According to Arti Dhand, it can be argued that all Indian ethics have been primarily virtue ethics. Many have indeed jumped on the virtue bandwagon, providing prima facie interpretations of Hindu, Jain, and Buddhist canons in virtue terms. Others have expressed firm skepticism, claiming that virtues are not proven to be grounded in the nature of things and that, ultimately, the appeal to virtue might just well be a mere façon de parler. In this paper, we aim to advance the (...) discussion of Indian virtue ethics. Our intent is not to provide a catch-all interpretation of the different Indian schools. Our goal is, more modestly, to offer a theory of virtues in Indian philosophies, as a framework for theorists and interpreters who see these diverse traditions as amenable to systematic virtue analysis. Our theory grounds virtues in the reality of genuine moral dispositions and in a system of beliefs where morality is understood as transformative in nature. (shrink)

Why should moral philosophers, moral psychologists, and machine ethicists care about computational complexity? Debates on whether artificial intelligence (AI) can or should be used to solve problems in ethical domains have mainly been driven by what AI can or cannot do in terms of human capacities. In this paper, we tackle the problem from the other end by exploring what kind of moral machines are possible based on what computational systems can or cannot do. To do so, we analyze normative (...) ethics through the lens of computational complexity. First, we introduce computational complexity for the uninitiated reader and discuss how the complexity of ethical problems can be framed within Marr’s three levels of analysis. We then study a range of ethical problems based on consequentialism, deontology, and virtue ethics, with the aim of elucidating the complexity associated with the problems themselves (e.g., due to combinatorics, uncertainty, strategic dynamics), the computational methods employed (e.g., probability, logic, learning), and the available resources (e.g., time, knowledge, learning). The results indicate that most problems the normative frameworks pose lead to tractability issues in every category analyzed. Our investigation also provides several insights about the computational nature of normative ethics, including the differences between rule- and outcome-based moral strategies, and the implementation-variance with regard to moral resources. We then discuss the consequences complexity results have for the prospect of moral machines in virtue of the trade-off between optimality and efficiency. Finally, we elucidate how computational complexity can be used to inform both philosophical and cognitive-psychological research on human morality by advancing the moral tractability thesis. (shrink)

[First published 09/2016; substantive revision 02/2021.] Evaluative terms and concepts are often divided into “thin” and “thick”. We don’t evaluate actions and persons merely as good or bad, or right or wrong, but also as kind, courageous, tactful, selfish, boorish, and cruel. The latter evaluative concepts are "descriptively thick": their application somehow involves both evaluation and a substantial amount of non-evaluative description. This article surveys various attempts to answer four fundamental questions about thick terms and concepts. (1) A “combination question”: (...) how exactly do thick terms and concepts relate evaluation and non-evaluative description? (2) A “location question”: is evaluation somehow inherent to thick terms and concepts, such as perhaps an aspect of their meaning, or merely a feature of their use? (3) A “delineation question”: how do thick terms differ from the thin and from other kinds of evaluative terms? (4) Given answers to these questions, what broader philosophical significance and applications might thick concepts have? (shrink)

Error theories have been proposed and defended in several different areas of philosophy. In addition to ethics, there are error theories about numbers, color, free will, and personal identity. Moral error theories differ in scope. Theories at one end of the spectrum take normative judgments in general—of which moral judgments are a subclass—to be uniformly false, whereas theories at the other end of the spectrum take only a subclass of moral judgments—example those concerning duty and obligation, but not those concerning (...) virtue and vice—to be uniformly false. Moral error theorists typically join forces with non-naturalist realists, against naturalism and non-cognitivism. Facts that are normative in the reason-implying sense are irreducibly normative, and they are very different. Many non-naturalist realists and error theorists maintain that it is impossible to give a plausible naturalistic account of moral facts, precisely because they are irreducibly normative; moral naturalism therefore falls prey to the "normativity objection". (shrink)

