Moral or ethical questions are vital because they affect our daily lives: what is the best choice we can make, the best action to take in a given situation, and ultimately, the best way to live our lives? Health ethics has contributed to moving ethics toward a more experience-based and user-oriented theoretical and methodological stance but remains in our practice an incomplete lever for human development and flourishing. This context led us to envision and develop the stance of a “living (...) ethics”, described in this inaugural collective and programmatic paper as an effort to consolidate creative collaboration between a wide array of stakeholders. We engaged in a participatory discussion and collective writing process known as instrumentalist concept analysis. This process included initial local consultations, an exploratory literature review, the constitution of a working group of 21 co-authors, and 8 workshops supporting a collaborative thinking and writing process. First, a living ethics designates a stance attentive to human experience and the role played by morality in human existence. Second, a living ethics represents an ongoing effort to interrogate and scrutinize our moral experiences to facilitate adaptation of people and contexts. It promotes the active and inclusive engagement of both individuals and communities in envisioning and enacting scenarios which correspond to their flourishing as authentic ethical agents. Living ethics encourages meaningful participation of stakeholders because moral questions touch deeply upon who we are and who we want to be. We explain various aspects of a living ethics stance, including its theoretical, methodological, and practical implications as well as some barriers to its enactment based on the reflections resulting from the collaborative thinking and writing process. (shrink)

The problem of supererogation has attracted significant attention from contemporary moral philosophers. In this paper, we show that this problem was outlined in different terms in the work of the 11th century Persian philosopher Abū Alī Miskawayh. As well as identifying this problem, Miskawayh also developed a unique solution cashed out in terms of virtue ethics that has not yet been considered in the contemporary literature. We will argue that this solution, which is in its general form independent of virtue (...) ethics, provides a plausible explanation of what makes some acts supererogatory and faces two important advantages over the most popular response to the problem of supererogation, The Sacrifice View. Unlike The Sacrifice View, The Cautionary Account can class acts of benevolence that advance the agent's own interests as supererogatory and easily explain why certain acts of sacrifice are neither permissible nor praiseworthy. (shrink)

Why are moral actions beautiful, when indeed they are? This paper assesses the view, found most notably in Schiller, that moral actions are beautiful just when they present the appearance of freedom by appearing to be the result of internal harmony (the Schillerian Internal Harmony Thesis). I argue that while this thesis can accommodate some of the beauty involved in contrasts of the ‘continent’ and the ‘fully’ virtuous, it cannot account for all of the beauty in such contrasts, and so (...) needs to be weakened considerably (to the Internal Harmony Thesis). To account for the remaining beauty that cannot be fully accommodated even by this revised thesis, as well as the beauty contained in contrasts that involve agents who experience internal conflict as a result of being sensitive to different sources of moral value to an appropriate extent, a number of further theses need to be posited: namely, that the beauty of some moral actions is to be accommodated in terms of internal disharmony (the Internal Disharmony Thesis), and in terms of a felt harmony between the appreciator of the action and the executor of the action (the Affective Harmony Thesis). As such, in contrast to Schiller, I suggest that we need to take a pluralist and context-sensitive approach to accommodating the beauty of moral actions. (shrink)

This paper explores a form of communion between persons that the philosophy of value has a tendency to ignore. In discussions of interpersonal relationships and experiences, focus is almost always directed to the phenomenon of friendship and family: two or more individuals that share a history, have longstanding relationships of mutual care. Friendship is said, among other things, to be of intrinsic value, to directly benefit the friend, to generate special obligations, and to yield advances in a person’s virtue. But (...) friendship constitutes a small fraction of the valuable interactions we have with others. Friendship is compatible with, but is not necessary for, what we might call “fellowship": the experience of being _with_ others (whether or not one has any deeper personal relationship with said others). In this paper, I provide an account of the nature of fellowship, and explore its evaluative merit. I argue that there are good reasons to think that, like friendship is often taken to be, fellowship is of intrinsic value, and should be counted as part of the pantheon of robust human goods. (shrink)

Some philosophers have argued that Aristotle’s view of habituation gives rise to a ‘paradox of moral education.’ The inculcation of habit, they contend, seems antithetical to the cultivation of virtue. I argue that this alleged paradox arises from significant misunderstandings of Aristotle’s view. Habit formation need not be at odds with the development of the kinds of intelligent, reflective capacities required for virtue. Indeed, Aristotle seems right to insist on an important role for habit in the cultivation of virtue. I (...) suggest that habit formation is part of the story of how the virtuous come to see the world aright. (shrink)

