such, they conclude that we should not suppress our feelings of envy. I argue, however, that these defenses only show that envy is sometimes morally permissible. In order to show that we would not be better off without envy, we must show how envy (...) is not merely morally permissible, but morally valuable. Here I provide a defense of envy's moral value. I argue that feelings of envy are integral to the value that moral agents place on the goods and talents that they judge to be central to a worthwhile life. (shrink)

The role of emotions in mental life is the subject of longstanding controversy, spanning the history of ethics, moral psychology, and educational theory. This paper defends an account of love’s cognitive power. My starting point is Plato’s dialogue, the Symposium, in which we find the surprising claim that love aims at engendering moral virtue. I argue that this understanding affords love a crucial place in educational curricula, as engaging the emotions can motivate both cognitive achievement and moral development. I first (...) outline the state of the challenge between dominant rival theories regarding emotions in learning. Next, I demonstrate how Platonic virtue ethics offers the most tenable prospect for an education of reason and emotion. Third, I sketch three practical ways educators might constructively engage emotions in the classroom. I conclude that love’s virtue is its peerless power to motivate the creative and lateral thinking which leads to moral development. (shrink)

The aim of this study is to explore the relationship between affectivity and moral experience from a phenomenological perspective. I will start by showing how in a phenomenologically oriented account emotions can be conceived as intentional evaluative feelings which play a role in both moral epistemology and the motivation of moral behaviour. I will then move to discuss a particular kind of affect, "existential feelings" (Ratcliffe in Journal of Consciousness Studies 12(8–10), 43–60, 2005, 2008), which has not been considered so (...) far in the discourse on moral and affective experience. Relying on the notion of pre-intentionality through which Ratcliffe characterizes existential feelings (Inquiry: An Interdisciplinary Journal of Philosophy 53(6), 602–626, 2010) and on some insights into the relationship between affectivity and ethics developed by De Monticelli (2003, 2006), I suggest that key to the role played by existential feelings in moral experience is that they determine the kinds of evaluations that it is possible for us to make and the range of our possibilities of action. I then illustrate and further develop this idea through a phenomenological analysis of some forms of psychopathological experience. More specifically, by considering some experiential features of depression and borderline personality disorder, I claim that, by acquiring an existential character, emotions such as guilt, feelings of isolation, anger and shame can radically alter the structure of the individual evaluative perspective, having a deep impact on both moral judgements and behaviours. (shrink)

The paper proposes a way to understand moral emotions in ethics building upon Bernard Williams' claim that feelings, emotions and sentiments are an integral part of rationality. Based upon Bernard Williams' analysis of shame we argue that the richness and thickness that it is attached to some emotions is the key to understand why some emotions have a distinct ethical resonance. The first part takes up Bernard Williams' philosophical assessment of the concept of shame establishing a general framework to show (...) how recent developments in philosophy of emotions are in line with the far-reaching consequences of Bernard Williams' insights. Then we highlight the way in which there is both an historical relativity to emotions and an intemporal understanding of their ethical role, and use the concept of meta-emotion to reinforce the idea that what makes some emotions moral requires employing Williams' distinction between thick and thin concepts. (shrink)

ABSTRACT This paper investigates from a phenomenological perspective the origins of self-illness ambiguity. Drawing on phenomenological theories of affectivity and selfhood, I argue that, as a phenomenon which concerns primarily the ‘personal self’, self-illness ambiguity is dependent on distinct alterations of affective background orientations. I start by illustrating how personhood is anchored in the experience of a specific set of non-intentional affects – i.e. moods or existential feelings – alterations of which are often present in mental ill-health. Also through the (...) exploration of the phenomenology of acute and long-term anxiety, I suggest that self-illness ambiguity originates in the presence of moods or existential feelings that are in tension with the ones that structure the person’s experience prior to the onset of the illness or when its symptoms are not experienced. More specifically, I claim that due to their ability to ‘block’ or ‘suspend’ some of the person’s affective and cognitive responses, such affective orientations may unsettle one’s self-defining evaluative perspective, leading to uncertainty and doubting about one’s personal self. (shrink)