Anscombe counsels us to dispense with those moral concepts that presuppose a divine law conception of ethics, among which she numbers the concepts of “moral obligation and moral duty, […] of what is morally right and wrong, and of the moral sense of ‘ought’.” Schopenhauer made a similar point more than a century earlier, though his critique implicates a narrower range of concepts. Through reflection on his accounts of right and wrong and of duty and obligation, this chapter attempts to (...) show that we can dispense with the imperative in ethics while retaining these notions, thus preserving a distinctively modern conception of morality. (shrink)

This essay defends a form of ethical naturalism in which ethical knowledge is explained by human nature. Human nature, here, is not the essence of the species but its natural history as socially and historically determined. The argument does not lead to social relativism, but it does place limits on the scope of ethical critique. As society becomes “total”, critique can only be immanent; to this extent, Adorno and the Frankfurt School are right.

Non-moral blame seems to be widespread and widely accepted in everyday life—tolerated at least, but often embraced. We blame athletes for poor performance, artists for bad or boring art, scientists for faulty research, and voters for flawed reasoning. This paper argues that non-moral blame is never justified—i.e. it’s never a morally permissible response to a non-moral failure. Having explained what blame is and how non-moral blame differs from moral blame, the paper presents the argument in four steps. First, it argues (...) that many (perhaps most) apparent cases of non-moral blame are actually cases of moral blame. Second, it argues that even if non-moral blame is pro tanto permissible—because its target is blameworthy for their substandard performance—it often (perhaps usually) fails to meet other permissibility conditions, such as fairness or standing. Third, it goes further and challenges the claim that non-moral blame is ever even pro tanto permissible. Finally, it considers a number of arguments in support of non-moral obligations and argues that none of them succeed. (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)

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)

În cele ce urmează vom prezenta pe scurt zona de cercetare a eticii aplicate și locul ei în cadrul disciplinei filosofiei. Vom discuta apoi despre ce fac filosofii când fac etică aplicată. Vom trece în revistă câteva concepte importante din etica aplicată, cum ar fi deontologie, virtute, grijă sau drepturi. Apoi vom încerca să oferim un răspuns la întrebarea din titlul introducerii: de ce avem nevoie de etica aplicată? Vom povesti pe scurt despre istoria eticii aplicate în România, iar la (...) final vom rezuma capitolele incluse în volum. (shrink)

More than a century before Anscombe counseled us to jettison concepts such as that of the moral ought, or moral law, Schopenhauer mounted a vigorous attack on such prescriptive moral concepts, particularly as found in Kant. In this chapter I consider the four objections that constitute this attack. According to the first, Kant begs the question by merely assuming that ethics has a prescriptive or legislative-imperative form, when a purely descriptive-explanatory conception such as Schopenhauer’s also presents itself as a possibility. (...) According to the second, Kant’s purportedly philosophical ethics is in fact a theological ethics in disguise, because the moral ought and its prescriptive cousins presuppose a divine lawgiver. According to the third, Kant’s conceptions of the moral law as a law of freedom, and of moral imperatives as categorical or unconditioned, involve him in contradictions. Finally, Schopenhauer objects that there can be no such thing as a moral ought because a binding ought or law must be understood to operate through appeals to self-interest, which stands in opposition to morality. I contend that these last three objections are sound and that the fourth in particular succeeds in confuting the prescriptivist conception of morality. (shrink)

Drawing on archival and published sources from 1926 to 1932, this chapter analyzes “Three Independent Factors in Morals” (1930) as a blueprint to Dewey’s chapters in the 1932 Ethics. The 1930 presentation is Dewey’s most concise and sophisticated critique of the quest in ethical theory for the central and basic source of normative justification. He argued that moral situations are heterogeneous in their origins and operations. They elude full predictability and are not controllable by the impositions of any abstract monistic (...) principle. Moral life instead has at least three distinct experiential roots that cannot be encompassed in one ideal way to proceed. More specifically, Dewey hypothesized that each of the primary Western ethical systems (represented for him by Aristotle, Kant, and the British moralists) represents a basic, non-arbitrary force, or factor of moral life: aspiration, obligation, and approbation, respectively. Each factor is expressed in that system’s leading fundamental concept: good, duty, and virtue, respectively. Yet he contended that aspirations, obligations, and approbations are distinctive phenomena that cannot be blanketed by a single covering concept. By exposing Dewey’s own generalizations to scrutiny, the promises and limitations of his approach can be critically evaluated. (shrink)