Building on Jonas and Nakazawa’s recent work (A Platonic Theory of Moral Education), my aim in this paper is to address two widespread misunderstandings of Plato’s ideas about education. The first is that the Platonic theory of education is nonegalitarian, promoting an educational system that justifies and perpetuates a caste-based society. The second is that the Platonic conception of the virtuous agent is primitive and far inferior to the Aristotelian conception, especially concerning the psychological make-up of the virtuous agent. By (...) exploring some of the ways these misreadings can be countered, I defend the value of the Platonic educational theory for contemporary education and show the value of Jonas and Nakazawa’s project. (shrink)

It is important for members of marginalized groups to express political views relevant to how members of their respective groups should be treated. Recently, however, it has been argued that there are some contexts––that is, contexts in which members of marginalized groups are tokenized and have considerable power to influence political outcomes that would affect their other group members––in which certain marginalized group members ought not express certain political views relevant to how members of their respective groups should be treated. (...) In this essay, I examine two arguments defending this conclusion (the proportional representation and unjust enrichment arguments) and conclude that both fail. Then, I argue that recognizing that members of marginalized groups are permitted to speak their minds, even in these contexts, favorably affirms their broad political speech rights. (shrink)

It has been suggested that philosophers should adopt a methodology largely inspired by mathematics and that the “mathematical” virtues of rigor, clarity, and precision are also fundamental philosophical virtues. In reply, this paper argues that some excellent philosophy lacks these virtues and that too much emphasis on the mathematical virtues excludes potentially valuable forms of philosophical discourse and makes the profession less diverse than it should be. Unduly restrictive conceptions of philosophical argumentation should be avoided. On a contributory conception, philosophy (...) should try to make a positive contribution to human emancipation where possible. The paper argues that it is possible and desirable for epistemology to contribute in this way and that the mathematical virtues are less significant in this context than the emancipatory virtues of what one might call “liberation philosophy.” These include irony, reflectiveness, imagination, contrarianism, and worldliness. (shrink)

Can quite different values be rationally weighed against one another? Can the value of one thing always be ranked as greater than, equal to, or less than the value of something else? If the answer to these questions is no, then in what areas do we find commensurability and comparability unavailable? And what are the implications for moral and legal decision making? This book struggles with these questions, and arrives at distinctly different answers.".

An increasingly popular theory of moral responsibility, Attributionism, identifies attitudes as the locus of direct responsibility. And yet, two agents with qualitatively identical attitudes may differ in their responsibility due to a difference in whether they act on those attitudes. On the most plausible interpretation of Attributionism, attitude duplicates differ in their responsibility only with respect to the scope of what they’re responsible for: one agent is responsible for only their attitudes, while the other is responsible for their attitudes and (...) for acting in a way that reflects those attitudes. Against this, I argue that attitude duplicates may also differ with respect to their degrees of praiseworthiness, and that this is best explained by either the effort or sacrifice instantiated in one’s actions—explanations unavailable to Attributionism. If this is correct, then Attributionism fails to provide an adequate account of praiseworthiness, and therefore fails as a theory of moral responsibility. (shrink)

Which traits are beautiful? And is their beauty perceptual? It is argued that moral virtues are partly beautiful to the extent that they tend to give rise to a certain emotion— ecstasy—and that compassion tends to be more beautiful than fair-mindedness because it tends to give rise to this emotion to a greater extent. It is then argued, on the basis that emotions are best thought of as a special, evaluative, kind of perception, that this argument suggests that moral virtues (...) are partly beautiful to the extent that they tend to give rise to a certain kind of evaluative perceptual experience. (shrink)

In the last 70 years there has been an explosion of philosophical and theological work on the nature of virtue and the process of virtue formation. Yet philosophers and theologians have paid little attention to the phenomenon of temptation and its role in developing virtue. Indeed, little analytic work has been done on the nature of temptation. This study aims to fill this gap in moral philosophy and theology by offering an analytic moral conception of temptation and explicating its connection (...) to the development of virtue. This project deploys a new iteration of an older methodology of integrating philosophy and theology that may now appropriately be called “analytic moral theology.” In discerning the nature of temptation and its role in virtue formation, theological sources provide foundational guidance. Analytic moral philosophy provides illumination, coherence, and conceptual robustness to the theological foundation. The argument developed follows in the footsteps of John Hick’s soul-making theodicy by contending that the development of virtue requires a world that permits of experiences of temptation. This conclusion is substantiated by a close moral analysis of the nature of temptation that builds on key works done in philosophical moral psychology, philosophy of action, and philosophical theology. The emerging conceptualization of temptation is then compared and contrasted with the closely related moral phenomenon of akrasia and weakness of will, and finally interfaced with a neo- Aristotelian conception of virtue development. In the end, Thomas Aquinas’s understanding of infused virtue is employed as a theological test of the thesis and conditions the scope of the thesis. In light of this constructive analysis of the nature of temptation and its argument for temptation’s role in acquiring moral virtue, this project makes a contribution to philosophical Christian ethics. (shrink)

