Scott Aiken and Thomas Dabay contend that a satisfactory account of truth is both infallibilist and antiskeptical. Externalist correspondence theories, they say, preserve the infallibility of the truth-relation yet invite skeptical qualms. In tying truth to experience, pragmatist theories resist skeptical challenges, but embrace a fallibilism that renders their account of truth inconsistent and even incoherent. While agreeing with Aiken and Dabay that externalist accounts are vulnerable to skepticism, I dispute each of the four arguments they offer against pragmatist fallibilism. (...) Though partially successful against Peirce’s more popular view that truth is the final belief of a community of inquirers, their arguments are wholly ineffective against Dewey’s account of truth as warranted assertability. (shrink)

Virtue theories can plausibly be argued to have important advantages over normative ethical theories which prescribe a strict impartialism in moral judgment, or which neglect people’s special roles and relationships. However, there are clear examples of both virtuous and vicious partiality in people’s moral judgments, and virtue theorists may struggle to adequately distinguish them, much as proponents of other normative ethical theories do. This paper first adapts the “expanding moral circle” concept and some literary examples to illustrate the difficulty of (...) adequately distinguishing virtuous from vicious partiality. Later sections aim to show how an adequate philosophical ethics will be able to both a) attribute virtue (and hence praiseworthiness) to agents whose actions may directly serve only their special interests, roles, or special relationships; and b) attribute vice (and hence censure) where an agent’s attitudes and/or actions mirror known personal biases (for instance, an egoistic attitude) or social biases (for instance, and ethnocentric attitude). This dual ability leaves space for much virtuous partiality, while also reflecting a “risk-aware” approach, recognizing the deleterious consequences of our human penchant for constructing and imbuing moral significance to oftentimes factitious us/them dichotomies. (shrink)

Resumen Este artículo analiza, en discusión con Joaquín García-Huidobro y Alejandro Miranda, la conveniencia de utilizar en moral sexual el argumento de la facultad pervertida, conforme al cual sería inmoral frustrar el fin natural de las facultades reproductivas. Según García-Huidobro y Miranda este argumento sólo puede utilizarse desde el “principio de totalidad”, pues su uso aislado llevaría a los absurdos denunciados por la New Natural Law Theory. Con vistas a una reconsideración de este argumento, se demuestra la importancia de considerar (...) la ética en su carácter tópico o contextual. Así, es en el ámbito de la templanza y de las inclinaciones sexuales donde el AFP cobra un papel normativo; en cambio, el “principio de totalidad” entra en juego cuando se está considerando el problema del límite de las intervenciones médicas.This paper focuses on the adequacy of using the so-called perverted faculty argument within the context of sexual morality. According to this argument, frustrating the reproductive faculty would be immoral. Professors García-Huidobro and Miranda think that this argument can be appropriately used only within the framework of the principle of totality. They argue that an unqualified use of the PFA would lead to the absurdities pointed out by the New Natural Law Theory. In order to see the PFA in a new light we demonstrate the importance of respecting the dialectical or contextual nature of Ethics. Thus, regarding temperance, and especially sexual inclinations, the PFA has a clear normative role. The principle of totality, instead, must be used when considering the problem of the moral limits of medical interventions. (shrink)

In this paper, we provide a pragmatist conceptualization of affective habits as relatively flexible ways of channeling affectivity. Our proposal, grounded in a conception of sensibility and habits derived from John Dewey, suggests understanding affective scaffoldings in a novel and broader sense by re-orienting the debate from objects to interactions. We claim that habits play a positive role in supporting and orienting human sensibility, allowing us to avoid any residue of dualism between internalist and externalist conceptions of affectivity. We provide (...) pragmatist tools for understanding the environment's role in shaping our feelings, emotions, moods, and affective behaviors. However, we contend that in addition to environment, the continuous and recursive affective transaction between agent and environment (both natural and cultural) are also crucially involved. We claim that habits are transformative, which is especially evident when we consider that emotions are often the result of a crisis in habitual behavior and successively play a role in prompting changes of habits. The final upshot is a conceptualization of affective habits as pervasive tools for feelings that scaffold human conduct as well as key features in the transformation of behaviors. (shrink)