In “Modern Moral Philosophy,” Elizabeth Anscombe makes a “disenchanting” move: she suggests that secular philosophers abandon a special “moral” sense of “ought” since she thinks this no longer makes sense without a divine law framework. Instead, she recommends recovering an ordinary sense of ought that pertains to what a human being needs in order to flourish qua human being, where the virtues are thought to be central to what a human being needs. However, she is also concerned to critique consequentialist (...) views for their rejection of absolute prohibitions. This raises the question of whether the disenchanted form of Aristotelian ethical naturalism that she recommends to secular philosophers can support such absolute prohibitions. Anscombe expresses skepticism on this point and seems ultimately to recommend a divine law ethic, at least as a supplement to a neo-Aristotelian virtue ethic. This chapter takes issue with Anscombe’s view, in part: the author agrees that the disenchanted form of Aristotelian virtue ethics cannot support absolute prohibitions, but disagrees that appeal to divine law is the best way to understand these prohibitions since it misses the intrinsic reasons for them: namely, they concern that which is sacred or reverence-worthy and thus should be regarded as inviolable and as involving a “special moral ought.” This means that a neo-Aristotelian virtue ethic that can properly recognize moral absolutes will need a reenchanting move: namely, it needs to recognize the special normative demands of the sacred. This chapter also explores the question of what “moral ontology” can best make sense of the moral phenomenology of the sacred, but the main aim is to show the significance of a common anti-consequentialist form of moral perception that involves a sense of the sacred. (shrink)

This study will answer the question, what do students expect to learn from philosophy teachers in the 21st century. by framing a response based on the following: The researcher’s teaching philosophy developed over 30 years, a survey conducted of UAEU students, and a discussion of the changing role and purpose of philosophy in the academy and current pedagogical philosophy in teaching. The study has focused on how philosophical questions have been changed over time, using new technology to teach philosophy, what (...) are the characteristics of philosophy teachers and students, the new direction for teaching philosophy, and career opportunities. The practical frame of this research will be analyzed students survey conducted on female students from United Arab Emirates University. I will use the method of content analysis to investigate and trace this phenomenon to determine its meaning, developing philosophical questions, and the new direction for teaching philosophy. Then I will examine the data taken from the theoretical and practical sources for the purpose of diagnosing and reaching conclusions a process which is called in philosophy synthesis, therefore the approach of the research would be analysis and synthesis. (shrink)

Este artículo está escrito para una colección de ensayos introductorios sobre filosofía de las ciencias cognitivas. Es una revisión (selectiva) de la literatura sobre la psicología del juicio moral.

This chapter begins by explaining two widespread attitudes towards the methods of moral philosophy. The first common attitude is that the appropriate method for doing ethics was described by John Rawls when he formulated the reflective equilibrium method. Another common attitude is that moral philosophy has no method – anything goes in ethical theorising as long as the results are significant enough. The chapter then motivates the volume by arguing that these attitudes are not helpful. The reflective equilibrium method has (...) its limits and yet not all ways of proceeding in ethics are equally good. For this reason, I argue that we need to be more aware of the argumentative strategies we employ in ethics. This requires being methodologically reflective and transparent and taking part in the debates about the merits and problems of different methodologies exactly in the way done in the chapters of this volume. The second half of the chapter then provides an outline of the other chapters. Here I focus on clarifying exactly how these chapters contribute to the new discussions about the methods of ethics. (shrink)

Argues that we do not act intentionally ‘under the guise of the good.’ This makes it hard to explain why akrasia is distinctively irrational; but this is no objection, since it is just as hard to explain on the opposing view. Ends with a problem of akrasia for ethical rationalists.