Classical presentations of the Buddhist path prescribe the cultivation of various good qualities that are necessary for spiritual progress, from mindfulness and loving-kindness to faith and wisdom. Examining the way in which such qualities are described and classified in early Buddhism—with special reference to their treatment in the Visuddhimagga by the fifth-century Buddhist thinker Buddhaghosa—the present article employs a comparative method in order to identify the Buddhist catalog of virtues. The first part sketches the characteristics of virtue as analyzed by (...) neo-Aristotelian theories. Relying on these accounts, the second part considers three lists from early Buddhism as possible catalogs of virtue: the components of ethical conduct, the 37 factors that contribute to awakening, and the wholesome or beautiful mental factors. I then raise the question of why the Buddhist tradition developed several classifications of virtue, whereas the Western tradition of virtue ethics used a single category. Appealing to the connection between the virtues and living well in the eudaimonistic version of virtue ethics, I propose that one of the reasons why Buddhism developed multiple lists of virtues is its pluralistic acceptance of different modalities of living well and associated practices, in MacIntyre’s sense of the term. These modalities and practices are not equal, but are ordered hierarchically. Accordingly, I conclude that Buddhist ethics ought to be seen as a pluralist-gradualist system rather than a universalist theory. (shrink)

Meyers argues that clinical ethicists should sometimes be active participants in the deception of patients and families, whether that involves lies of omission or commission. I shall...

Julia Annas proposes to shed light on the intelligence of virtue through an analogy with the intelligence of practical skills. To do so, she first aims to distinguish genuine skills and skillful actions from mere habits and routine behaviour: like skills, habits are acquired through habituation and issue in action immediately (i.e. unmediated by reasoning about what to do), but the routine behaviour in which habit issues is mindless and unintelligent, and cannot serve to establish or illuminate the intelligence of (...) virtuous action. In a second step, she argues that virtue has the same kind of intellectual structure—and is acquired through the same kind of habituation—as skill. I argue that Annas’s proposal fails at the first step: her conceptions of the rational articulacy of skill and the immediacy that characterizes its exercise in action cannot be squared. I offer an alternative conception of the intelligence of skill and its exercise that draws on Aristotle’s conception of rational capacities as two-way powers. But as a virtue is not a two-way power, virtues and skills do not share a common intellectual structure. (shrink)

In this paper, I argue that, despite the progress made in recent years, virtue argumentation theory still lacks a more systematic acknowledgment of other-regarding virtues. A fuller recognition of such virtues not only enriches the field of research of virtue argumentation theory in significant ways, but also allows for a richer and more intuitive view of the virtuous arguer. A fully virtuous arguer, it is argued, should care to develop both self-regarding and other-regarding virtues. He should be concerned both with (...) his own development as an arguer and with helping other arguers in that regard. (shrink)

Is disgust morally valuable? The answer to that question turns, in large part, on what we can do to shape disgust for the better. But this cultivation question has received surprisingly little attention in philosophical debates. To address this deficiency, this article examines empirical work on disgust and emotion regulation. This research reveals that while we can exert some control over how we experience disgust, there’s little we can do to substantively change it at a more fundamental level. These empirical (...) insights have revisionary implications both for debates about disgust’s moral value and for our understanding of agency and moral development more generally. (shrink)

Hume maintains that the boundaries of morality are widely drawn in everyday life. We routinely blame characters for traits that we find disgusting, on this account, as well as those which we perceive as being harmful. Contemporary moral psychology provides further evidence that human beings have a natural tendency to moralize traits that produce feelings of repugnance. But recent work also demonstrates a significant amount of individual variation in our sensitivities to disgust. We have sufficient reason to bracket this emotion, (...) therefore, when adopting the general point of view: if we allow idiosyncratic affective responses to shape our fully considered moral judgments, we could no longer reasonably expect spectators with different sensitivities to agree with us. (shrink)

