This book explores Iris Murdoch as a philosopher who, through her distinctive methodology, exploits the advantages of having a mind on the borders of literature and politics in her early career writings (pre-The Sovereignty of Good). By focusing on a single decade of Murdoch’s early career, Jamieson tracks connections between her views on the state of literature and politics in postwar Britain and her approach to the philosophy of mind and moral philosophy. Furthermore, this close study reveals that, far from (...) a stylistic quirk, Murdoch’s use of metaphors, analogies, and other literary devices is internal to her methodology. Finally, rather than asking what Murdoch’s views are, this work will ask “what is Murdoch trying to achieve with her writings and public lectures, and how does she go about this?” By answering the latter question, we will have a new strategy for interpreting her writings more generally. The book contributes to the growing body of scholarship focusing on Iris Murdoch’s philosophical writings, and on women in the history of analytic philosophy. (shrink)

“Thought requires achievement for its own development, and without this development it is nothing. Thought must live and grow in incessant new and higher translations, or it proves itself not to be genuine thought.” – C. S. Peirce (CP 5.595) Introduction: Captivating Pictures and Liberating Gestures At the center of one of the most famous anecdotes involving a famous philosopher, we encounter what is commonly called in English a gesture, in fact, a Neapolitan gesture, though one made by a Tur...

The paper assumes for its starting point the basic correctness of the so-called “resolute” reading of Wittgenstein's Tractatus, a reading first developed by Cora Diamond and James Conant. The main part of the paper concerns the consequences this interpretation will have for our understanding of Wittgenstein's well-known remark in a letter to a prospective publisher that the point or aim of his book was an ethical one. I first give a sketch of what, given the committments of the resolute reading, (...) the ethical point of the book will be, and then argue that given these committments and Wittgenstein's own philosophical biases at the time he wrote the Tractatus, the book cannot serve the ethical purpose for which it was written. (shrink)

On Kant's view, the feeling of respect is the mark of moral agency, and is peculiar to us, animals endowed with reason. Unlike any other feeling, respect originates in the contemplation of the moral law, that is, the idea of lawful activity. This idea works as a constraint on our deliberation by discounting the pretenses of our natural desires and demoting our selfish maxims. We experience its workings in the guise of respect. Respect shows that from the agent's subjective perspective, (...) morality is the experience of being bound and necessitated, but also of being free and emancipated from inclinations. (shrink)

On Kant's view, the feeling of respect is the mark of moral agency, and is peculiar to us, animals endowed with reason. Unlike any other feeling, respect originates in the contemplation of the moral law, that is, the idea of lawful activity. This idea works as a constraint on our deliberation by discounting the pretenses of our natural desires and demoting our selfish maxims. We experience its workings in the guise of respect. Respect shows that from the agent's subjective perspective, (...) morality is the experience of being bound and necessitated, but also of being free and emancipated from inclinations.Respect is a feeling that is generated by the agent's reflection on the nature of her own agency. It is not directed to anybody in particular, but to the very idea of rational agency, which is characterized by self-mastery and self-legislation. Contrary to animals, we do not derive our ends from nature, but we are capable of setting ends of our own, by exercising practical reason, that is, by engaging in the activity of law making. (shrink)

I argue that, in analysing the structure and development of moral traditions, MacIntyre relies primarily on Kuhn's model of scientific tradition, rather than on Lakatos' model. I unpack three foci of Kuhn's conception of the sciences, namely: the ‘crisis’ conception of scientific development, what I call the ‘systematic conception’ of scientific paradigms, and the view that successive paradigms are incommensurable. I then show that these three foci are integrated into MacIntyre's account of the development of moral traditions with a surprising (...) degree of faithfulness to Kuhn. And crucially, I argue against the overall cogency of his account, given the disparities I pinpoint between scientific and moral traditions. My overall critique is, however, fundamentally friendly, since nothing I have to say invalidates the very notion of a moral tradition, and all I am calling for are less problematic construals of that notion. (shrink)