An important yet often unacknowledged aspect of moral discourse is the phenomenon of moral impossibility, which challenges more widely accepted models of moral discussion and deliberation as a choice among possible options. Starting from observations of the new possibilities of anti immigrant attitudes and hate crimes which have been described by the press as something being “unleashed,” the paper asks what it means for something to enter or not the sphere of possibility in the moral sense, and whether it is (...) ever desirable for something to remain or be pushed back outside the realm of the morally possible. Three forms of moral impossibility are identified: the unconceived, the unthinkable, and moral incapacity. Through the discussion of a stark fictional example of moral impossibility, the paper concludes that while the category of moral impossibility cannot settle disagreement, it sheds light on some of the most fundamental aspects of moral life. (shrink)

My purpose in this paper is to argue that we are not vulnerableto inescapable wrongdoing occasioned by tragic dilemmas. I directmy argument to those who are most inclined to accept tragicdilemmas: those of broadly Nietzschean inclination who reject``modern moral philosophy'''' in favor of the ethical ideas of theclassical Greeks. Two important features of their project are todeny the usefulness of the ``moral/nonmoral distinction,'''' and todeny that what are usually classified as moral reasons always oreven characteristically ``trump'''' nonmoral reasons in anadmirable (...) agent''s deliberations.I show critics of modern moral philosophy such as BernardWilliams that their acceptance of tragic dilemmas underminestheir project of denying the moral/nonmoral distinction and thepriority of moral reasons. The possibility of tragic dilemmasrequires an account of practical deliberation in which moralreasons appear as already in-force obligations, with blame andguilt ready to be invoked, while nonmoral reasons appear as merereasons. This makes moral reasons importantly different fromnonmoral reasons in how they achieve their deliberative weight,and also makes them characteristically weightier. Thus,accommodating tragic dilemmas reinforces the moral/nonmoraldistinction and the priority of moral reasons, the very thingsthese critics want to deny. By accepting the possibility oftragic dilemmas, these critics are undermining their own project.The standard normative theories are dead set against tragicdilemmas, and the critics of modern moral philosophy shouldreject tragic dilemmas for the good of their project. Thus we allshould reject tragic dilemmas. (shrink)

ABSTRACT The aim of this paper is to elucidate Schopenhauer’s moral philosophy in terms of an ethics of virtue. This paper consists of four sections. In the first section I outline three major objections Schopenhauer raises for Kant’s moral philosophy. In section two I extract from these criticisms a framework for Schopenhauer’s own position, identifying how his moral psychology underpins a unified and hierarchical conception of virtue and vice. I then ascertain some strengths of this view. In section three I (...) focus in upon the issue of fixed character and moral education as at least one major point of divergence between Schopenhauer’s virtue ethics and typical trends within the tradition. In the fourth and final section, I consider and respond to this ethical framework’s possible susceptibility to the charge of egoism, and adjudicate among competing solutions in the secondary literature. I conclude that refined forms of Schopenhauer’s ethical views offer rich and plausible insights into both virtue and vice which have received less attention than they deserve. Hence, Schopenhauer warrants more serious concern in contemporary discussions of virtue ethics alongside the likes of Aristotle, Hume and Nietzsche. (shrink)

Many people are drawn towards virtue ethics because of the central place it gives to emotions in the good life. Yet it may seem odd to evaluate emotions as virtuous or non-virtuous, for how can we be held responsible for those powerful feelings that simply engulf us? And how can education help us to manage our emotional lives? The aim of this book is to offer readers a new Aristotelian analysis and moral justification of a number of emotions that Aristotle (...) did not mention, or relegated, at best, to the level of the semi-virtuous, or made disparaging remarks about, or rejected explicitly. Kristjan Kristjansson argues that there are good Aristotelian reasons for understanding those emotions either as virtuous or as indirectly conducive to virtue. Virtuous Emotions begins with an overview of Aristotle's ideas on the nature of emotions and of emotional value, and concludes with an account of Aristotelian emotion education. (shrink)

This volume collects selected papers delivered at the 15th Conference of the International Society for Utilitarian Studies, which was held at Karlsruhe Institute of Technology in July 2018. It includes papers dealing with the past, present, and future of utilitarianism – the theory that human happiness is the fundamental moral value – as well as on its applications to animal ethics, population ethics, and the future of humanity, among other topics.