YouTube has been implicated in the transformation of users into extremists and conspiracy theorists. The alleged mechanism for this radicalizing process is YouTube’s recommender system, which is optimized to amplify and promote clips that users are likely to watch through to the end. YouTube optimizes for watch-through for economic reasons: people who watch a video through to the end are likely to then watch the next recommended video as well, which means that more advertisements can be served to them. This (...) is a seemingly innocuous design choice, but it has a troubling side-effect. Critics of YouTube have alleged that the recommender system tends to recommend extremist content and conspiracy theories, as such videos are especially likely to capture and keep users’ attention. To date, the problem of radicalization via the YouTube recommender system has been a matter of speculation. The current study represents the first systematic, pre-registered attempt to establish whether and to what extent the recommender system tends to promote such content. We begin by contextualizing our study in the framework of technological seduction. Next, we explain our methodology. After that, we present our results, which are consistent with the radicalization hypothesis. Finally, we discuss our findings, as well as directions for future research and recommendations for users, industry, and policy-makers. (shrink)

In production and consumption of food, several ethical values are at stake for different affected parties and value conflicts in relation to food choices are frequent. The aim of this article was to present an ethical framework for well-grounded decisions on production and consumption of food, guided by the following questions: Which are the affected parties in relation to production and consumption of food? What ethical values are at stake for these parties? How can conflicts between the identified values be (...) handled from different ethical perspectives? Four affected parties, relevant for both production and consumption of food, were identified, namely animals, nature, producers and consumers. Working form a bottom-up perspective, several values for these parties were identified and discussed. For animals: welfare, not being exposed to pain and natural behavior; for nature: low negative impact on the environment and sustainable climate; for producers: fair salaries and safe working conditions; and for consumers: access to food, autonomy, health and food as part of a good life. As several of these values can come into conflict when choices of what to eat should be made, the article argues for the need of weighing values from four different perspectives in food ethics dilemmas, namely duties, consequences, virtues and care. The suggested ethical framework can provide moral guidance to both producers of food and to consumers in a supermarket. Thereby, it can contribute to more well-grounded decisions concerning what to eat and make people feel a little bit more secure when reflecting over the question: What shall we eat? (shrink)

In this MA-thesis in applied ethics a conceptual basis or framework is examined for teaching programs in medicine to be able to enhance strengths of character, skills and virtues – clinical maturity of future healthcare professionals. Concepts of virtue ethics and human understanding are sought from Aristotle‘s rich theory of ethics and applied theories from philosophy, psychology, education and medicine over the last 50 years to construct a conceptual framework of virtue and character education. As input to that construction, a (...) multifactorial quantitative study was done in the form of a questionnaire about strengths of character among medical students and medical doctors. This research revealed those virtues and skills that participants consider most important in the character of the ideal physician and the results were compared to a similar British study of the Jubilee Centre for Character and Virtues. The comparison indicated the existence of common human ethical traits which are reflected in the strong correlation of the professionals’ choice of the most important strengths of character and their consequent ranked order, between the two countries. Other parts of this study indicate that virtues and skills merge in functional clusters during the process of decision-making and work of medical professionals aiming for good ends. However, the high frequency of perceived stress at work among Icelandic physicians is reported to partially subdue their moral character at work. In summary, from the structured concepts in the above-mentioned theories and learned outcomes from these two studies, a suggested conceptual framework for virtue and character education in medicine is presented. The major challenges to its implementation are lack of formal education in its conceptual basis among teachers and lack of reliable ways to evaluate results among students. The evidence points to the importance of virtue and character education and that nurturing teaching environment is needed in medical universities and clinical setting of healthcare facilities, for it to flourish. (shrink)

I argue for two theses. First, many arguments against violent gaming rely on what I call the contamination thesis, drawing their conclusions by claiming that violent gaming contaminates real world interactions. I argue that this thesis is empirically and philosophically problematic. Second, I argue that rejecting the contamination thesis does not entail that all video games are morally unobjectionable. The violence within a game can be evaluated in terms of the values the game cultivates, reinforces, denigrates, or disrespects. Games which (...) present violence in ways that disrespect objects of values are more objectionable than violent games that reinforce or cultivate those values. The resulting analysis evaluates games on a case-by-case basis and pays particular attention to the representational context of the violence. (shrink)

