The purpose of this article is to discuss the concept and the content of courses on “social ethics”. I will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of “applied ethics”; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of “occupational ethics”, usually professional ethics, with some business ethics added to expand the range of (...) the course. Is there, then, not some middle ground that is distinctively designated by the term “social ethics”? I will argue that there is such a ground. I will describe that ground as the ethics of “social practices”. I will then illustrate how this approach to the teaching of ethics may be carried out in five domains of social practice: professional ethics, commercial ethics, corporate ethics, governmental ethics, and ethics in the voluntary sector. My aim is to show that “social ethics” courses can have a clear rationale and systematic content. (shrink)

Israel Scheffler views moral education as having two major objectives: inculcating minimum standards of decent conduct and developing rationality in moral deliberation and judgment. The latter is to be achieved by engaging students in discussions of moral issues in such a way that they come to appreciate and follow standards of rational deliberation and judgment – standards that Scheffler explicates primarily in terms of impartiality. This paper argues that the conception of rational moral deliberation and discussion underlying Scheffler's approach to (...) moral education is inadequate, and suggests an alternative conception that gives far more prominence to the problem of interpreting the meaning of substantive moral concepts and determining how they apply to particular cases. (shrink)

The paper puts forward the thesis of conceptual pragmatism: that there are pragmatic choices to be made between distinct but similar concepts within various contexts. It is argued that this thesis should be acceptable to all who believe in concepts, whether the believers are platonists, realists or anti-realists. It is argued that the truth of the thesis may help to resolve many long-standing debates, and that in any case it will lead to an extension of philosophical method. The paper then (...) briefly considers the concepts of belief and desire as a case-study, and argues for the recognition of the practical reasoner's stance (to stand alongside Dennett's intentional stance), relative to which we should select concepts of belief and desire which are broadly cartesian. (shrink)

In this paper I argue that any adequate evolutionary ethical theory needs to account for moral belief as well as for dispositions to behave altruistically. It also needs to be clear whether it is offering us an account of the motivating reasons behind human behaviour or whether it is giving justifying reasons for a particular set of behaviours or, if both, to distinguish them clearly. I also argue that, unless there are some objective moral truths, the evolutionary ethicist cannot offer (...) justifying reasons for a set of behaviours. I use these points to refute Waller's claims that the illusion of objectivity plays a dispensable role in Ruse's theory, that my critique of Ruse's Darwinian metaethics is built on a false dilemma, that there is nothing to be distressed about if morality is not objective, and that ethical beliefs are subject to a kind of causal explanation that undermines their objectivity in a way that scientific beliefs are not. (shrink)

What is the relation between the concept good and more specific or ‘thick’ concepts such as admirable or courageous? I argue that good or more precisely good pro tanto is a general concept, but that the relation between good pro tanto and the more specific concepts is not that of a genus to its species. The relation of an important class of specific evaluative concepts, which I call ‘affective concepts’, to good pro tanto is better understood as one between a (...) determinable and its determinates, whereas concepts such as courageous can be analysed in terms of affective concepts and purely descriptive concepts. (shrink)

Today's conversations in virtue ethics are enflamed with questions of “pagan virtues,” which often designate non-Christian virtue from a Christian perspective. “Pagan virtues,” “pagan vices,” and their historied interpretations are the subject of Jennifer Herdt's book Putting On Virtue: The Legacy of the Splendid Vices (2008). I argue that the questions and language animating Herdt's book are problematic. I offer an alternative strategy to Herdt's for reading Thomas Aquinas's Summa Theologiae. My results are twofold: (1) a different set of conclusions (...) and questions regarding the moral life that lend a fresh perspective to “pagan virtues” and (2) corresponding methodological suggestions for improving Herdt's project that would, to my mind, reaffirm her normative conclusions regarding the most viable ways forward for contemporary discussions of virtue. (shrink)

In this article, I discuss whether intuitive moral judgements have epistemic value. Are they mere expressions of irrational feelings that should be disregarded or should they be taken seriously? In section 2, I discuss the view of some social psychologists that moral intuitions are, like other social intuitions, under certain conditions more reliable than conscious deliberative judgements. In sections 3 and 4, I examine whether intuitive moral judgements can be said not to need inferential justification. I outline a concept of (...) moral intuition as a seeming whose seemingness resides in special, phenomenological features such as a felt veridicality, appropriateness, familiarity, or confidence, and whose justificatory force is influenced by the reliability of the belief-producing procedures and by a subject's competence in applying moral concepts. I argue that subjects can come to realise that the beliefs expressed in their intuitive judgements evoke a sense of non-inferential credibility. In section 5, I first discuss the contribution of moral expertise to the non-inferential credibility of a person's intuitions. Subsequently, I discuss whether Walter Sinnott-Armstrong is right in saying that we can never claim non-inferential justification for our intuitions because they are subject to all kinds of distorting influences. (shrink)