Classical liberalism is skeptical about governmental organizations "doing good" for people. Instead governments should create the conditions so that people individually (Adam Smith) and in associations (Tocqueville) are empowered to do good for themselves. The market implications of classical liberalism are well-known, but the implications for organizations are controversial. We will take James Buchanan as our guide (with assists from Mill and Dewey). Unpacking the implications of classical liberalism for the "science of associations" (Tocqueville) requires a tour through the intellectual (...) history of the voluntary slavery contract and the voluntary non-democratic constitution. The argument concludes that the classical liberal endorsement of sovereign individuals acting in the marketplace generalizes to the joint action of individuals as the principals in their own organizations and associations. (shrink)

Bioethics has made a compelling case for the role of experience and empirical research in ethics. This may explain why the movement for empirical ethics has such a firm grounding in bioethics. However, the theoretical framework according to which empirical research contributes to ethics—and the specific role it can or should play—remains manifold and unclear. In this paper, we build from pragmatic theory stressing the importance of experience and outcomes in establishing the meaning of ethics concepts. We then propose three (...) methodological steps according to which the meaning of ethics concepts can be refined based on experience and empirical research: function identification, function enrichment, and function testing. These steps are explained and situated within the broader commitment of pragmatic ethics to a perspective of moral growth and human flourishing. We hope that this proposal will give specific direction to the bridging of theoretical and empirical research in ethics and thus support stronger actualization of ethics concepts. (shrink)

In this paper I sketch a socially situated account of responsible agency, the main tenet of which is that the powers that constitute responsible agency are themselves socially constituted. I explain in detail the constitution relation between responsibility-relevant powers and social context and provide detailed examples of how it is realized by focusing on what I call ‘expectations-generating social factors’ such as social practices, cultural scripts, social roles, socially available self-conceptions, and political and legal institutions. I then bring my account (...) to bear on the debate about the exculpatory potential of moral ignorance. I show that a prominent position in this debate – the position that denies that moral ignorance exculpates – is grounded on an individualistic and acontextualist conception of moral capacities, moral cognition, and blameworthiness, and that this conception leads those philosophers who endorse it to make a number of questionable claims regarding the ability of ordinary agents to overcome their moral ignorance and the culpability they bear for the latter. I conclude by indicating how my socially situated account addresses the issue of moral ignorance. (shrink)

Drawing on unpublished and published sources from 1926-1932, this chapter builds on John Dewey’s naturalistic pragmatic pluralism in ethical theory. A primary focus is “Three Independent Factors in Morals,” which analyzes good, duty, and virtue as distinct categories that in many cases express different experiential origins. The chapter suggests that a vital role for contemporary theorizing is to lay bare and analyze the sorts of conflicts that constantly underlie moral and political action. Instead of reinforcing moral fundamentalism via an outdated (...) quest for the central and basic source of normative justification, we should foster theories with a range of idioms and emphases which, while accommodating monistic insights, better inform decision-making by opening communication across diverse elements of moral and political life, placing these elements in a wider context in which norms gain practical traction in non-ideal conditions, and expanding prospects for social inquiry and convergence on policy and action. (shrink)

This chapter explores some features of pragmatic pluralism as an ethical perspective on climate change. It is inspired in part by Andrew Light’s work on climate diplomacy as U.S. Assistant Secretary of Energy for International Affairs, and by Bryan Norton’s environmental pragmatism, while drawing more explicitly than Light or Norton from classical pragmatist sources such as John Dewey. The primary aim of the chapter is to characterize, differentiate, and advance a general pragmatist approach to climate ethics. The main line of (...) argument is that we are suffering culturally from a sort of “moral jetlag” due in part to “moral fundamentalist” habits, and that a critical focus on pragmatic pluralism—in moral theory generally and climate ethics particularly—would be salutary for our recovery if philosophers are to speak more effectively to “wicked problems” in a way that aids public deliberation and social learning. Moral fundamentalist habits, and the monistic one-way assumption that unintentionally—but not blamelessly—exercises and unduly reinforces them, are obstacles to fostering habits of moral and political inquiry better suited to dealing with predicaments rapidly transforming our warming planet. (shrink)

