In some quarters, it is held that Anscombe proved that a zygote is not a human being on the basis of an argument involving the possibility of identical twins, but there is surprisingly little agreement on what her argument is supposed to be. I criticize several extant interpretations, both as interpretations of Anscombe and as self-standing arguments, and offer a different understanding of her conclusion on which the non-specificity of creation processes and their goals is at issue.

Evidentialists maintain that epistemic justification is strictly a function of the evidence one has at the moment of belief. I argue here, on the basis of two kinds of cases, that the possession of good evidence is an insuflicient basis for justification. I go on to propose a modification of evidentialism according to which justification sometimes requires intellectually virtuous agency. The discussion thereby underscores an important point of contact between evidentialism and the more recent enterprise of virtue epistemology.

My first paper on the Is/Ought issue. The young Arthur Prior endorsed the Autonomy of Ethics, in the form of Hume’s No-Ought-From-Is (NOFI) but the later Prior developed a seemingly devastating counter-argument. I defend Prior's earlier logical thesis (albeit in a modified form) against his later self. However it is important to distinguish between three versions of the Autonomy of Ethics: Ontological, Semantic and Ontological. Ontological Autonomy is the thesis that moral judgments, to be true, must answer to a realm (...) of sui generis non-natural PROPERTIES. Semantic autonomy insists on a realm of sui generis non-natural PREDICATES which do not mean the same as any natural counterparts. Logical Autonomy maintains that moral conclusions cannot be derived from non-moral premises.-moral premises with the aid of logic alone. Logical Autonomy does not entail Semantic Autonomy and Semantic Autonomy does not entail Ontological Autonomy. But, given some plausible assumptions Ontological Autonomy entails Semantic Autonomy and given the conservativeness of logic – the idea that in a valid argument you don’t get out what you haven’t put in – Semantic Autonomy entails Logical Autonomy. So if Logical Autonomy is false – as Prior appears to prove – then Semantic and Ontological Autonomy would appear to be false too! I develop a version of Logical Autonomy (or NOFI) and vindicate it against Prior’s counterexamples, which are also counterexamples to the conservativeness of logic as traditionally conceived. The key concept here is an idea derived in part from Quine - that of INFERENCE-RELATIVE VACUITY. I prove that you cannot derive conclusions in which the moral terms appear non-vacuously from premises from which they are absent. But this is because you cannot derive conclusions in which ANY (non-logical) terms appear non-vacuously from premises from which they are absent Thus NOFI or Logical Autonomy comes out as an instance of the conservativeness of logic. This means that the reverse entailment that I have suggested turns out to be a mistake. The falsehood of Logical Autonomy would not entail either the falsehood Semantic Autonomy or the falsehood of Ontological Autonomy, since Semantic Autonomy only entails Logical Autonomy with the aid of the conservativeness of logic of which Logical Autonomy is simply an instance. Thus NOFI or Logical Autonomy is vindicated, but it turns out to be a less world-shattering thesis than some have supposed. It provides no support for either non-cognitivism or non-naturalism. (shrink)

One matter upon which the already voluminous philosophical and psychological literature on the topic seems to be agreed is that gratitude is a psychologically and socially beneficial human quality of some moral significance. Further to this, gratitude seems to be widely regarded by positive psychologists and virtue ethicists as a moral virtue. This paper, however, sets out to show that such claims and assumptions about the moral character of gratitude are questionable and that its status as a moral virtue is (...) by no means straightforward. (shrink)

Are inferences, theoretical and practical, subject to requirements of rationality? If so, are these of the form 'if … ought …' or 'ought … if …'? If the latter, how are we to understand the 'if'? It seems that, in all cases, we get unintuitive implications if 'ought' connotes having reason. It is difficult to formulate such requirements, and obscure what they explain. There might also be a requirement forbidding self-contradiction. It is a good question whether self-contradiction constitutes, or evidences, (...) irrationality; but talk of a rational requirement causes trouble. (shrink)

Was Iris Murdoch a virtue ethicist? At first sight, it would appear that she was not. She does not offer an explicit definition of account of the term ‘virtue’, and there are significant differences between her views and those of standard Aristotelian virtue ethicists. There is no reason, however, to think that the standard Aristotelian view represents the only legitimate form of virtue ethics. In this chapter, I begin by recalling (in section 1) the main commonalities between Murdoch’s criticisms of (...) the prevailing moral theories of her time and those of other first-wave virtue-ethicists. I then highlight (in section 2) some cornerstones of Murdoch’s peculiar approach to morality, which represent the background against which her account of virtue is developed, and I propose to trace these cornerstones back to a more diverse range of influences than the standard version of Aristotelianism. In section 3, I sketch the basics of Murdoch’s account of virtue, and I argue that there are at least three routes to vindicate it as a genuine virtue-ethical approach: the Buddhist, the Kantian and the Socratic-Aristotelian. I explore each of these routes in turn in sections 4, 5, and 6. In conclusion, I argue that the virtue-ethical field would benefit a great deal from the kind of pluralistic account of virtue that Murdoch offers. (shrink)