This dissertation contributes to the philosophy of empathy and biomedical ethics by drawing on phenomenological approaches to empathy, intersubjectivity, and affectivity in order to contest the primacy of the intersubjective aspect of empathy at the cost of its affective aspect. Both aspects need to be explained in order for empathy to be accurately understood in philosophical works, as well as practically useful for patient care in biomedical ethics. In the first chapter, I examine the current state of clinical empathy in (...) medicine including professional opinions about empathy, the dominant definition being employed, and the problems that arise from this definition. By trying to define empathy in a way that is useful to the current presuppositions in medicine, clinical empathy aligns with simulation theory, which has three problems: the discrepancy between the way empathy is defined and the way it is explained, the lack of diversity that this theory of empathy allows in our understanding of others, and the lack of affective understanding and affective engagement involved in the patient-physician interaction. These three problems are used to derive three questions that are important for any theory of empathy: (1) What is the phenomenon being explained? (2) What is the intersubjective context of empathy? (3) What is the affective dimension of empathy? The best theory of clinical empathy can be formulated by answering these three questions as they relate to phenomenological theories, which are more attuned to overcoming presuppositions. Chapters two and three each examine a different phenomenological approach to empathy from opposite extremes in their theories of intersubjectivity. Husserl and Stein begin from an isolated, transcendental subject that needs empathy to bridge the gap between itself and others, while Scheler begins from a primary intersubjectivity in which self and other are undifferentiated, making empathy a largely unnecessary skill. Despite their strongly opposed positions, and the acknowledgement that their theories of intersubjectivity necessitate their theories of empathy, I argue that both fail to understand the affective dimension of empathy. Husserl and Stein leave no room in empathy for it to be an affect, while Scheler prioritizes affects that reunite subjects, but leaves empathy itself as a non-affective skill. Chapter four explains Gallagher’s interaction theory as a more moderate approach to the relation between empathy and intersubjectivity. He draws on the insights of the other two theories, but conceives of empathy as a multi-leveled phenomenon that allows for an understanding of others. While this theory does aid in addressing the intersubjective context of empathy in a way that best solves the first two problems with clinical empathy, interaction theory still fails to fully address the affectivity of empathy, maintaining empathy as a largely cognitive ability. Gallagher does acknowledge the affective core of empathy, but he does not explain the way in which it is affective. In response to this problem, I explain Anya Daly’s application of Merleau-Ponty’s theory of reversibility to affectivity as a possible solution to the problematic gap in Gallagher’s theory. Chapter five focuses on theories of clinical empathy in order to address the neglected affective aspects of empathy, and respond to the problem of detached concern. The problems caused by detached concern are explained, as well as why the theories discussed in the middle chapters are still unable to solve them. This is done in two parts. In the first part, I explain the basis of this issue in the cognitive/feeling divide, as explained in the philosophy of emotion. Then, I give a brief overview of the phenomenology of affectivity to be used as a guide to the affectivity of empathy. In the second part, I examine three theories of clinical empathy that attempt to solve the problem of detached concern, noting their strengths and weaknesses based on their similarities to phenomenological approaches to empathy and affectivity. (shrink)

Emotions, like actions, this paper argues, are typically embodied processes that are responsive to reasons, where these reasons connect closely with the agent’s desires, intentions, or projects. If so, why are emotions, nevertheless, typically passive in a sense in which actions are not; specifically, why are emotions not cases of doing something intentionally? This paper seeks to prepare the ground for answering this question by showing that it cannot be answered within a widely influential framework in the philosophy of action (...) that has been dubbed the Standard Conception of Action, shared by such diverse theorists as G.E.M. Anscombe, Donald Davidson, Jennifer Hornsby, Michael Smith. and Michael Thompson. The Standard Conception approaches agency via the notion of someone’s doing something intentionally, and links the latter notion closely to that of doing something for a reason, so as to imply ‘Anscombe’s Thesis’ that, if someone is doing something for a reason, they are doing it intentionally. The paper shows how emotions, as reason-responsive embodied processes, counterexemplify this claim. Qua processes, they can aptly be described in the progressive, as cases of trembling with fear, exploding with anger, etc. They are a kind of ‘doing’ something, for a reason, yet not intentionally. (shrink)

Emotion education is enjoying new-found popularity. This paper explores the ‘cosy consensus’ that seems to have developed in education circles, according to which approaches to emotion education are immune from metaethical considerations such as contrasting rationalist and sentimentalist views about the moral ontology of emotions. I spell out five common assumptions of recent approaches to emotion education and explore their potential compatibility with four paradigmatic moral ontologies. I argue that three of these ontologies fail to harmonise with the common assumptions. (...) Either those three must therefore be rejected or, if we want to retain one or more of them, we need to revise our assumptions about the practice of emotion education in ways that are both radical and, I argue, ultimately unacceptable. (shrink)

Although various factors have been studied for their influence on consumers’ ethical judgments, the role of incidental emotions has received relatively less attention. Recent research in consumer behavior has focused on studying the effect of specific incidental emotions on various aspects of consumer decision making. This paper investigates the effect of two negative, incidental emotional states of anger and fear on ethical judgment in a consumer context using a passive unethical behavior scenario. The paper presents two experimental studies. Study 1 (...) focuses on the interaction of moral intensity and incidental emotion state in predicting the ethical judgment while study 2 investigates the underlying causal mechanism behind the process, using a mediation analysis. The results reveal a significant interaction between moral intensity and incidental emotion. Specifically, individuals in the state of incidental fear exhibit higher levels of ethical judgment as the moral intensity increases as compared to individuals in the state of incidental anger. Further, perceived control is found to mediate the relationship between emotional state and ethical judgment under higher moral intensity condition. (shrink)

Con base en la teoría valorativa de las emociones, desarrollada por Frijda y sus colegas, se argumenta que los sentimientos pueden entenderse como parcialmente isomorfos a las emociones, cuyo rasgo fundamental radica en las disposiciones de un individuo a creer en sus experiencias emocionales y actu..