John Dewey was the foremost figure and public intellectual in early to mid-twentieth century American philosophy. He is the most academically cited Anglophone philosopher of the past century, and he is among the most cited Americans of any century. In this comprehensive volume spanning thirty-five chapters, leading scholars help researchers access particular aspects of Dewey’s thought, navigate the enormous and rapidly developing literature, and participate in current scholarship in light of prospects in key topical areas. Beginning with a framing essay (...) by Philip Kitcher calling for a transformation of philosophical research, contributors interpret, appraise, and critique Dewey’s philosophy under the following headings: Metaphysics; Epistemology, Science, Language, and Mind; Ethics, Law, and the Starting Point; Social and Political Philosophy, Race, and Feminist Philosophy; Philosophy of Education; Aesthetics; Instrumental Logic, Philosophy of Technology, and the Unfinished Project of Modernity; Dewey in Cross-Cultural Dialogue; The American Philosophical Tradition, the Social Sciences, and Religion; and Public Philosophy and Practical Ethics. (shrink)

Bioethics became applied ethics when it was assimilated to moral philosophy. Because deduction is the rationality of moral philosophy, subsuming facts under moral principles to deduce conclusions about what ought to be done became the prescribed reasoning of bioethics, and bioethics became a theory comprised of moral principles. Bioethicists now realize that applied ethics is too abstract and spare to apprehend the specificity, particularity, complexity and contingency of real moral issues. Empirical ethics and contextual ethics are needed to incorporate these (...) features into morality, not just bioethics. The relevant facts and features of problems have to be identified, investigated and framed coherently, and potential resolutions have to be constructed and assessed. Moreover, these tasks are pursued and melded within manifold contexts, for example, families, work and health care systems, as well as societal, economic, legal and political backgrounds and encompassing worldviews. This naturalist orientation and both empirical ethics and contextual ethics require judgment, but how can judgment be rational? Rationality, fortunately, is more expansive than deductive reasoning. Judgment is rational when it emanates from a rational process of deliberation, and a process of deliberation is rational when it uses the resources of non-formal reason: observation, creative construction, formal and informal reasoning methods and systematic critical assessment. Empirical ethics and contextual ethics recognize that finite, fallible human beings live in complex, dynamic, contingent worlds, and they foster creative, critical deliberation and employ non-formal reason to make rational moral judgments. (shrink)

In this contribution I outline some ideas on what the pragmatist model of habit ontology could offer us as regards the appreciation of the constitutive role that imagery plays for social action and cognition. Accordingly, a Deweyan understanding of habit would allow for an understanding of imagery in terms of embodied cognition rather than in representational terms. I first underline the motor character of imagery, and the role its embodiment in habit plays for the anticipation of action. Secondly, I reconstruct (...) Dewey's notion of imaginative rehearsal in light of contemporary, competing models of intersubjectivity such as embodied simulation theory and the narrative practice hypothesis, and argue that the Deweyan model offers us a more encompassing framework which can be useful for reconciling these approaches. In this text I am mainly concerned with sketching a broad picture of the lines along which such a project could be developed. For this reason not all questions are given equal attention, and I shall concentrate mainly on the basic ideas, without going directly into the details of many of them. (shrink)

In the 1990s , a debate raged across the whole postsocialist world as well as in Western development agencies such as the World Bank about the best approach to the transition from various forms of socialism or communism to a market economy and political democracy. One of the most hotly contested topics was the question of the workplace being organized based on workplace democracy (e.g., various forms of worker ownership) or based on the conventional employer-employee relationship. Well before 1989, many (...) of the socialist countries had started experimenting with various forms of "self-management" operating in more of a market setting, Yugoslavia being the most developed example. Thus one "path to the market" would have been to push those experiments all the way to some Western form of employee ownership or worker cooperatives operating in a full market environment. Alternatively, all these decentralizing experiments could be condemned as "vestiges of communism" to be eradicated by renationalizing all the decentralized firms and then privatizing by some alternative means. (shrink)

La tesis central de este trabajo es que la tradicional tensión entre substancia y procedimiento socava las estabilidad de la justificación de la concepción liberal más extendida de la legitimidad (la Democracia Deliberativa). Dicha concepciones enfrentan problemas serios a la hora de articular de manera consistente dos dimensiones que parecen ir naturalmente asociadas a la idea de legitimidad: la dimensión procedimental, vinculada a la equidad del procedimiento, y la dimensión epistémica, asociada a la corrección de los resultados. En este trabajo (...) sostengo que a) esa tensión surge de la adopción de una concepción epistemológica social de tipo "veritativo-consecuencialista; b) es posible manejar dicha tensión mediante el remplazo de la epistemología subyacente por una concepción epistemológica social de tipo procedimentalista de orientación pragmatista y c) dicha operación orienta el diseño institucional en una dirección experimentalista. (shrink)

