In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue that, while it might (...) look like Kant has to abandon his commitment to either moral education or transcendental idealism, there is a way in which he can maintain both. (shrink)

For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...

One of the most controversial issues to emerge in recent studies of Fichte concerns the status of his normative ethics, i.e., his theory of what makes actions morally good or bad. Scholars are divided over Fichte’s view regarding the ‘final end’ of moral striving, since it appears this end can be either a specific goal permitting maximizing calculations (the consequentialist reading defended by Kosch 2015), or an indeterminate goal permitting only duty-based decisions (the deontological reading defended by Wood 2016). While (...) I think each interpretive position contains an element of truth, my aim in this paper is to defend a third alternative, according to which Fichte’s normative ethics presents us with a unique form of social perfectionism. (shrink)

There is a well-documented Pre-Reflective Hostility against Machine Art (PRHMA), exemplified by the sentiments of fear and anxiety. How can it be explained? The present paper attempts to find the answer to this question by surveying a considerable amount of research on machine art. It is found that explanations of PRHMA based on the (alleged) fact that machine art lacks an element that is (allegedly) found in human art (for example, autonomy) do not work. Such explanations cannot account for the (...) sentiments of fear and anxiety present in PRHMA, because the art receiver could simply turn to human art for finding the element she is looking for. By contrast, an explanation based on the idea that machine art is “symbolically” a threat to human survival can be successful, since the art receiver’s turning from machine art to human art does not eliminate the (alleged) “symbolic” threat machine art poses for human survival. If there is a pre-reflective belief or feeling that machine art is such a threat, then it is perfectly understandable why humans exhibit a pre-reflective hostility against machine art. (shrink)

This thesis comprises a study of the ethical thought of Iris Murdoch with special emphasis, as evidenced by the title, on how morality is intimately connected to self-improvement aiming at perfection and how the study of fiction has an important role to play in our strive towards bettering ourselves within the framework set by Murdoch’s moral philosophy.

When discussing the effects of resource extraction in rural communities, academics commonly focus on specific and concrete impacts that fall nicely into the categories of environmental, economic, and social – for example, effects on water quality, jobs, and roads. A less common way of conceptualising effects of extractive industries, but more akin to way in which rural residents discuss and experience the complex set of effects, is changes to way of life. A growing literature explores effects on ‘wellbeing’ and ‘the (...) good life’ as important determinants of responses to development projects, and as necessary considerations for policies regulating such development. One approach to conceptualising the good life – Aristotle’s ideas of eudaimonia (human flourishing) and the pursuit of eudaimonia (perfectionism) – remains underdeveloped as a means for characterising how rural residents respond to natural resource extraction. We use the example of unconventional gas development (UGD) to illustrate how definitions of human flourishing – and perfectionist pursuit of that flourishing – strongly motivate support for and opposition to a contentious extractive industry in the rural communities where development is occurring or is likely to occur (e.g., through commitments to: a rural way of life, retaining local population, beauty, peace, and/or quiet). Approximately fifty interviews across six US and three Canadian communities support this vital role for conceptions of human flourishing. The import of human flourishing to members of the public, and of them pursuing that flourishing through perfectionism, has crucial implications for communication and policy related to extractive development. Policy makers need to consider how the public’s definitions for flourishing shape their support/opposition, and not just to focus on the economic and environmental impacts commonly discussed in policy discourse. (shrink)

Stanley Cavell is widely regarded as a major philosophical figure, and he is generally recognized to have devoted a great deal of his writing to ethical themes. Nevertheless, it is not an exaggeration to say that his work has not for the most part been received within Anglo-American analytic ethics. There is an impressively large body of commentary on Cavell’s contribution to moral philosophy, but most of it gets generated and discussed outside analytic circles. Paul Guyer’s remarks here on the (...) major strand of Cavell’s ethical thought that Cavell places under the heading of “moral perfectionism” are for this reason very welcome.1 Guyer’s main thesis is that Cavell’s perfectionist posture is more Kantian than.. (shrink)

This paper lays out the moral theory of philosopher and educator Maria Montessori (1870–1952). Based on a moral epistemology wherein moral concepts are grounded in a well-cultivated moral sense, Montessori develops a threefold account of moral life. She starts with an account of character as an ideal of individual self-perfection through concentrated attention on effortful work. She shows how respect for others grows from and supplements individual character, and she further develops a notion of social solidarity that goes beyond cooperation (...) toward shared agency. Partly because she attends to children's ethical lives, Montessori highlights how character, respect, and solidarity all appear first as prereflective, embodied orientations of agency. Full moral virtue takes up prereflective orientations reflectively and extends them through moral concepts. Overall, Montessori's ethic improves on features similar to some in Nietzschean, Kantian, Hegelian, or Aristotelian ethical theories while situating these within a developmental and perfectionist ethics. (shrink)