Does language limit the moral thoughts we can have? To answer that, I distinguish between two kinds of limits: Boundaries or barriers fence things out. Identification and erection of linguistic barriers, defines, diagnoses, or places restrictions on what language can in principle grasp or be, and often involves abstraction from actual linguistic behavior. This is typically preformed by remarks I call ‘theses’; Contours or outlines give real-life portrayals. Drawing the contours of a linguistic activity involves a certain attention to reality: (...) to detail and particularity, and we typically draw contours by using remarks I call ‘helpers’. I examine the possibility that confusion can be diagnosed in Sabina Lovibond's attempt to apply the idea that moral language has necessary boundaries, and explain the alternative of drawing linguistic contours. I then examine Richard Rorty's position according to which the fact that we can shape our language indicates that the boundaries of language do not encompass all possible sense, and compare Rorty's discussion with Sarah Bachelard's discussion of euthanasia. My claim here is that trying to improve on the language we have might be part of drawing its contours, rather than redefining its boundaries. The discussion reveals a difference between two kinds of contour drawing, and thus between two kinds of helpers: ones that help to draw the contours of the actuality of linguistic activities, and ones that help to draw the contours of their potentiality. Finally, I argue that the value of drawing contours instead of barriers is that the former better reveal the fact that we care about our ways of making sense. (shrink)

What was distinctive about the evil of the transatlantic slave trade and New World slavery? In what ways can the present seek to rectify such historical wrongs, even while recognizing that they lie beyond repair? Irreparable Evil explores the legacy of slavery and its moral and political implications, offering a nuanced intervention into debates over reparations. David Scott reconsiders the story of New World slavery in a series of interconnected essays that focus on Jamaica and the Anglophone Caribbean. Slavery, he (...) emphasizes, involved not only scarcely imaginable brutality on a mass scale but also the irreversible devastation of the ways of life and cultural worlds from which enslaved people were uprooted. Colonial extraction shaped modern capitalism; plantation slavery enriched colonial metropoles and simultaneously impoverished their peripheries. To account for this atrocity, Scott examines moral and reparatory modes of history and criticism, probing different conceptions of evil. He reflects on the paradoxes of seeking redress for the specific moral evil of slavery, criticizing the limitations of liberal rights-based arguments for reparations that pursue reconciliation with the past. Instead, this book argues, in making the urgent demand for reparations, we must acknowledge the fundamental irreparability of a wrong of such magnitude. (shrink)

Philosophy strives to give us a firmer hold on our concepts. But what about their hold on us? Why place ourselves under the sway of a concept and grant it the authority to shape our thought and conduct? Another conceptualization would carry different implications. What makes one way of thinking better than another? This book develops a framework for concept appraisal. Its guiding idea is that to question the authority of concepts is to ask for reasons of a special kind: (...) reasons for concept use, which tell us which concepts to adopt, adhere to, or abandon, thereby shoring up—or undercutting—the reasons for action and belief that guide our deliberations. Traditionally, reasons for concept use have been sought either in timeless rational foundations or in concepts’ inherent virtues, such as precision and consistency. Against this, the book advances two main claims: that we find reasons for concept use in the conceptual needs we discover when we critically distance ourselves from a concept by viewing it from the autoethnographic stance; and that sometimes, concepts that conflict, or exhibit other vices such as vagueness or superficiality, are just what we need. By considering not what concepts are absolutely best, but what concepts we now need, we can reconcile ourselves to the contingency of our concepts, determine the proper place of efforts to tidy up thought, and adjudicate between competing conceptions of things,—even things as contested as liberty or free will. A needs-based approach separates helpful clarification from hobbling tidy-mindedness, and authoritative definition from conceptual gerrymandering. (shrink)

Up against capacity‐based approaches to animal ethics, Cora Diamond has put the idea of animals as our fellow creatures. The aim of this article is to explore the implications of this concept for our treatment of fish. Fish have traditionally been placed at the borders or even outside of the moral community, although there is growing evidence that they have perceptual and social capacities comparable to animals that are considered morally significant. Given that a fellow creature's approach is not primarily (...) concerned with capacities, fish may pose a challenge: Can fish be seen as our fellow creatures, and if so, on what grounds? In exploring these questions, we defend Diamond against Jeff McMahan's critique of her account and its implications that the fellow creature‐concept is reducible to either capacities or special relationships and leaves no room for argument‐based moral reform. We suggest that moral attention is key to grasping the moral significance of fish and discuss how scientific research can support such attention. In so doing, we demonstrate how Diamond's approach to animal ethics provides a viable alternative to the dominant animal ethics approaches. Finally, we indicate how this approach can be useful for discussions on industrial fish farming. (shrink)