This chapter defends an Aristotelian account of patriotism that differs from, and improves upon, the ‘extreme’ account of Aristotelian patriotism defended by Alasdair MacIntyre in a famous lecture. The virtue of patriotism is modeled on Aristotle’s account of the virtue of friendship; and the resulting account of patriotism falls between MacIntyre’s extreme patriotism and Marcia Baron’s moderate patriotism. The chapter illustrates how this plausible Aristotelian account of patriotism can avoid the dilemma that Baron has pressed against MacIntyre’s extreme account. It (...) also illustrates why the virtue of patriotism cannot coexist with willful forms of ignorance. In its discussion of patriotism and ignorance the chapter draws on a recent study (2018) of the especially strong connection in the United States between patriotism and poverty. (shrink)

This chapter first introduces naturalistic approaches to ethics more generally and distinguishes methodological ethical naturalism (the focus of this chapter), from metaphysical ethical naturalism. The second part then discusses evolutionary ethics as a specific variant of methodological ethical naturalism. After introducing the concepts of evolutionary theory that are relevant for evolutionary ethics, I will sketch the history of evolutionary ethics, which offers an interesting lesson about why it became a controversial topic, and then focus on four central questions about ethics (...) that can be approached from within the framework of evolutionary ethics: 1. What should we do? 2. Why are we moral? 3. Are there moral facts? 4. Can we have justified moral beliefs and moral knowledge? (shrink)

This book offers a unique and insightful analysis of Western and Middle Eastern concepts of dignity and illustrates them with examples of everyday life. Dignity in the 21st Century - Middle East and West is unique and insightful for a range of reasons. First, the book is co-authored by scholars from two different cultures (Middle East and West). As a result, the interpretations of dignity covered are broader than those in most Western publications. Second, the ambition of the book is (...) to use examples from everyday life and fiction to debate a range of dignity interpretations supplemented by philosophical and theological theories. Thus, the book is designed to be accessible to a general readership, which is further facilitated because it is published with full open access. Third, the book does not defend one superior theory of dignity, but instead presents six Western approaches and one based on the Koran and then asks whether a common essence can be detected. -/- The answer to the question whether a common essence can be detected between the Koranic interpretation of dignity and the main Western theories (virtue, Kant) is YES. The essence can be seen in dignity as a sense of self-worth, which persons have a duty to develop and respect in themselves and a duty to protect in others. The book ends with two recommendations. First, given the 7 concepts of dignity introduced in the book, meaningful dialogue can only be achieved if conversation partners clarify which variation they are using. Second, future collaborations between philosophers and psychologists might be helpful in moving theoretical knowledge on dignity as a sense of self-worth into practical action. The “scourges” of a sense of self-worth and dignity are identified by psychologists as violence, humiliation, disregard and embarrassment. To know more about how these can be avoided from psychologists, is helpful when protecting a sense of self-worth in others. (shrink)

Virtue ethics is increasingly regarded as a viable alternative to consequentialist or deontological systems of normative ethics. This paper argues that there can be no such triumvirate of contending comprehensive ethical systems. That is not because virtue is unimportant but rather because genuine virtue is excellent and therefore rare. For most people in most morally salient situations there is no possibility of virtuous response because possession of the relevant virtues simply does not obtain nor can be usefully simulated. Instead, the (...) much more universal and important moral requirement is suitable moderation of one’s vices. Nor should it be supposed that the absence of virtue necessarily diminishes the quality of an individual’s life and that person’s value to others. Rather, moral deficiencies are compatible with other excellences and may indeed contribute to them. I conclude that virtue ethics is less worthy of pursuit than vice ethics. (shrink)

This is a discussion of self-knowledge in Hugh of St. Victor. It will yield the following three systematic results. First, it will be shown that there is a clear sense in which human self-knowledge is knowledge of one’s own rationality, and therefore knowledge of the proper object of one’s rational capacities (dunameis meta logou). Second, a distinction will be drawn between perfect and imperfect self-knowledge. Third, it will turn out that under conditions of perfect self-knowledge, all our rational capacities would (...) work like our capacity for perceptual knowledge. (shrink)

There have been many attempts to define care in terms of the virtues, but meta‐analyses of these attempts are conspicuously absent from the literature. No taxonomies have been offered to situate them within the broader care ethical and virtue theoretical discourses, nor have any substantial discussions of each option's merits and shortcomings. I attempt to fill this lacuna by presenting an analysis of the claim that care is a virtue (what I call the “virtue thesis” about care). I begin by (...) distinguishing weaker and stronger versions of the virtue thesis, arguing that the weaker version is an orthodox view among care ethicists. I then go on to develop a taxonomy of approaches available to care ethicists seeking to flesh out the virtue thesis. The three I identify are analogical approaches, according to which care is analogous to some existing virtue; supplementalist approaches, according to which care is a novel virtue; and cardinalist approaches, according to which care is a cardinal virtue. Following this, I defend the virtue thesis from some foreseeable objections and argue that its most promising version is analogical. (shrink)