The assessment of learning in the ethical domain is one of the most complex aspects to attend in the educational context. In recent years, character education has contributed greatly to different social disciplines, such as education or nursing. However, the development of this approach has run up against several obstacles and limitations, as there is little evidence regarding its long-term effectiveness or its evaluation. This essay aims to identify some of the main difficulties to assess learning in the ethical domain, (...) as obstacles and possible constraints to Aristotelian-based character education. Methodology is analytical and of a philosophical-educational nature, based on which an argumentative analysis is constructed from the bibliographical review of the contributions of classical and contemporary authors. Results show the existence of four major problems and ten associated subproblems, both of an external nature linked to the contextual factors of assessment, and of an internal nature that affect the essence of the process itself, which highlight the difficulty of carrying out assessments of an ethical kind. Far from proposing a pessimistic position, we argue a realistic vision that allows educators at different educational levels to be aware of the limits and critical points of evaluation in the ethical domain. (shrink)

Reasons-first theorists claim that facts about reasons for attitudes are normatively primitive, and that all other normative facts ultimately reduce to facts about reasons. According to their view, for example, the fact that something is good ultimately reduces to facts about reasons to favour it. I argue that these theories face a challenging dilemma due to the normativity of arational lifeforms, for instance the fact that water is good for plants. If all normative facts are, ultimately, facts about reasons for (...) attitudes, then reasons-first theorists must either (a) show that these facts do reduce to facts about reasons, or (b) concede that they do not and, instead, show that this is not a problem for their view. Both options, however, are riddled with difficulties—or so I will try to argue. (shrink)

What is virtue? How can we lead moral lives? Exploring how contemporary moral philosophy has led to a revival of interest in the concepts of 'virtue', 'character' and 'flourishing', this is an accessible and critical introduction to virtue ethics. The book includes chapter summaries and guides to further reading throughout to help readers explore, understand and develop a critical perspective towards this important school of contemporary ethical thought.

In this paper I argue that the disagreement between modern moral philosophers and (some) virtue ethicists about whether motive affects rightness is a result of conceptual disagreement, and that when they develop a theory of ‘right action,’ the two parties respond to two very different questions. Whereas virtue ethicists tend to use ‘right’ as interchangeable with ‘good’ or ‘virtuous’ and as implying moral praise, modern moral philosophers use it as roughly equivalent to ‘in accordance with moral obligation.’ One implication of (...) this is that the possibility of an act being right by accident does not pose a problem for consequentialism or deontology. A further implication is that it reveals a shortcoming in virtue ethics, namely that it does not—yet needs to—present an account of moral obligation. (shrink)

The relation between Kant’s philosophy and the “philosophy of balance” as it is described in the report Come on! Capitalism, Short-termism, Population and the Destruction of the Planet, delivered to the Club of Rome in 2018, requires some analysis. The authors of the report consider Kant to be a philosopher of European Enlightenment which laid the foundations of the modern world, but also proved to be the source of global problems. The report characterises the philosophy of the Enlightenment as lop-sided (...) rationalism which dismisses everything that does not possess desirable properties. In exchange, the authors offer a philosophy of balance, described in several points as the balance between conflicting values. The overarching problem of the philosophy of balance is the restraining of egoism. For this reason I first examine the relationship between duty and human inclinations in Kant’s ethics. I then demonstrate that the topic of political forecasts and the recommendations which Kant prescribes both in his philosophy of history and in his reflections on politics, right and justice, essentially boils down to three points of the philosophy of balance: the balance between development and justice (Kantian republicanism), between the speed and stability of development (external policy, the Kantian peace project), and between the short-term and long-term perspectives (reform policy). I then touch upon the problem of the implementation of Kantian principles in politics in the light of the reception of Kant in the modern theories of social conflicts, the communication theory of J. Habermas and the justice theory of J. Rawls. The overall conclusion is that Kant’s philosophy is not a philosophy of exclusion, capitalist values and utilitarianism and is not their ideological basis. (shrink)