This is the final part of a series of two papers that have examined the conceptual development of the philosophical justifications for tyrannicide. While Part I focused on the classical, medieval, and liberal justifications for tyrannicide, Part II aims to provide the tentative outlines of a contemporary model of tyrannicide in world politics. It is contended that a reinvigorated conception of self-defence, when coupled with the modern understanding of universal human rights, may provide the foundation for the normative validity of (...) tyrannicide in contemporary world politics. (shrink)

Are inferences, theoretical and practical, subject to requirements of rationality? If so, are these of the form 'if … ought …' or 'ought … if …'? If the latter, how are we to understand the 'if'? It seems that, in all cases, we get unintuitive implications if 'ought' connotes having reason. It is difficult to formulate such requirements, and obscure what they explain. There might also be a requirement forbidding self-contradiction. It is a good question whether self-contradiction constitutes, or evidences, (...) irrationality; but talk of a rational requirement causes trouble. (shrink)

Despite the 'progressive' influence of the English Plowden Report and Scottish Primary Memorandum on British primary curricula from the 1960s onwards, secondary education has generally continued to follow a more traditional subject-centred route and post-war educational theorists have not generally been favourably inclined to other than subject-based modes of curriculum planning and organisation. However, in the light of current curriculum reviews on both sides of the Scottish border-callingfor more educationally meaningful curricula-the perennial issue of how school knowledge might best be (...) ordered for the coherent educational experience of pupils seems worth revisiting. To this end, this paper examines some of the influential post-war philosophical arguments against integrated and interdisciplinary approaches to the curricular organisation of knowledge, concluding that they are not as compelling as they might formerly have seemed. (shrink)

The current article offers a short critique of some of the pre-suppositions of the positive psychology approach. It takes the seminal book 'Character Strengths and Virtues' by Peterson and Seligman as the key text, and then explores an alternative programme of enquiry offered by virtue ethics as articulated by MacIntyre. The MacIntyrean approach developed here is consciously focused on traditions of virtue ethics, engaging in empirical enquiry from within a particular tradition, and enquiring into the practical ethics of others who (...) may themselves be members of that same tradition, or who may be adherents of some alternative tradition. The purpose of this article is to explore some of the fundamental differences between this kind of virtue ethics approach and that offered by positive psychology. It is suggested that philosophy is much better placed to undertake empirical work than Peterson and Seligman assume, and that their claims to possess superior data should be treated with caution, particularly in respect of their championing of measurement over philosophy. (shrink)

In Phaedo, Plato shows the grace of a true courage which can affirm life even in death. Socrates’ courage is not that of the martyr, grounded on a belief in divine reward; his is the courage of the philosopher who knows that he does not know. In his self-reflexive striving to be a person who strives for wisdom, Socrates dissipates the fear of death by dissolving the presumption on which this fear is based, and reframing death as an opportunity for (...) knowledge. Socrates’ courage is therefore founded on an epistemic hope that is embodied in the very activity of philosophy. (shrink)

There has been a recent revival of interest in the medieval just war theory. But what is the virtue of justice needed to make war just? War is a complex and protracted activity. It is argued that a variety of virtues of justice, as well as a variety of virtues are required to guide the application of the use of force. Although it is mistaken to regard war as punishment, punitive justice—bringing to account those guilty of initiating an unjust war (...) or of war crimes in its conduct— has an important role to play after conflict to restore the wrongs of war and help establish a just peace. Justice as fairness is needed to guide the distribution of resources and so reduce the grounds for war. Protective justice—protecting a community or innocents from harmful attack—helps define what constitutes a just cause for war and so constrains the occasions for war. The just principles set out the criteria to be met if war is to be morally permissible. In practice, this challenging demand requires that political leaders and military at all levels learn and exercise the virtues, particularly the cardinal virtues of justice, courage, self-control and practical wisdom. If we are to make war just and to make only just war, we need justice understood in its broadest sense. Such justice, as Aristotle noted, “is not a part but the whole of virtue.”. (shrink)