Most people aim to be about as morally good as their peers—not especially better, not especially worse. We do not aim to be good, or non-bad, or to act permissibly rather than impermissibly, by fixed moral standards. Rather, we notice the typical behavior of our peers, then calibrate toward so-so. This is a somewhat bad way to be, but it’s not a terribly bad way to be. We are somewhat morally criticizable for having low moral ambitions. Typical arguments defending the (...) moral acceptability of low moral ambitions—the So-What-If-I’m-Not-a-Saint Excuse, the Fairness Objection, the Happy Coincidence Defense, and the claim that you’re already in The-Most-You-Can-Do Sweet Spot—do not survive critical scrutiny. (shrink)

The so-called ‘central problem’ of internalism has been formulated like this: one cannot concurrently maintain the following three philosophical positions without inconsistency: internalism about practical reason, moral rationalism, and moral absolutism. Since internalism about practical reason is the most controversial of these, the suggestion is that it is the one that is best abandoned. In this paper, I point towards a response to this problem by sketching a deontic logic of internal reasons that deflates moral normativity to the normativity of (...) instrumental rationality, and provides support for the assertion that one can hold fast simultaneously to internalism and at least many of the intuitive commitments of liberal moral thinking. Crucial to the proposal is an account of the enkratic principle – I ought to attempt to realise what I ultimately desire – as the source of obligations we owe to ourselves. I attempt to show how from this, in conjunction with some plausible assumptions, obligations to others might be derived. (shrink)

In her seminal article ‘Modern Moral Philosophy’ (1958) Elizabeth Anscombe argued that we need a new ethics, one that uses virtue terms to generate absolute prohibitions against certain act-types. Leading contemporary virtue ethicists have not taken up Anscombe's challenge in justifying absolute prohibitions and have generally downplayed the role of rule-following in their normative theories. That they have not done so is primarily because contemporary virtue ethicists have focused on what is sufficient for characterizing the deliberation and action of the (...) fully virtuous person, and rule-following is inadequate for this task. In this article, I take up Anscombe's challenge by showing that rule-following is necessary for virtuous agency, and that virtue ethics can justify absolute prohibitions. First, I offer a possibility proof by showing how virtue ethics can generate absolute prohibitions in three ways: by considering actions that directly manifest vice or that cannot be performed virtuously; actions that are prohibited by one's institutional roles and practical identities; and actions that are prohibited by the prescriptions of the wise. I then seek to show why virtue ethicists should incorporate rule-following and absolute prohibitions into their theories. I emphasize the central role that rules have in the development of virtue, then motivate the stronger view that fully virtuous agents follow moral rules by considering the importance of hope, uncertainty about consequences, and taking responsibility for what eventuates. Finally, I provide an account of what Anscombe called a ‘corrupt mind’, explaining how our understanding of virtue is corrupted if we think that virtue may require us to do vicious actions. (shrink)

It is a commonplace in philosophy of action that there is and must be teleologically basic action: something done on an occasion without doing it by means of doing anything else. It is widely believed that basic actions are exercises of skill. As the source of the need for basic action is the structure of practical reasoning, this yields a conception of skill and practical reasoning as complementary but mutually exclusive. On this view, practical reasoning and complex intentional action depend (...) on skill and basic action, but the latter pair are not themselves rationally structured: the movements a basic action comprises are not intentional actions, and they are not structured as means to an end. However, Michael Thompson and Douglas Lavin have argued that action that bears no inner rational structure is not intentional action at all, and that therefore there can be no such thing as basic action. In this paper, I argue that their critique shows that standard conceptions of basic action are indeed untenable, but not that we can do without an alternative. I develop an alternative conception of skill and basic action on which their basicness is not to be equated with simplicity: like deliberation and non-basic action, they are teleologically complex, but their complexity takes a different form. On this view, skill contrasts with deliberation—not because it is not a manifestation of practical reason, but because the two are specifically different manifestations of practical reason. (shrink)