This paper critically examines Richard Rorty’s “justice as larger loyalty” proposal. While Rorty is right, I argue, to reject the Kantian idea of a strict bifurcation between justice and loyalty, the former corresponding to reason the latter corresponding to sentiment, my argument is that it is nevertheless a mistake to follow Rorty in conceiving of justice as he recommends we should. This is not an endorsement of the rationalistic Kantian view Rorty rejects. Rather, I argue that there are compelling Rortyan (...) reasons for rejecting the “justice as larger loyalty” proposal, and that the argument against that proposal is paradoxically very much in the spirit of Rorty’s moral and political thought. (shrink)

In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate—and indispensible—guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize ‘reflective practice’ and teachers as ‘reflective practitioners.’ I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the ‘right sort of subject,’ having the ‘right orientation’ to their work, at the service of (...) achieving that orientation. That orientation is a matter of virtue, where virtue is manifested in the capacity to read situations correctly for what is required to serve persons’ welfare, for them to do well. This entails that good teaching is more experienced-based than research-based. Ultimately, it is life experience that provides for teachers’ ability to see well. (shrink)

Geach and Thomson have argued that nothing is just plain good, because ‘good’ is, logically, an attributive adjective. The upshot, according to Geach and Thomson, is that consequentialism is unacceptable, since its very formulation requires a predicative use of ‘good’. Reactions to the argument have, for the most part, been uniform. Authors have converged on two challenging objections . First, although the logical tests that Geach and Thomson invoke clearly illustrate that ‘good’, as commonly used, is an attributive, they don’t (...) show that ‘good’ lacks an intelligible predicative interpretation. Second, even if the English word ‘good’ fails to express the property of goodness, we can just stipulate that ‘good*’ expresses goodness and thus formulate consequentialism accordingly. The second objection is one way of voicing skepticism about the method of drawing substantive philosophical conclusions from considerations about ordinary language. In this essay, we present an argument, inspired by Geach and Thomson, which isn’t susceptible to the same objections but which supports the same conclusion. The significance of our argument for ethics is obvious; it challenges the intelligibility of standard consequentialism, and even certain forms of non-consequentialism. One might be inclined to think that a more sophisticated consequentialism, which relies on ‘good {possible world/state of affairs/outcome}’ instead of just ‘good’, evades the criticism. But we explain why the criticism can’t be so easily evaded. (shrink)

Philip Kitcher presents an ambitious account of pragmatic naturalism that incorporates an explanatory story of the emergence and development of ethics, a metaethical perspective on progress, and a normative stance for moral theorizing. This article contends that Kitcher's normative stance is incompatible with the explanatory and metaethical components of his project. Instead, pragmatic naturalists should endorse a normative ethics that is experimental, grounded in practice, and acutely aware of cognitive and informational limitations. In particular, the ethical project would benefit from (...) endorsing empirical work on participatory democracy for the identification of mechanisms to guide us on deep moral conflicts. (shrink)

A person's values are what that person regards as or thinks important; a society's values are what that society regards as important. A society's values are expressed in laws and legislatively enacted policies, in its mores, social habits, and positive morality. Any body's values—an individual person's or a society's—are subject to change, and in our time especially. An individual manifests his or her values in expressions of approval or disapproval, of admiration or disdain, by seeking or avoidance behaviour, and by (...) his or her characteristic activities. What one values one seeks for or tries to maintain. Sometimes attaining it leads to unexpected enlightenment—that isn't what one wanted after all. But a person's values are discovered most significantly in a reflective way by becoming aware of what one is willing to give up to attain or maintain one's values. This is the price one is willing to pay for it, and values are occasionally, and in the money and stock markets always, expressed in terms of price. This can be significant or it can be misleading; it depends on how it is interpreted. Not everything has a monetary equivalent, despite the attempts of the law to provide recovery for damages in monetary terms, and despite the cynical maxim, ‘Everyone has his price’. (shrink)