Ethics in accounting and ethical education have seen an increase in interest in the last decade. However, despite the renewed interest some important shortcomings persist. Generally, rules, principles, values and virtues are presented in a fragmented fashion. In addition, only a few authors consider the role of the accountants character in presenting relevant and truthful information in financial reporting and the importance of practical reasoning in accounting. This article holds that rules, values and virtues are interconnected. This provides a sound (...) approach to ethics in accounting, in which character and practical reasoning are crucial. Consequently, ethical education in accounting has to simultaneously include the knowledge of proper rules and principles and their correct application; values (understood as moral goods) and virtues, whose acquisition, in the view of the author, should be encouraged. (shrink)

Foot , Hursthouse , and Thompson , along with other philosophers, have argued for a metaethical position, the natural goodness approach, that claims moral judgments are, or are on a par with, teleological claims made in the biological sciences. Specifically, an organism’s flourishing is characterized by how well they function as specified by the species to which they belong. In this essay, I first sketch the Neo-Aristotelian natural goodness approach. Second, I argue that critics who claim that this sort of (...) approach is inconsistent with evolutionary biology due to its species essentialism are incorrect. Third, I contend that combining the natural goodness account of natural-historical judgments with our best account of natural normativity, the selected effects theory of function, leads to implausible moral judgments. This is so if selected effects function are understood in terms of evolution by natural selection, but also if they are characterized in terms of cultural evolution. Thus, I conclude that proponents of the natural goodness approach must either embrace non-naturalistic vitalism or troubling moral revisionism. (shrink)

This article analyzes the moral and political implications of strong moral character for political action. The treatment provides reason to hold that strong moral character should play a role in a robust normative account of political leadership. The case is supported by empirical findings on character dispositions and the political viability of the account’s normative prescriptions.

Divine Motivation theory is an ethical theory with a theological foundation, attempting to explain the relation between religion and morality in the context of Christian theology with emphasizing on neo-Aristotelian and motivation-based ethics. This theory that is presented by Linda Zagzebski, provides a new form of virtue ethics that God's motives, especially that of love, are foundations of moral life and these motivational states are considered ontologically and explanatorily the basis for all moral properties and values. This theory uses five (...) steps to advance its destination. In the first step, this theory proves the personhood of God. In the second step, it argues that God has perfect virtues and motives. In the third step, it shows that God's motive in the Creation is motive of love that is the central and fundamental divine motive. In the fourth step, it discusses the doctrine of imitatio Dei and focuses on the problems of this doctrine. In the last step, it attempts to link this doctrine to the doctrine of the incarnation to resolve its problems. (shrink)

This study is a contribution to the bioethical debate about new and possibly emerging reproductive technologies. Its point of departure is the intuition, which many people seem to share, that using such technologies to select non-disease traits – like sex and emotional stability - in yet unborn children is morally problematic, at least more so than using the technologies to avoid giving birth to children with severe genetic diseases, or attempting to shape the non-disease traits of already existing children by (...) environmental means, like education. The study employs philosophical analysis for the purpose of making this intuition intelligible and judging whether it is justified. Different ways in which the moral problems posed by reproductive technologies are often framed in bioethical debates are criticised as inadequate for this task. In particular, it is argued that the intuition cannot fully be made sense of in terms of harm to the children that such technologies help create. The study attempts to elaborate an alternative to that broadly consequentialist approach, by drawing on Martin Heidegger’s philosophy of technology, Hans Jonas’s ethics, and Aristotle’s practical philosophy, as it has been received and developed in the hermeneutical tradition. It is suggested that reproductive choices, unlike decisions for already born children, are characterised by a peculiar one-sidedness: the future child appears to the parents as something wholly theirs to decide about, not as a concrete other with whom they must interact in a responsive and attuned way. This is problematic because it means that such choices cannot call upon the particularised moral understanding only gained in interpersonal encounters. In particular, it makes them easily shaped by various tendencies, to which parents are always susceptible, to relate to children in instrumentalising ways, and at risk of reinforcing such tendencies. However, this does not mean that all uses of reproductive technologies are equally troubling. When selecting against severe disease the parents can rely on a widely shared illness experience to escape the dangers that one-sidedness involves. It is concluded that the intuition under discussion, thus explicated and in some ways qualified, makes sense morally. (shrink)