In this article, I discuss whether intuitive moral judgements have epistemic value. Are they mere expressions of irrational feelings that should be disregarded or should they be taken seriously? In section 2, I discuss the view of some social psychologists that moral intuitions are, like other social intuitions, under certain conditions more reliable than conscious deliberative judgements. In sections 3 and 4, I examine whether intuitive moral judgements can be said not to need inferential justification. I outline a concept of (...) moral intuition as a seeming whose seemingness resides in special, phenomenological features such as a felt veridicality, appropriateness, familiarity, or confidence, and whose justificatory force is influenced by the reliability of the belief-producing procedures and by a subject's competence in applying moral concepts. I argue that subjects can come to realise that the beliefs expressed in their intuitive judgements evoke a sense of non-inferential credibility. In section 5, I first discuss the contribution of moral expertise to the non-inferential credibility of a person's intuitions. Subsequently, I discuss whether Walter Sinnott-Armstrong is right in saying that we can never claim non-inferential justification for our intuitions because they are subject to all kinds of distorting influences. (shrink)

In his seminal work Moral Notions , Julius Kovesi presents a novel account of concept formation. At the heart of this account is a distinction between what he terms the material element and the formal element of concepts. This paper elucidates his distinction in detail and contrasts it with other distinctions such as form-matter, universal-particular, genus-difference, necessary-sufficient, and open texture-closed texture. We situate Kovesi’s distinction within his general philosophical method, outlining his views on concept formation in general and explain how (...) his theory of concept formation is applied in moral philosophy. (shrink)

A particular notion of reason has pervaded studies of practical action throughout the whole tradition of western philosophy up to Wittgenstein and Heidegger. This notion has been centrally located in contexts other than the specific study of practical action itself.This essay examines the relation of reason and practical action by reviewing Habermas' and Husserl's theories of the relation between discourse and action (I), and then proposing Garfinkel's ethnomethodological studies of practical action as an alternative to Husserl's and Habermas' preoccupation with (...) the primacy of theoretical discourse (II). In a final section I shall interpret Garfinkel's studies, following his own suggestions as studies in practical ethics, and make reference to similar themes in philosophical ethics (Ill). (shrink)

This paper argues that the appraisal of theory is in important respects closer in structure to value-judgement than it is to the rule-governed inference that the classical tradition in philosophy of science took for granted.

In this essay, which was his presidential address to the Philosophy of Science Association, Ernan McMullin argued that the watershed between “classic” philosophy of science and the “new” philosophy of science can best be understood by analyzing the change in our perception of the role played by values in science. He begins with some general remarks about the nature of value, goes on to explore some of the historical sources for the claim that judgement in science is value‐laden, and concludes (...) by reflecting on the implications of this claim for traditional views of the objectivity of scientific knowledge‐claims. (shrink)

Legal terms, such as “ownership,”“contract,”“validity,”“negligence,” are used as middle terms in legal deduction. The paper distinguishes two problems regarding this use. One is the logical function of terms for deduction within a normative system. Specific problems dealt with in this connection are meaning, definition, and economy of expression. The other problem connected with middle terms is the “moulding” and possible manipulation of the meaning of legal terms, for arriving at desired conclusions in a given scheme of inference. It is indicated (...) how the moulding of contested legal concepts, if not restricted, will obscure the ratio of legal rules. This problem is relevant, inter alia, to arguments ex analogia in the law. (shrink)

Traditional Christian descriptions of homosexuality as a “sin against nature” rely on a claim about the transparency of the sexed body to universal reason: homosexual acts are sins against nature because natural law renders them obviously unnatural. This moral description “unnatural” subverts itself for two reasons. First, neo-traditionalist descriptions conflate “natural” and “normal.” Dialogue with Didier Eribon's work on the “insult” shows how such moral descriptions self-subvert and render chastity impossible. Second, neo-traditionalists use the description to require celibacy, which the (...) tradition teaches is likely impossible without a special gift. This use of natural law thus fails to be self-consistent or true to reality and so undermines its ability to serve as a critical principle in the search for truth. A critical use of natural law allows for an alternative, non-insulting description of homosexual characters. This essay outlines the character description through immanent critique of two spheres of Catholic teachings about sex: Augustinian sexual ethics and nuptial theology. (shrink)