When it comes to epistemic normativity, should we take the good to be prior to the right? That is, should we ground facts about what we ought and ought not believe on a given occasion in facts about the value of being in certain cognitive states (such as, for example, the value of having true beliefs)? The overwhelming answer among contemporary epistemologists is “Yes, we should.” This essay argues to the contrary. Just as taking the good to be prior to (...) the right in ethics often leads one to sanction implausible trade-offs when determining what an agent should do, so too, this essay argues, taking the good to be prior to the right in epistemology leads one to sanction implausible trade-offs when determining what a subject should believe. Epistemic value—and, by extension, epistemic goals—are not the explanatory foundation upon which all other normative notions in epistemology rest. (shrink)

Sociologists of education often emphasize goods that result from a practice (external goods) rather than goods intrinsic to a practice (internal goods). The authors draw from John Dewey and Alasdair MacIntyre to describe how the same practice can be understood as producing “skills” that center external goods or as producing habits (Dewey) or virtues (MacIntyre), both of which center internal goods. The authors situate these concepts within sociology of education’s stratification paradigm and a renewed interest in the concept of alienation, (...) contrasting the concepts of skills, habits, and virtues to capital, credentials, and habitus. They close by connecting the argument to broader critiques of procedural liberalism and the ideology of meritocracy, then giving suggestions for an expanded sociology of education beyond the stratification paradigm. (shrink)

We identify a normative paradox of responsible management education. Business educators aim to promote social values and develop ethical habits and socially responsible mindsets through education, but they attempt to do so with theories that have normative underpinnings and create actual normative effects that counteract their intentions. We identify a limited conceptualization of freedom in economic theorizing as a cause of the paradox. Economic theory emphasizes individual freedom and understands this as the freedom to choose from available options. However, conceptualizing (...) individuals as profit-maximizing actors neglects their freedom to reflect on the purposes and goals of their actions. We build on the work of pragmatist philosopher John Dewey, who distinguishes between habitualized and creative problem-solving behaviors, conceptualizes knowledge construction as a process of interdependent scientific social inquiry, and understands actors as having the freedom to determine what kind of people they wish to be. We apply pragmatist theory to business education and suggest equipping students with a plurality of theories, supplementing neoclassical economics with other economic perspectives and views from other disciplines on economic behavior. Moreover, we suggest putting students into learning situations that require practical problem solution through interdependent social inquiry, encouraging ethical reflection. In doing so, we contribute by linking the problematic conceptions of freedom identified in economic theorizing to the debate on responsible management education. We conceptualize a pragmatist approach to management education that explicitly re-integrates the freedom to discursively reflect on the individual and societal purpose of business activity and thereby makes existing tools and pedagogies useful for bringing potential freedom back into business. (shrink)

The Philosopher-Lobbyist: John Dewey and the People’s Lobby, 1928–1940.

The article presents an interpretation of certain aspects of John Dewey’s psychological works. The interpretation aims to show that Dewey’s framework speaks directly to certain problems that the discipline of psychology faces today. In particular the reflexive problem, the fact that psychology as an array of discursive practices has served to constitute forms of human subjectivity in Western cultures. Psychology has served to produce or transform its subject-matter. It is shown first that Dewey was aware of the reflexive problem, and (...) found that it needed to be addressed. Next, three concepts of Dewey’s psychology are drawn in: subjectivity, habit and morality. Dewey is interpreted as articulating what we today would call a practice-orientated approach to psychology, in which moral and practical reasoning is seen as a dimension of all knowledge and action. Subjectivity is understood as a function emerging with complex interaction. Finally, a Deweyan approach to how psychology and other social sciences can cope with, and make positive use of, the reflexive problem, is outlined. By acknowledging their existence in the world they study, i.e. by becoming moral sciences that realize their moral and political implications, the social sciences can become problem-solving instruments that serve to help create a democratic public, a community as an actual social idea. It is pointed out that Dewey had an attractive view both of psychology – the subject-matter and of Psychology – the discipline and its practices – and ventured on the rare attempt at explicating how they are connected in what he called Great Societies, what we today would call post- or late-modernity, and how Psychology can help to constitute Great Communities in which human beings might flourish. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...