One of the most interesting phenomena in the history of the English language is the remarkable rise of the word right, in its many interrelated senses and uses. This article tries to trace the changes in the meaning and use of this word, as well as the rise of new conversational routines based on right, and raises questions about the cultural underpinnings of these semantic and pragmatic developments. It explores the hypothesis that the `discourse of truth' declined in English over (...) the centuries; that the use of `right' and `wrong' as parallel concepts increased; and it notes that the use of right as an adjective increased enormously in relation to the use of true. Originally, right meant `straight', as in a right line. Figuratively, perhaps, this right in the sense `straight' was also used in an evaluative sense: `good', with an additional component building on the geometrical image: `clearly good'. Spoken of somebody else's words, “right” was linked with `true'. But in the course of the 17th and 18th centuries right appears to have begun to be used more and more with reference to thinking rather than speaking. The association of right with thinking seems to have spread in parallel with a contrastive use of right and wrong — a trend apparently encouraged by the influence of the Reformation, especially within its Calvinist wing. Another interesting development is that over the last two centuries or so the discourse of `right' and `wrong' appears to have found a competitor in a discourse of `cooperation' and mutual concessions. Judging by both the frequency and range of its use, the word right flourished in this atmosphere, whereas wrong was increasingly left behind. This article traces the transition from the Shakespearean response “Right.”, described by the OED as `you are right; you speak well', to the present-day “Right.” of non-committal acknowledgement and it links the developments in semantics and discourse patterns with historical phenomena such as Puritanism, British empiricism, the Enlightenment and the growth of democracy. (shrink)

Argues for a form of humanism on which we have reason to care about human beings that we do not have to care about other animals and human beings have rights against us other animals lack. Humanism respects the equal worth of those born with severe congenital cognitive disabilities. I address the charge of 'speciesism' and explain how being human is an ethically relevant fact.

Current focus in the health care ethics literature on the character of the practitioner has a reputable pedigree. Rather than offer a staple diet of Aristotelian ethics in the undergraduate curricula, perhaps instead one should follow Murdoch's suggestion and help the practitioner to develop vision and moral imagination, because this has a practical rather than a theoretical aim. The imaginative capacity of the practitioner plays an important part in both the quality of the nurse's role enactment and the moral strategies (...) which the nurse uses. It also plays a central part in the practitioner's ability to communicate with a patient and in the type of person which the practitioner becomes. Can the moral imagination be stimulated and nurtured? Some philosophers and literary critics argue that not only is this possible, but that literature is the means of doing so. If this is the case then a place should be made for literature in already crowded health care curricula. (shrink)

Iris Murdoch’s The Sovereignty of Good—especially the first essay, “The Idea of Perfection”—is often associated with a critique of a certain picture of agency and its proper place in ethical thought. There is implicit in this critique, however, an alternative, much richer one. I propose a reading of Murdochian agency in terms of the continuous activity of cultivating and refining a distinctive practical standpoint, and I apply this reading to her account of moral progress. For Murdoch moral progress depends on (...) transcending egoism and achieving clear perception of a normatively-saturated reality, but it would be a mistake to think of egoism in terms of selfishness, or clarity in terms of altruism. Rather, I argue, Murdochian moral progress requires overcoming socially-conditioned and often ideological forms of alienation, and making the social conditions that inform our practical standpoints self-conscious. (shrink)

ABSTRACTTo date, there has been little philosophical consideration of the concept of shame in sport, yet sport seems to be an environment conducive to the experience of shame due to its public and...

Philosophy certainly has connections with science but it is not itself a science. Nor is it literature. But it is related to literature in a way that excessive emphasis on science can obscure. In this paper I defend the rather old-fashioned view that philosophy is essentially linguistic. I also argue, less conventionally, that there is an unavoidable personal aspect to at least some philosophical problems, and in answering them we must speak for ourselves without being able to count on every (...) other speaker of our language agreeing with us or even understanding what we say. Where the rules of our language are not set we must, so to speak, make them up for ourselves as we go. In this way philosophy requires the kind of linguistic creativity more often associated with poetical kinds of literature. Drawing on the work of Cora Diamond and Alice Crary, I argue that philosophy should be regarded as, not identical with, but continuous with poetry. (shrink)

This article engages with two fundamental attitudes toward animals who are used for human consumption: attention and ironic detachment. Taken as polarities linked with animal consumption and the refusal thereof, I discuss how these two attitudes are shaped and manifested during moments of encounter with the animals in question. Starting from a striking photograph from the Lychee and Dog Meat Festival in China, I explore the embodiment of these attitudes in the “gaze” of human participants during the encounter with animals (...) who are going to be killed for food. (shrink)

Academic essays typically and quite rightly advance theses and defend them with arguments. In this essay, I do not propose or defend a thesis. Instead, I try to ask, in a sustained way, a straightf...