The Milgram and other situationist experiments support the real-life evidence that most of us are highly akratic and heteronomous, and that Aristototelian virtue is not global. Indeed, like global theoretical knowledge, global virtue is psychologically impossible because it requires too much of finite human beings with finite powers in a finite life; virtue can only be domain-specific. But unlike local, situation-specific virtues, domain-specific virtues entail some general understanding of what matters in life, and are connected conceptually and causally to our (...) traits in other domains. The experiments also make us aware of how easily unobtrusive situational factors can tap our susceptibilities to obedience, conformity, irresponsibility, cruelty, or indifference to others’ welfare, thereby empowering us to change ourselves for the better. Thus, they advance the Socratic project of living the examined life. I note a remarkable parallel between the results of the baseline Milgram experiments and the results of the learned helplessness experiments by Martin Seligman et al. This provides fresh insight into the psychology and character of the obedient Milgram subjects, and I use this insight to argue that pusillanimity, as Aristotle conceives of it, is part of a complete explanation of the behavior of the obedient Milgram subjects. (shrink)

This paper sets out to explore apparent contradictions between claims or assumptions to the effect that: (i) teaching is a profession; (ii) good teaching involves the cultivation of positive personal relationships with pupils; (iii) professional relationships should be of an essentially formal or impersonal nature. It is argued that the very real contradictions to which teaching as a professional occupation is prone are a function of fundamental tension between the essentially deontic character of professional principle and regulation, and the inherently (...) 'virtue ethical' nature of teaching as a form of pre-theoretical and non-technical moral association. The paper concludes by identifying and offering some comment on three such areas of tension. (shrink)

Virtue ethics is often proposed as a third way in health‐care ethics, that while consequentialism and deontology focus on action guidelines, virtue focuses on character; all three aim to help agents discern morally right action although virtue seems to have least to contribute to political issues, such as austerity. I claim: This is a bad way to characterize virtue ethics. The 20th century renaissance of virtue ethics was first proposed as a response to the difficulty of making sense of ‘moral (...) rightness’ outside a religious context. For Aristotle the right action is that which is practically best; that means best for the agent in order to live a flourishing life. There are no moral considerations besides this. Properly characterized, virtue ethics can contribute to discussion of austerity. A criticism of virtue ethics is that fixed characteristics seem a bad idea in ever‐changing environments; perhaps we should be generous in prosperity, selfish in austerity. Furthermore, empirical evidence suggests that people indeed do change with their environment. However, I argue that virtues concern fixed values not fixed behaviour; the values underlying virtue allow for different behaviour in different circumstances: in austerity, virtues still give the agent the best chance of flourishing. Two questions arise. In austere environments might not injustice help an individual flourish by, say, obtaining material goods? No, because unjust acts undermine the type of society the agent needs for flourishing. What good is virtue to those lacking the other means to flourish? The notion of degrees of flourishing shows that most people would benefit somewhat from virtue. However, in extreme circumstances virtue might harm rather than benefit the agent: such circumstances are to be avoided; virtue ethics thus has a political agenda to enable flourishing. This requires justice, a fortiori when in austerity. (shrink)

In this essay I will argue, as does Bernard Williams, that lying and misleading are both commonly wrong because they involve an aim to breach a trust. I will also argue, contrary to Williams, that lying and misleading threaten trust differently, and that when they are wrong, they are wrong differently. Indeed, lying may be wrong when misleading is not.

The classical doctrine that the moral virtues are unified is widely rejected. Some argue that the virtues are disunified, or even mutually incompatible. And though others have argued that the virtues form some sort of unity, these recent defenses of unity are always qualified, advocating only a partial unity: the unity of the virtues is limited to certain practical domains, or weak in that one virtue implies only moral decency in the fields of other virtues. I argue that something like (...) the classical doctrine—a full unity of the virtues thesis—remains defensible. After reviewing the arguments of partial unity theorists for the claim that the virtues form at least some sort of unity, I examine their main arguments for thinking that this unity is only partial (limited or weak). I then show that these arguments fail, and address some further criticisms (such as the argument that full unity implausibly requires that a person must attain the virtues “all at once”). I do not seek here to prove the truth of the full unity thesis (in fact I suggest a modification of it), but only to refute important extant criticisms of it, and thus to show that it remains a plausible view. (shrink)

Bernadette M Tobin; An Aristotelian Theory of Moral Development, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 195–211, https://doi.

At the bottom of all human activities are “values,” the conviction that some things “ought to be” and others not. Science, however, with its immense interest in mere facts seems to lack all understanding of such‘requiredness.’… A science … which would seriously admit nothing but indifferent facts … could not fail to destroy itself.

In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have mostly served to obscure (...) the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)