Organisms change their shape and behavior during ontogenesis in response to incentives—what biologists call “phenotypic plasticity” or what is called here more specifically “behavioral plasticity.” Such plasticity is usually in the direction of enhancing welfare or fitness. In light of basic concepts in economics, such behavioral plasticity is nothing but rationality. Such rationality is not limited to organisms with neural systems. It also characterizes brainless organisms such as plants, fungi, and unicellular organisms. The gist of the article is the distinction (...) between rationality and intelligence. Whereas rationality is ubiquitous in all organisms, intelligence varies in degrees depending on division of labor that may involve the evolution of a neural system. This article aims to defend the universality of rationality—the Organismus oeconomicus hypothesis. It argues that neither the notion of bounded rationality of behavioral economics nor Herbert Simon’s “procedural rationality” can ultimately undermine the Organismus oeconomicus hypothesis. (shrink)

This article, Piaget’s theory of moral development in play behaviour is critically reviewed and framed within the philosophical debate on morality. On this basis, an alternative socio-cognitive model for describing normative evolution in play development is proposed. Special attention is paid to the transition from children’s play to adult games, for the purpose of demonstrating that some relevant features of morality stagnate, rather than progress, during such transition. Finally, some speculations are offered on the connection between moral involution in play (...) and ethical behaviour in life, with reference to contemporary Western societies. (shrink)

: John Dewey believed every person is capable of being an artist, living an artful life of social interaction that benefits and thereby beautifies the world. In Art as Experience, Dewey reminds his readers that the second Council of Nicea censored the church's use of statutes and incense that distracted from prayer. Dewey, in an interesting turnabout, removes dogma from the church, but lauds the sensory details that enable higher understanding of human experience. Dewey evokes a paradox: the appreciation and (...) need for the "experiential" artifact, but art as catalyst to realms beyond the physical. For Dewey, art functions as experience. Processes of inquiry, looking and finding meaning are transformative, extending connections with what is good and right. Expanded perceptions open venues for understanding and action. Attention to detail excites potential for meaning, yielding important societal insights, previously taken for granted. Transformative experiences occur when people intuit new concepts, that occasion seeing in valued ways. Art communicates moral purpose and education. Dewey believes moral purpose is justifiable, art conveying messages that stimulate reflection on purposeful lives. Dewey is a pragmatist whose attraction to art postulates it as a means to an end because he envisions the end as just and fair: democracy. (shrink)

In this Special Issue of Journal of Critical Realism on Normativity, Elder-Vass has provided a paper that in part responds to one that Chris Winship and I wrote together, which was presented at the...

This article systematically surveys the history of Anglo-American philosophy in Taiwan since the late nineteenth century. Contrary to conventional wisdom, it argues that pragmatism remained influential given the dominance of continental philosophy in Japanese colonized Taiwan, where the universal values assumed by pragmatists were used to resist the Empire’s ideology, after WWII, immigrated Chinese scholars brought in more novelty to Taiwanese philosophy than the Vienna circle diasporas brought to their Anglo-American counterparts, in which liberal scholars’ emphasis on science and democracy (...) challenged Chiang’s dictatorship and Chinese nationalism, and analytic philosophy thrived with the advance of democratizing in the 1980s, which, in turn, diversified the philosophy in 1990s Taiwan. Accordingly, Anglo-American philosophy was never confined to the academic ivory tower but had positive impacts on Taiwan’s centennial social transformation. (shrink)

Este artículo recoge la propuesta de Nancy Fraser de paridad en la participación como criterio que integra las reivindicaciones más valiosas de otras corrientes feministas con el objetivo de ampliar la justicia social en nuestras sociedades neoliberales. Asimismo, muestra los límites de su formulación: Fraser considera los condicionantes sociales que permitirían la realización de la paridad en la participación, pero no analiza en profundidad los condicionantes subjetivos de los que también depende. Por último, se sugiere superar esos límites ampliando el (...) ideal normativo de Fraser con el pragmatismo de Dewey. El objetivo es visualizar aspectos de la justicia ocultos en la propuesta de Fraser en pro de una radicalización democrática.This article describes Nancy Fraser’s proposal of participatory parity as a criterion for the integration of the most valuable claims of other feminist schools with the goal of increasing social and gender justice within our neoliberal societies. At the same time, it shows its limits: Fraser examines the social constraints that would allow for the implementation of participatory parity, however it lacks a thorough analysis of the subjective constraints on which it also depends. Lastly, it aims to overcome those limits extending Fraser’s normative ideal with Dewey’s pragmatism. The main goal is to highlight aspects of justice hidden in Fraser’s proposal towards a democratic radicalization. (shrink)