Many philosophers have suspected that the normative importance of morality depends on moral realism. In this paper, I defend a version of this suspicion: I argue that if teleological forms of moral realism, those that posit an objective purpose to human life, are true, then we gain a distinctive kind of reason to do what is morally required. I argue for this by showing that if these forms of realism are true, then doing what is morally required can provide a (...) life with meaning, which is a widespread human need. I also argue that rival meta-ethical views, like anti-realism or non-naturalist realism, cannot make morality meaning-conferring in this way. (shrink)

Starting from the perspective of social perception of voluntary employee green behavior and studies on the attribution of VEGB, we explore the phenomenon that employees can show different perceptions and behavioral responses to VEGB according to their attribution to VEGB. We served to examine the hypotheses. The results of a two-wave study show that when employees believe VEGB is motivated by instrumental concerns, VEGB is more likely to evoke a low level of warmth and competence, which produces less green advocacy. (...) However, if employees believe VEGB is motivated by moral reasons, VEGB is more likely to prompt more warmth and competence perceptions and elicit greener advocacy from employees. In addition, theoretical and practical contributions are discussed. (shrink)

In 1958, a group of New-Confucians issued “A Manifesto for a Re-Appraisal of Sinology and Reconstruction of Chinese Culture.” Equally in 1958, the British philosopher Elizabeth Anscombe published her classical paper “Modern Moral Philosophy.” These two papers have the same target — modern Western morality — and the solutions they proposed respectively. Yet Anscombe’s paper did not mention Confucianism, and the “Manifesto” ignored Aristotelian tradition of virtue. Furthermore, from 1960s to 1990s, the revival movement of Confucianism and the revival movement (...) of Aristotelian ethics have not had much dialogue. This paper seeks to explain this phenomenon by comparing these two historically important documents. In particular it tries to understand why the “Manifesto” fails to see the similarities between Aristotle and Confucius. (shrink)

This study uses the theory of dyadic morality to analyze construction of cyberbullying as a contested social issue in U. S. newspaper opinion pieces. The theory of dyadic morality posits that when...

This essay accounts for Mengzi’s 孟子 failure in persuading King Xuan of Qi (Qi Xuan Wang 齊宣王) to act morally. We argue that the distinction between internal and external reasons in contemporary philosophy helps to highlight the nature of the failure. The problem of nontransmission of the compassionate impulse within a person despite moral persuasion, which Mencians need to address in order to enhance the success of moral conversion, is now explained as a result of misdirecting the advisee to the (...) lofty ideal of sagehood. We conclude by proposing a proleptic understanding of external reasons within a pragmatic model of giving moral advice. (shrink)

Rousseau's Emile has attracted an avalanche of critical responses. His theme of negative education, or as he defines it, “well-regulated freedom”, has been denounced as outright manipulation in disguise, which instead of respecting the child's autonomy and dignity, places him at the whim of the teacher's machinations and stratagems. His recommendation that the child's imagination be curtailed (that he may not acquire desires which cannot be satisfied) is widely held to militate against one of the most cherished goals of education: (...) the fostering of the natural curiosity of the child. Rousseau is also accused of professing an “ideology of childhood” which ignores the real needs of children. In the sterilized environment which Rousseau proposes for the growing child, affection, praise and approval, are some of the sacrifices made to this ideology. Furthermore, his views on women are considered degrading, outrageous and blatantly sexist. Yet despite the myriad criticisms leveled against his work, Rousseau's Emile highlights one of the most exacting challenges for education — how to educate the child without alienating him. Rousseau connects this issue with the larger problem of alienation: namely, that experienced by man within the modern social order. Rousseau's views anticipate the contemporary debate between virtue-based and deontological ethics. The purpose of this paper is (i) to describe Rousseau's diagnosis of the problem of alienation as it arises in the various spheres of human life, paying special attention to the moral domain, and (ii) to assess the solutions he offers to the problem of alienation. These solutions are based on a conception of the good life which, I argue, is unacceptable. I also argue that this conception dissipates one form of alienation only at the expense of creating another. The paper begins by tracing the changes which the concept of alienation has undergone, and consequently I draw a distinction between two kinds of alienation — conscious and unconscious. I demonstrate that even if Rousseau is successful in offering a remedy for conscious alienation, this very remedy itself gives rise to unconscious alienation. (shrink)