This paper elaborates a neo-Wittgensteinian, philosophical-anthropological alternative to classically Aristotelian approaches in the philosophy of friendship. On the classic approach, the value of friendship, as a practice, and the value of particular friendships within the life of any given individual, are each subordinated to the ur-value of individual flourishing. That is, it starts with a value that it sees as frustrated or fulfilled by social practice. The alternative, meanwhile, moves from the articulation of social practice to the values these practices (...) frame. I will argue that the alternative is descriptively and prescriptively superior when what’s at issue is the status of a social practice like friendship. By acknowledging the co-constitution of self, practice, and other, the alternative gives one the latitude to recognize and philosophize about relationships that tend to fall out of contemporary accounts of love and friendship as these are actually lived; produces descriptions and questions that are truer to lived experiences of friendship; and respects one of the most basic norms of friendship—that is, a friend’s irreducible particularity to oneself—without having to provide a self-defeatingly instrumentalist or reductionist argument for it. (shrink)

The publication of Cora Diamond's important 2002 “The Difficulty of Reality and the Difficulty of Philosophy” (in Philosophy and Animal Life) stimulated the writing of this essay. “The Difficulty of Reality and the Difficulty of Philosophy” attempted to show that there are experiences of reality (recounted especially in literature like John Coetzee's novels and Ted Hughes' poetry) in relation to which philosophical concepts and words encounter difficulty. The experiences resist conceptualization. By examining several of Diamond's earlier writings, I try to (...) show that the difficulty of philosophical conceptualization of reality is due to the fact that reality does not exist external to experience. Reality being internal to experience means that reality contains an unfixed set of possibilities. Being experiential, reality is historical. The historical dimension of reality – such as the reality of animal life suffering – makes the words through we describe this reality too weak, i.e. they are not powerful enough to capture reality, hence the difficulty. Consequently, as I argue, for Diamond, the weakness of words means that words are never complete concepts. The meaning of them seems always still to come since reality seems always to have a surplus of possibilities. I suggest that because of this always still “to come” aspect of the meaning of words, we might characterise Diamond's thought as a messianism. (shrink)

Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding (...) is an obligation that all individuals, and not just academically trained philosophers, must fulfil. I conclude that the role of philosophy in education is to provide a conversational context for the pedagogical dimension of concepts. I draw upon the philosophies of Cora Diamond, Stephen Mulhall, Iris Murdoch and Rush Rhees. (shrink)

This paper aims to bring together the appeal to the ordinary in the ethics of care and the ‘destruction’ or philosophical subversion which Wittgenstein references in his Philosophical Investigations: Where does our investigation get its importance from, since it seems to destroy everything interesting, all that is great and important? What we are destroying is nothing but houses of cards. The paper pursues a connection between the ethics of care and ordinary language philosophy as represented by Wittgenstein, Austin and Cavell, (...) in particular in a feminist perspective. The central point of Carol Gilligan’s In a Different Voice may not be the idea of a ‘feminine morality’ but a claim for an alternative form of morality. Gilligan’s essay seeks to capture a different, hitherto neglected yet universally present alternative ethical perspective, one easy to ignore because it relates to women and women’s activities. The ethics of care recalls a plea for ‘realism’; in the sense given to it in Cora Diamond’s The Realistic Spirit to mean the necessity of seeing what lies close at hand. Reflection on care brings ethics back to everyday practice much as Wittgenstein sought to bring language back from the metaphysical level to its everyday use. (shrink)

The Wrong Question? is the response by an anthropologist to a question posed by a philosopher concerning the intelligibility of alien forms of thought. I argue that it is wrong to describe the problem of intelligibility as one of logic or rationality. Indeed, foreign practices (no less than our own) may become intelligible only once they are not evaluated according to abstract criteria of rationality. To ask of a given practice or form of life whether it is rational is an (...) error of grammar (nonsense) in Wittgenstein’s sense. I describe how intelligibility emerges over the course of ethnographic fieldwork but also argue that we must work on our own concepts in order to make foreign ones intelligible. The response draws from both Gadamer and Wittgenstein as well as anthropologists Geertz, Evans-Pritchard, and Lévi-Strauss. Following Cora Diamond, I suggest further that the ethical and rational dimensions of understanding another are indissociable. (shrink)