That mathematics makes for poor literature is a conclusion as uninteresting as it is inevitable—inevitable because were mathematical prose to score high on a scale of literary value, this result would do more to discredit the scale than glorify the prose. It may, however, help us better understand our cultural landscape if, without attempting a literary appraisal of mathematics or a mathematical appraisal of literature, we search for some community of interest between the formal sciences and the literary arts. This (...) search for common ground will also be an opportunity to learn from some voices seldom heard in conversations about mathematics. Even at the risk of giving our discussion an antiquated flavor, we will... (shrink)

Dewey's theory of happiness goes against the grain of much contemporary psychologic and popular thought by identifying the highest form of human happiness with moral behavior. Such happiness, according to Dewey, avoids being at the mercy of circumstances because it is independent of the pleasures and successes we take from experience and, instead, is dependent upon the disposition we bring to experience. It accompanies a disposition characterized by an abiding interest in objects in which all can share, one founded upon (...) a dynamic inner harmony and evolving adjustment to the world. The marks of such an expansive disposition are "stability of character, braveness of soul, and equanimity of soul," and the key to the development of these traits is what Dewey calls "ethical love." We conclude with consideration of three potential criticisms of Dewey's view of happiness and possible Deweyan rejoinders. (shrink)

Abstract: Pragmatism involves simultaneous commitments to modes of inquiry that are philosophical and historical. This article begins by demonstrating this point as it is evidenced in the historicist pragmatisms of William James and John Dewey. Having shown that pragmatism focuses philosophical attention on concrete historical processes, the article turns to a discussion of the specific historiographical commitments consistent with this focus. This focus here is on a pragmatist version of historical inquiry in terms of the central historiographical categories of the (...) object of historical inquiry and mode of historical periodization. After describing the basic historiographical consequences of pragmatism's historicism, the article moves to a discussion of the philosophical results of this historicism. The focus here is on the role that historical inquiry can play in the general philosophical perspective of pragmatism as well as on some recent texts that exemplify the dual pragmatist commitment to philosophy and history. (shrink)

Much good work has been done on the evolution of human morality by focusing on how “selfish genes‘ can give rise to altruistic human beings. A richer research program is needed, however, to take into account the ambivalence of naturally evolved biopsychological motivators and the historical pluralism of human morality in religious systems. Such a program is described here. A first step is to distinguish the ultimate cause of natural selection from proximate causes that are the results of natural selection. (...) Next, some proximate causes are suggested as possible conditions of biological and emotional valuing as well as of customary social morality and individual rational ethical thought. Finally, different moral perspectives of Confucianism, Hinduism, Buddhism, and Christianity are briefly presented in order to illustrate how one might inquire about the selection of a variety of biopsychological and cultural proximate causes that enable the evolution of a plurality of religious moral systems. (shrink)

This paper attempts to explicate and compare the ideas of John Dewey and Simone Weil on wisdom. It is a conceptual analysis which proceeds on the assumption that cultivating a love of wisdom in a student is a teacher’s highest calling. The comparison is focussed around two main questions: 1) How is wisdom connected to experience from a psychological perspective? 2) How is wisdom connected to the social dimension of experience?

Debates in animal ethics are largely characterized by ethical monism, the search for a single, timeless, and essential trait in which the moral standing of animals can be grounded. In this paper, we argue that a monistic approach towards animal ethics hampers and oversimplifies the moral debate. The value pluralism present in our contemporary societies requires a more open and flexible approach to moral inquiry. This paper advocates the turn to a pragmatic, pluralistic approach to animal ethics. It contributes to (...) the development of such an approach in two ways. It offers a pragmatist critique of ethical monism in animal ethics and presents the results of a qualitative study into the value diversity present in the different ways of thinking about animals in the Netherlands. Carefully arranged group discussions resulted in the reconstruction of four distinctive moral value frameworks that may serve as instruments in the future process of moral inquiry and deliberation in the reflection on animal use. (shrink)