In his book, World Poverty and Human Rights, Pogge sets out to articulate an approach to basic justice that is inversal and cosmopolitan. This notion of justice is to be articulated through the language of human rights. Pogge’s arguments about justice, moral universalism and cosmopolitanism are impressive and reward serious study. It is to be hoped. indeed, that many aspects of his argument might be adopted by the elite ruling classes of world politics; they have much to offer in the (...) project of creating a world that is humane for all. The issues that I have raised in the foregoing argument however are central to the integrity of Pogge’s project. I have argued, in sum that it is not possible to advance a program for the expansion of justice and the implementation of human rights in world politics without making an appeal to a specific account of the nature of justice and of human rights. The account that informs Pogge’s argument is that of political liberalism, and this is an account that has much in its favor as a preferred vehicle for justice in world politics. However, this account makes itself vulnerable when it argues for universal principles without acknowledging their partisan and normative base. My argument has been that this issue is at the center of Pogge’s attempt to isolate the conception of human rights he explicates, which he wants to serve as the language for his global ethical universalism, from the ontological affirmations which make that conception of human rights possible, and which of necessity tie human rights to a specific conception of the nature of the good for human persons and groups. The attempt to establish a single, universal criterion of justice, and to express it in the language of human rights, is undermined from within for as long as it fails to engage with ontological concerns. (shrink)

While the United Nations Principles of Responsible Management Education are a very positive development in the horizon of management education over the last decade, there are still many significant challenges for engaging the mind of the manager in ways that will foster the values of PRME and the UN Global Compact. Responsible management education must address three foundational challenges in business education if it is to actualize the aspirations of PRME: it must confront the cognitional myth that knowing is like (...) looking, it must move beyond mere analysis to systems thinking, and it must transition from a values-neutral stance to a values-driven stance. Using Developing Sustainable Strategies, an MBA practicum in the Sustainable Management Concentration at DePaul University’s Kellstadt Graduate School of Business as a case study, this article identifies the ways in which Pragmatic Inquiry can address these challenges. The method of Pragmatic Inquiry prepares students to become responsible managers, to develop sustainable strategies, and to be creators of shared value. Built from the philosophical foundations of American pragmatism and Bernard Lonergan’s critical realism, Pragmatic Inquiry is an effective method and pedagogy for responsible management education. (shrink)

Paul Hirst claimed that Richard Peters ?revolutionised philosophy of education?. This does not accord with my experience in the Antipodean periphery. My experience of the work of Wittgenstein, Austin and Kovesi before reading Peters and Dewey, Kuhn and Toulmin subsequently meant that Peters was a major but not revolutionary figure in my understanding of philosophy of education.

One venerable, and supposedly thoroughly discredited, way of thinking about general names is to conceive of them as names of essences. This is not as transparently foolish a conceit as is nowadays generally supposed. Locke used the term ‘essence’ in two related senses; first, as ‘the being of any thing whereby it is what it is’, and second, as a name for any principle or procedure which enables us to rank things under ‘sortal names’. In this latter sense, knowing the (...) essence which corresponds to horse or lead, for example is, according to Locke, knowing ‘what are the alterations may or may not be in a horse or lead, without making either of them to be of another species’. (shrink)

David e cooper has argued that it makes no sense to credit a young child with beliefs or concepts of any sort, since the young child lacks a fairly sophisticated linguistic system. in my paper i attempt to show that such a position cannot consistently be maintained. in fact, most of the arguments put forward by cooper to defend his position implicitly assume that the child has a conceptual system of some kind.

Pour contrer le scepticisme au sujet de la connaissance des valeurs, la plupart soutiennent avec John Rawls qu’une croyance comme celle qu’une action est bonne est justifiée dans la mesure où elle appartient à un ensemble de croyances cohérent, ayant atteint un équilibre réfléchi. Christine Tappolet s’inspire des travaux de Max Scheler et d’Alexius von Meinong pour défendre une conception opposée au cohérentisme. La connaissance des valeurs est affirmée dépendre de nos émotions, ces dernières étant conçues comme des perceptions des (...) valeurs. (shrink)

In this article we revisit the concept of a profession. Definitions of the concept are readily encountered in the literature on professions and we have collected a sample of such definitions. From this sample we distil frequently occurring elements and ask whether a synthesis of these elements adequately explains the concept. We find that bringing the most frequently occurring elements together does not adequately address the reason that society differentiates professions from other occupations or activities -- why there is a (...) concept of ‘profession’ at all. We suggest an alternative approach that attempts to make sense of the concept at a more general level. This more philosophical approach employs analytical tools from Julius Kovesi, Patricia Hanna and Bernard Harrison to address the question of what is the point of the concept. (shrink)