The year 2012, in one sense, marks the 40th Anniversary of our Society, for it was in 1972 that John Lachs suggested to some of his colleagues interested in American Philosophy that they consider starting a new organization. The following year, this "American Philosophy" group held a symposium on "Possibilities for American Philosophy" at the Western Philosophy Association meeting. At that time the group's name was changed to "Society for the Advancement of American Philosophy," and in 1974 the first independent (...) annual meeting of the Society was held at Vanderbilt University.1The Society's name has stimulated contention for various reasons, but reflecting on forty years of this group, I want to say "we have come a .. (shrink)

This paper attempts to construct a concept of moral autonomy thai is compatible with a relationally-based or care-based ethical theory. After critiquing the traditional liberal identification of the ethical self with an abstract rational self detached from community and historical narrative, I argue that the ethical self emerges in a dialectical relation with the community itself. Essentially, I argue for a concept of autonomy that will be analyzed as a critical perspective from within a community rather than as a privileged (...) view from outside. Central to this argument is an understanding of the nature and role of moral conversation in the regeneration of community. The nature of that conversation is examined. (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...

This article explores the theme of moral rationality by examining two distinct philosophical approaches, those of perfectionism and pragmatism broadly construed. It does this by comparing Cora Diamond's reading of J. M. Coetzee's novel The Lives of Animals with an imaginary reading of the same novel tuned to a moral sensibility closer to Deweyan pragmatism. By comparing a real account with an imaginary one, the article intends to press Diamond's perfectionist understanding of problematic moral experience into confrontation with a pragmatist (...) account of the same phenomenon. This reading becomes the starting point for a broader confrontation between two larger philosophical conceptions: perfectionism and pragmatism. By this comparison, the article means to extend a dialogue begun more than a century ago, showing in particular that integrating both perspectives within a common moral epistemology provides new insights into our understanding of moral experience. The general claim is that their differences notwithstanding, perfectionism and pragmatism share a common moral sensibility, although they part ways on some decisive issues that the article makes explicit. (shrink)

ABSTRACT: In this paper, I first lay out a definition of perfectionism drawing mainly upon the works of Cora Diamond and Stanley Cavell. Secondly, I introduce the notion of “expressive rationality” and show how it contributes to expanding the scope of pragmatism beyond its original boundaries. I then proceed to examine pragmatism and perfectionism as competing alternative accounts of moral experience, through a discussion of Coetzee’s novel The Lives of Animals. In so doing, I intend to show that pragmatism and (...) perfectionism constitute two necessary and irreducible approaches to moral experience, pointing towards two diverging and yet irreducibly joined spheres of moral life. RÉSUMÉ : Cet article commence par proposer une définition du perfectionnisme inspirée en grande partie des travaux de Cora Diamond et Stanley Cavell. J’introduis ensuite l’idée de «rationalité expressive» et je montre comment elle contribue à étendre la portée du pragmatisme au-delà de ses frontières originales. Je fais enfin l’examen du pragmatisme et du perfectionnisme comme offrant des explications concurrentes de l’expérience morale en m’appuyant sur une discussion du roman The Lives of Animals de Coetzee. J’entends ainsi montrer que perfectionnisme et pragmatisme, loin de proposer deux philosophies éthiques irréconciliables, expriment deux exigences en même temps distinctes et irréductibles de la pensée éthique. (shrink)

This essay has several related goals. The first is to contribute to the philosophy of education literature on Cora Diamond while introducing the work of her sister, Julie Diamond, to the field. I introduce Julie Diamond’s work by connecting it to the work of John Dewey, and a secondary goal of the paper is to test lines of connection between Dewey and Cora Diamond. Finally, by developing Cora and Julie Diamond’s thinking on teaching and the moral life, I hope to (...) contribute to conversations in teacher education, especially ongoing conversations about the meaning of responsive teaching. The first half of the paper discusses and engages Cora Diamond’s thinking on the moral life drawing on a range of her published work, the middle of the paper builds a bridge from Cora Diamond to Dewey as a way of introducing Julie Diamond, and the final part of the paper offers an engagement with Julie Diamond’s work. I discuss teaching throughout the paper, and my hope is that a vision of responsive teaching, one grounded in the work of Julie and Cora Diamond, emerges that allows teachers to come alive to aspects of their work that can disappear in the rush and whirl of classroom life. The paper begins with a personal story as a way of connecting with the style of Cora and Julie Diamond’s approach to teaching and the moral life. (shrink)

This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.