There is a “Pragmatist turn” visible in the field of organization science today, resulting from a renewed interest in the work of Pragmatist philosophers like Dewey, Mead, Peirce, James and others, and in its implications for the study of organizations. Following Wicks and Freeman, in the past decade Pragmatism has also entered the field of business ethics, which, however, has not been uniformly applauded in that field. Some scholars fear that Pragmatism may enhance already existing positivist and managerialist tendencies in (...) current business ethics, while others see more emancipatory potential in Pragmatism, arguing that it complements and supports stakeholder theory. In this paper, a comparison of the philosophical underpinnings of Pragmatist and Critical conceptions of business ethics is offered, concentrating on the Pragmatism of John Dewey and the Critical theory of the Frankfurt School, in particular of Axel Honneth. It is argued that these two developed along two converging lines. Along the first line, Dewey was far more skeptical and critical of capitalism than is often thought. Along the second line, the reactions to Pragmatism of Frankfurt School Critical theorists developed over time from generally hostile, to partially inclusive, to more fully integrative. At the crossroads of these converging lines a Pragmatist Critical perspective is developed and exemplified, and its implications for business ethics are outlined. (shrink)

In his debate with Dreyfus McDowell defends the ‘pervasiveness thesis’, the thesis that rational mindedness pervades the lives of rational animals, their perceptual experiences and exercises of agency. To counter this idea, Dreyfus introduces the notion of ‘social standing’: the culturally inculcated yet non-conceptual sense of the appropriate distance that one should stand from another person. McDowell claims that social standing is not a counter-example to the pervasiveness thesis because it stands altogether outside of it. In this paper I argue (...) that this response is a misstep, that we should see social standing as fallingwithinthe pervasiveness thesis. While such phenomena do not normally fall within the scope of a subject's practical self- knowledge they are still pervaded by rational mindedness. They are because the dispositions and habits that comprise our second nature, although not the realization of an exercise of conceptual capacities, can be brought within the scope of a subject's practical self-knowledge and in fact changed, and this is enough to establish that they are pervaded by rational mindedness. I argue that we can find a picture like this in a Hegelian-pragmatist account of our habitual second nature. (shrink)

This essay can be called, if you will, an exercise in choosing which words to use when in our contemporary context. I hope to add something useful to the work being done by Pierre Macherey (Machere...

This article advocates a naturalist and realist ethics of solidarity. Specifically, it argues that human needs should be met; and that they should be met in harmony with the environment. Realism should include respect for existing cultures and the morals presently being practiced – with reasonable exceptions. Dignity must come in a form understood and appreciated by the person whose dignity is being respected. It is also argued that naturalist ethics are needed to combat liberal ethics, not least because the (...) latter supports today’s inflexible and dysfunctional institutions. In arguing for these positions, reference is made to the naturalist realist ethics of Georges Canguilhem, C.H. Waddington, John Dewey and David Sloan Wilson, all of whom embed the social order in the natural order. (shrink)

Similarities between pragmatist models of democracy and deliberative models have been explored over recent years, most notably in this journal ( Talisse 2004). However, the work of Iris Marion Young has, thus far, not figured in such comparative analyses and historical weighing of pragmatist antecedents in deliberativist work. In what follows, I wish to redress this oversight by placing Young in conversation with John Dewey and Jane Addams. Young's particular brand of deliberative theorizing focuses on the inclusion of women and (...) all those deemed Other in our democracies. She identifies a significant shortcoming in standard expositions of deliberative thought, pointing out that communicative style, structured by oppressive norms of gender, race, and class, to name but a few, may serve to undermine our full participation in political decision making. While this forms a valuable insight for those seeking to redress the exclusion of Others in democracies, it also draws attention to the centrality of differences of communication in deliberative settings. In what follows, I will highlight the integral role played by communication in Young's and Dewey's expositions of democracy while showing that Addams foreshadows Young's principal insight through an appreciation of communicative difference and its attendant political implications. (shrink)

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and the extensive mistrust of integrating ethics in science (...) and engineering curricula beyond its “applied,” “practical,” or “professional” implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant’s conception of the virtuous person, integrating questions about the “good life” into the domain of principled reasoning. (shrink)