According to an influential way of understanding the debate between internalism and externalism about normative reasons, these theories confront us with a dilemma. Internalism is taken to involve a view about rationality which is considered less philosophically problematic than its competitors, whereas externalism is taken to suggest a more contentious view concerning this notion. However, the assumption that externalism involves a more demanding notion of rationality implies that it is able to account for categorical moral reasons, whereas internalism is unable (...) to do so. In this paper, I outline an ecumenical view about normative reasons which involves the same notion of rationality as internalism, at the same time as it is able to account for categorical moral reasons. Thus, it evades the dilemma. (shrink)

A theory of normative reasons for action faces the fundamental challenge of accounting for the dual nature of reasons. On the one hand, some reasons appear to depend on, and vary with, desires. On the other hand, some reasons appear categorical in the sense of being desire‐independent. However, it has turned out to be difficult to provide a theory that accommodates both these aspects. Internalism is able to account for the former aspect, but has difficulties to account for the latter, (...) whereas externalism is vulnerable to the reverse problem. In this paper, I outline an ecumenical view that consists of two parts: First, I defend a distinction between requiring reasons and justifying reasons in terms of their different connections to rationality. Second, I put forward a subjectivist, procedural, view of rationality. The ecumenical alternative, I argue, is able to accommodate the mentioned duality within a unified theory. In outlining this view, I also suggest that it has a number of other significant advantages. (shrink)

In this paper we are interested in the connections between Philosophy for Children and character education. In sketching these connections we suggest some areas where the relationship is potentially fruitful, particularly in light of research which suggests that in practice schools and teachers often adopt and mix different approaches to values education. We outline some implications of drawing connections between the two fields for moral education. The arguments made in this article are done so in the hope of encouraging further (...) critical reflection on the potential relationship between Philosophy for Children and character education. (shrink)

The focus of this article is to offer an account of how the development of one’s intellectual character has therapeutic value in the attempt to overcome self-deception. Even stronger, the development of intellectual character has necessary therapeutic value in regard to self-deception. This account proceeds by first consulting the predominant psychological theory of virtuous character offered by contemporary virtue ethicists and virtue epistemologists. A motivational/dispositional account of self-deception is then offered and connected to the former account of intellectual character. By (...) connecting these two sets of literature the therapeutic value of intellectual virtue is displayed. The problem of self-diagnosis is then presented as well as intellectual character as a necessary therapeutic measure to assure agents that they are not self-deceived. (shrink)

It is commonly assumed that Aristotle's ethical theory shares deep structural similarities with neo-Aristotelian virtue ethics. I argue that this assumption is a mistake, and that Aristotle's ethical theory is both importantly distinct from the theories his work has inspired, and independently compelling. I take neo-Aristotelian virtue ethics to be characterized by two central commitments: (i) virtues of character are defined as traits that reliably promote an agent's own flourishing, and (ii) virtuous actions are defined as the sorts of actions (...) a virtuous agent reliably performs under the relevant circumstances. I argue that neither of these commitments are features of Aristotle's own view, and I sketch an alternative explanation for the relationship between virtue and happiness in the Nicomachean Ethics. Although, on the interpretation I defend, we do not find in Aristotle a distinctive normative theory alongside deontology and consequentialism, what we do find is a way of thinking about how prudential and moral reasons can come to be aligned through a certain conception of practical agency. (shrink)

I explore the place of manners in the moral life, particularly with regard to their role in virtue education and in expressing virtue. The approach developed here is Aristotelian and Confucian in character. I identify and discuss three crucial functions of good manners: (1) they help social life to go well; (2) they often involve ways of showing respect or reverence for that which is respect-worthy or reverence-worthy; and (3) they ennoble our animal nature via an acquired second nature. In (...) light of this account I also discuss how concerns about arbitrariness, oppressiveness, and dishonesty with respect to manners can be overcome. (shrink)

Empirical research into moral decision-making is often taken to have normative implications. For instance, in his recent book, Greene (2013) relies on empirical findings to establish utilitarianism as a superior normative ethical theory. Kantian ethics, and deontological ethics more generally, is a rival view that Greene attacks. At the heart of Greene’s argument against deontology is the claim that deontological moral judgments are the product of certain emotions and not of reason. Deontological ethics is a mere rationalization of these emotions. (...) Accordingly Greene maintains that deontology should be abandoned. This paper is a defense of deontological ethical theory. It argues that Greene’s argument against deontology needs further support. Greene’s empirical evidence is open to alternative interpretations. In particular, it is not clear that Greene’s characterization of alarm-like emotions that are relative to culture and personal experience is empirically tenable. Moreover, it is implausible that such emotions produce specifically deontological judgments. A rival sentimentalist view, according to which all moral judgments are determined by emotion, is at least as plausible given the empirical evidence and independently supported by philosophical theory. I therefore call for an improvement of Greene’s argument. (shrink)