ABSTRACT With a particular focus on the experience of young people in higher education, this paper turns to the philosophical work of Cora Diamond to open up new ways of conceptualising mental health. We claim that Diamond offers a compelling insight into that experience of human difficulty so often subsumed by a medicalised vocabulary. We propose that she offers philosophically astute perceptions of the related human attempts at deflection. And we situate this reading of Diamond against a broader understanding of (...) the contemporary university as a place of institutional darkness. In developing this general discussion, we place ourselves within a very particular context. We draw on the narratives of a number of third-level students in Ireland, who shared their experiences as part of a hermeneutic phenomenological study into the lived experience of mental health difficulties. (shrink)

A plethora of ethical issues in livestock agriculture has emerged to public attention in recent decades, of which environmental and animal welfare concerns are but two, albeit prominent, themes. For livestock agriculture to be considered sustainable, somehow these interconnected themes need to be addressed. Ethical debate on these issues has been extensive, but mostly started from and focused on single issues. The views of farmers in these debates have been largely absent, or merely figured as interests, instead of being considered (...) morally worthwhile themselves. In this paper the relevance for ethical debates of the ways farmers discuss and engage with moral concerns is explored. The variety of norms that figure in contemporary farming practices is sketched in its multifarious complexity, illustrated by ethnographic fieldwork, and systematized in terms of “orders of worth.” Reviewing the practical arguments and commitments of farmers within this framework reveals that farming practices are subject to mixed motives, in which an amalgam of types of concerns play a role. Recognition of the peculiarly entangled nature of the ethics of farming practices could counter the tendency in policy making, technological innovation, and ethical thought to compartmentalize our moral landscape. Understanding farming practice as the integration of a mosaic of concerns in the light of a variety of moral experiences would foster public appreciation of positions of farmers in debates on improving the sustainability and societal acceptability of livestock agriculture. (shrink)

In this paper I want to consider a kind of inexpressiveness that can characterize our moral experience. The acknowledgement of the possibility of failure in trying to word the world – to find adequate means of expression for our condition – deeply informs Cora Diamond’s conception of language and moral thought as well as her philosophical method. In particular, in her paper The Difficulty of Reality and the Difficulty of Philosophy Diamond is concerned with a resistance by reality to one’s (...) ordinary modes of thinking and talking, the feeling of a mismatch between concepts and experience in which it is the nature of experience itself that deprives one of the words suitable to contain it. In this paper I want to show how a particular kind of moral conflict can be perspicuously described as a difficulty of reality. This conflict occurs when we lose the ability to conceive the moral world we inhabit as ours, when, that is, our self-conceptions clash with the requirements of morality and we find ourselves in the position of not being able to say what “morality” means for us anymore. Stanley Cavell speaks in this vicinity of the possibility of repudiating morality when it threatens our integrity. This distance between the subject and the world, the self and morality, which, in Cavell’s account of perfectionism, is a precondition for the development of an authentic moral perspective, is nonetheless neglected by metathical analyses in which the prominent occurrences of ethical disagreements pertain principally to the correct application of evaluative terms. I sketch Cavell’s analysis of disagreement in the light of his discussion of moral rationality. Then I connect the topic with Diamond’s notion of the “difficulty of reality,” developing the link between Diamonds and Cavell’s thought by using an example taken from Richard Yates’s novel Revolutionary Road. My aim will be twofold: the focus on Cavell’s conception of moral rationality, on the one hand, is intended to show how the traditional meta-ethical debate about disagreement is deflected in that it cannot acknowledge this kind of conflict; on the other hand, to speak of a difficulty of reality in the context of a perfectionist account of moral life is a way to give content to the idea of morality as “limited,” a way of understanding morality as of human origin. (shrink)

Philosophers of mind (from eliminative materialists to psychofunctionalists to interpretivists) generally assume that a normative ideal delimits which mental phenomena exist (though they disagree about how to characterize the ideal in question). This assumption is dubious. A comprehensive ontology of mind includes some mental phenomena that are neither (a) explanatorily fecund posits in any branch of cognitive science that aims to unveil the mechanistic structure of cognitive systems nor (b) ideal (nor even progressively closer to ideal) posits in any given (...) folk psychological practice. Indeed, one major function of scientific psychology has been (and will be) to introduce just such (normatively suboptimal but real) mental phenomena into folk psychological taxonomies. The development and public dissemination of IQ research over the course of the 20th Century is a case in point. (shrink)