The emerging field known as experimental philosophy has expanded into moral philosophy: by presenting experimental subjects with vignettes describing scenarios with moral implications, data about people's moral intuitions are gathered and analyzed. This paper examines the adequacy of applying the common methodology of experimental philosophy to the study of moral thought. By employing Raimond Gaita's notion of moral seriousness and his distinction between form and content, it argues that the kind of empirical research on moral intuitions conducted by experimental philosophers (...) fails to take into consideration some fundamental characteristics of moral thinking. (shrink)

We examined Confucian moral philosophy, primarily the Analects, to determine how Confucian ethics could help managers regulate their own behavior (self-regulation) to maintain an ethical standard of practice. We found that some Confucian virtues relevant to self-regulation are common to Western concepts of management ethics such as benevolence, righteousness, wisdom, and trustworthiness. Some are relatively unique, such as ritual propriety and filial piety. We identify seven Confucian principles and discuss how they apply to achieving ethical self-regulation in management. In addition, (...) we examined some of the unique Confucian practices to achieve self-regulation including ritual and music. We balanced the framework by exploring the potential problems in applying Confucian principles to develop ethical self-regulation including whistle blowing. Confucian moral philosophy offers an indigenous Chinese theoretical framework for developing ethical self-regulation in managers. This is relevant for managers and those who relate to managers in Confucian-oriented societies, such as China, Korea, Japan, and Singapore. We recommend further research to examine if the application of the Confucian practices outlined here actually work in regulating the ethical behavior of managers in modern organizations. (shrink)

In this paper, I argue for the ethics of business based on the way that business activity may embody a vocation to partake in “the Good.” Following a Platonist framework for ethics and recent work on vocations by Robert M. Adams, I argue that understanding the ethics of vocations allows us to avoid the charges that business persons have to do something more for others—often couched in terms of social responsibility, sustainability, or consideration of stakeholders—in order to legitimize their careers (...) ethically. Rather, I claim, the ethics of a business vocation, as in any vocation, rests first and foremost in the way that a person pursues projects that answer an invitation to partake in the good things of this world. Thus, the promotion of the well-being of others, while ethically admirable and constitutive of some vocations, is not fundamental for understanding the ethics of vocations themselves, even in business. There are important implications for the ethics of markets, and I also consider a recent challenge to my approach that claims that true business vocations demand a more direct promotion of the well-being of others. (shrink)

Connections between one's own welfare and that of others abound if we pause to look for them, although philosophical theories of selfhood have only very recently begun to incorporate these connections. This essay draws on recent work on need to argue that one of the strongest expressions of these connections is to be found in the relational needs that they can generate. While paying heed to needs that arise from the relational nature of selfhood at large, this essay pays particular (...) attention to what I call “transpersonal needs”: needs that occur when one's experience of the needs of others gives rise to certain needs of one's own. I argue that the best criterion for defining need is vulnerability to harm, but this does not mean that having a need is something that is purely harmful. Having certain needs can also enrich one's life. Further, while every need entails a corresponding vulnerability to harm, some of these potential harms are more detrimental to one's welfare than others, with some relational needs standing among those that can result in the greatest harm if unanswered. (shrink)

Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...) human flourishing is regarded as intrinsically worthwhile and flourishing means ‘actualisation of human potential’. The second criterion has three sub-criteria: flourishing is about a whole life, it is a ‘dynamic state’ and flourishing presupposes there being objective goods. (shrink)

Metaphysicians are in the business of making and defending modal claims—claims about how things must, or could or could not be. Wittgenstein’s opposition to necessity claims, along with his various negative remarks about ‘metaphysical’ uses of language, makes it seem almost a truism that Wittgenstein was opposed to metaphysics. In this paper I want to make a case for rejecting that apparent truism. My thesis is that it is illuminating to characterize what Wittgenstein and Anscombe are doing in their philosophical (...) writing as metaphysics without manufactured necessities. Doing so helps to articulate a sharper, more interesting, critique of contemporary metaphysical practices than therapeutic or linguistic framings of Wittgenstein’s method make possible. It also allows us to place Anscombe in the context of a tradition of British metaphysics that emerged in the 1940s in an attempt to reverse the devastating impact on ethics of the new ‘analytical’ philosophy. (shrink)