Secular moral philosophy has devoted little attention to the nature and significance of faith. Perhaps this is unsurprising. The significance of faith is typically thought to depend on the truth of theism, and so it may seem that a careful study of faith has little to offer non-religious philosophy. But I argue that, whether or not theism holds, certain kinds of faith are centrally important virtues, that is, character traits that are morally admirable or admirable from some broader perspective of (...) human flourishing. I discuss three varieties of faith that a virtuous person has in people: faith in herself, faith in people to whom she bears certain personal relationships, and faith in humanity. Coming to understand the nature of these forms of faith and the roles they play in human life promises to deepen our understanding of aspects of moral life and aspects of human flourishing that are poorly grasped. Beyond this, it makes valuable contributions to the literature on self-trust and the literature on epistemic partiality in friendship, and it helps us better understand the relation between our epistemic and practical ideals. (shrink)

It is commonly said that some standards, such as morality, are ‘normatively authoritative’ in a way that other standards, such as etiquette, are not; standards like etiquette are said to be ‘not really normative’. Skeptics deny the very possibility of normative authority, and take claims like ‘etiquette is not really normative’ to be either empty or confused. I offer a different route to defeat skeptics about authority: instead of focusing on what makes standards like morality special, we should focus on (...) what makes standards like etiquette ‘not really normative’. I defend a fictionalist theory on which etiquette is ‘not really normative’ in roughly the same way that Sherlock is ‘not really a detective’, and show that fictionalism about some normative standards helps us explain the possibility of normative authority. (shrink)

(1986). Deterrence and Moral Theory. Canadian Journal of Philosophy: Vol. 16, Supplementary Volume 12: Nuclear Weapons, Deterrence and Disarmament, pp. 161-193.

A recent skeptical challenge denies deliberation is essential to virtuous agency: what looks like genuine deliberation is just a post hoc rationalization of a decision already made by automatic mechanisms (Haidt 2001; Doris 2015). Annas’s account of virtue seems well-equipped to respond: by modeling virtue on skills, she can agree that virtuous actions are deliberation-free while insisting that their development requires significant thought. But Annas’s proposal is flawed: it over-intellectualizes deliberation’s developmental role and under-intellectualizes its significance once virtue is acquired. (...) Doing better requires paying attention to a distinctive form of anxiety—one that functions to engage deliberation in the face of decisions that automatic mechanisms alone cannot resolve. (shrink)

According to unconditional motivational internalism, there is an a priori constraint on an agent's forming a sincere moral judgement, namely that she is, at least to some minimal extent, motivated to act as it dictates. In order to undermine this internalist position, proponents of motivational externalism typically appeal to the possibility of the amoralist—i.e. an individual who makes sincere moral judgements, but who is completely unmoved to act accordingly. This strategy is known as the challenge of amoralism. Against this strategy, (...) I will argue that in order to represent a genuine case of amoralism, and a credible counterexample to unconditional motivational internalism, an agent would have to simultaneously satisfy an epistemically inconsistent set of conditions. Thus, the conclusion I will attempt to defend in this paper is that the challenge of amoralism does not succeed in posing a legitimate threat to unconditional motivational internalism. (shrink)

Eudaemonism is the common structure of the family of theories in which the central moral conception is eudaemonia , understood as "living well" or "having a good life." In its best form, the virtues are understood as constitutive and therefore essential means to achieving or having such a life. What I seek to do is to lay the groundwork for an approach to eudaemonism grounded in practical reason, and especially in instrumental reasoning, rather than in natural teleology. In the first (...) chapter, I argue that an approach based in natural teleology will not work. In the second, the claims of decision theory to be an adequate formal representation of instrumental reasoning are examined and found wanting. In the third, I develop an account of ordinary instrumental reasoning. In the fourth, I discuss the structure of eudaemonism, with the aim of showing that there is an intelligible and attractive doctrine that can be disentangled from the natural teleology. In the fifth, I sketch an argument showing that instrumental reasoning, as explicated in the third chapter, can bear on the selection of final and ultimate ends, and that it is plausible that the instrumental approach to moral theory that I am urging yields conclusions with a eudaemonistic structure. I also indicate directions for further development and exploration. (shrink)

Patricia White; Educating Courageous Citizens, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 67–74, https://doi.org/10.1111/j.1467-.