The social intuitionist approach to moral judgments advanced by social psychologist Jonathan Haidt presupposes that it is possible to provide an explanation of the human moral sense without normative implications. By contrast, Iris Murdoch’s philosophical work on moral psychology suggests that every description of morality necessarily involves evaluative features that reveal the thinker’s own moral attitudes and implicit philosophical pictures. In the light of this, we contend that Haidt’s treatment of the story about Julie and Mark, two siblings who decide (...) to have casual, protected, and in his view harmless sex, provides a too simplistic picture of what is involved in understanding human morality. Despite his aim to explain the roots of moral judgments, he fails to provide a deeper understanding of morality in two different respects. First, he does so by suggesting that his story contains all the relevant information needed to take a moral stand on it, and by rejecting as irrelevant the wider human context in which questions about sexual and family relations arise. Second, he simplifies the responses of the people who are subject to his experiment by disregarding their various reasons for disapproving and by equating understanding human morality with explaining an impersonal psychological process. (shrink)

Various educational strategies use narrative artworks to pursue ethical training purposes. Based on the works of Dewey and Greene I show how these strategies do not always contribute to an aesthetic education ‒one that promotes experiences with artworks in which we develop sensitivities and capacities necessary to more richly, deeply and intensely experience what these and other artworks have to be experienced‒ and therefore end up having an instrumental use. This is the case with the most commonly used strategies: the (...) exemplary modelling strategy ‒which seeks to inspire students through characters that show an admirable moral character‒ and the moral deliberation strategy ‒which extracts dilemmas or moral problems from which characters from the works face to discuss them with the students. From Diamond’s work I show that, at the same time, it is precisely the non-aesthetic nature of these strategies that limits their chances of becoming a fully fledged ethical education. Hence, ethical education through the narrative arts is only fully developed when it is also an aesthetic education, and aesthetic education in the narrative arts is only fully developed when it also deals with matters of moral significance and is therefore also an ethical education. (shrink)

American philosopher Cora Diamond's view of the materials admissible in moral philosophy is bound to strike many analytic philosophers as too broad: they wouldn't dream of thinking of them (namely of literature) as 'part of their job'. This, of course, assumes a conception of the nature of the such job, one in regard to which Diamond expresses doubts of several kinds. In this paper I search for different reasons for those doubts and then try to make the connection clear between (...) Diamond's proposal of a change in 'the way we want to do moral philosophy' and her reading of Wittgenstein on ethical non-sense. Finally, I suggest that although Diamond has a strong case when she defends that the dismissal of literary materials in moral philosophy marks an untenable neutrality ideal, not every aspect of her view of the role of literature in moral philosophy is equally compelling. She recruits literature for two different purposes: countering the prevailing 'blindness to blindness' and countering the lack of awe and the obliviousness to the 'difficulty of reality' in moral thinking. Since these are different purposes, philosophers might be rejecting any of various things when they do not dream of counting literature as part of their job. A concepção dos materiais admissíveis em filosofia moral da filósofa americana Cora Diamond certamente parecerá a muitos filósofos analíticos demasiado lata: muitos são aqueles que nem sonhariam contar materiais literários como 'parte do seu trabalho'. Ora isto presume urna concepção da natureza de tal trabalho, e é quanto a essa concepção que Diamond exprime dúvidas de vários tipos. Neste artigo procuro identificar as diferentes razões para tais dúvidas. Procuro também explicitar a relação da proposta de Diamond de uma alteracão na 'forma como queremos fazer filosofia moral' com a sua leitura de Wittgenstein acerca de nonsense ético. Finalmente, sugiro que se é certo que Diamond tem um caso sólido quando defende que a rejeição de materiais literários na filosofia moral é marca de um indefensável ideal de neutralidade, nem todos os aspectos da sua forma de ver o papel da literatura na filosofia moral são igualmente convincentes. Uma vez que ela recruta a literatura para propósitos distintos - para contrariar a 'cegueira à cegueira' mas também para contrariar a falta de assombro no pensamento moral, que torna este estanque à 'dificuldade da realidade' -, os filósofos que nem sonhariam contar a literatura como parte do seu trabalho podem estar a rejeitar coisas completamente diferentes quando rejeitam o papel da literatura na filosofia moral. (shrink)