In ‘Modern Moral Philosophy’ Anscombe writes: ‘It is not profitable at present for us to do moral philosophy. It should be laid aside at any rate until we have an adequate philosophy of psychology, in which we are conspicuously lacking’. In consideration of this Anscombe appeals to the relation of ‘brute-relative-to’ which holds between facts and descriptions of human affairs. This paper describes the reorientation in philosophy of action that this relation aims to effect and examines the claim that this (...) reorientation makes possible the sort of philosophy of psychology that can provide a starting point for ethics. (shrink)

Mary Midgley, Iris Murdoch, Gertrude Anscombe and Philippa Foot studied together in Oxford during the war, at a time when most of the men had left the university, leaving it to them for themselves. These unique circumstances where decisive for the fact that they all went on to become successful philosophers and were able to develop their own original philosophical theories, opposing the philosophical dogmas of their time, Midgley later wrote. This claim is the point of departure for this article. (...) It has three purposes: First I try to say something about the circumstances that made it possible to develop such alternatives, and second, I try to say something about what they consist in. Finally, I ask what this story can teach us about inclusion of women in philosophy today. (shrink)

Morality has been getting a great deal of looking at in recent years by philosophers, theologians, psychologists, social scientists, journalists, and novelists, as well as by people, especially students, women, and young people, on the street. Much of this investigation has been aimed at redesigning morality or developing a ‘new morality’, and some of it at doing away with morality entirely and replacing it with something else, with the something elses ranging all the way from love, through religion, sincerity, authenticity, (...) and doing one's own thing, to selfishness. New-moralism and amoralism seem to be widespread, the first often being seen as an antidote to the second. At any rate, many are convinced that morality, at least modern morality, Christian or non-Christian, has been based on a mistake, or on a number of mistakes, though there are different views about what these are. Among others, moral philosophers have also been looking at morality, especially in the form of an inquiry into its definition, meaning, or nature, and into its logic, categories, and justification, but usually with some aloofness from the fray, thinking of themselves rather as elucidating morality than as revising or replacing it, leaving the driving to others, or taking for granted that morality is essentially sound as it stands, though sometimes defending it or at least studying the logic of the question ‘Why should I be moral?’. (shrink)

This paper discusses ethical dilemmas related to social work practice with young adults with autism. It does so via the use of a case study taken from real life practice. The different viewpoints and ethical frameworks of the young person, the young person's parents and the Local Authority (or the Local Authority social worker) are considered and discussed. The competing rights of the 2006 United Nations Convention on the Rights of Persons with Disabilities (and the Optional Protocol) are also considered.

Although ethical and justice arguments operate in two distinct levels—justice being a more specific concept—they can easily be conflated. A robust justification of ecological justice requires starting at the roots of justice, rather than merely giving, for example, an argument for why certain non-human beings have moral standing of some kind. Thus, I propose that a theory of ecological justice can benefit from a four-step justification for the inclusion of non-human beings into the community of justice, starting with Hume’s circumstances (...) of justice. I will further argue that the resulting theory of ecological justice should be biocentric—meaning that all living beings should be included into the community of justice, as they constitute a ‘community of fate’. (shrink)

In this article, I identify – and clear up – two problems for contemporary neo-Aristotelian ethical naturalism. The first I call the problem of alienation; the second the problem of conservatism. I argue that these problems will persist, both for ‘hard’ and ‘soft’ forms of ethical naturalism, unless ethical naturalists adopt what I call ‘Practical Realism’ about essential human form. Such a Practical Realism leaves open the possibility of radical social and political criticism – I therefore suggest that contemporary ethical (...) naturalists ought to be more interested in exploring the affinities their view shares with Marxist political thought. (shrink)