In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building an account of justice-as-rights out of the minimal inductive material of psychological linguistic and moral intuitions. From this opening, he ultimately concludes that persons have original rights to self-ownership and to an initially equal share of natural resources. Emmanuel Levinas represents a transcendental approach: he argues that justice arises from a transcendent ethical relation of responsibility-for-the-Other. (...) This relation underpins all subjective cognition, and makes rationality, reasoning, and rights possible.Analysis of each of these positions reveals certain problems. On the one hand, Steiner’s argument contains a number of latent methodological, conceptual, and structural presuppositions. These include the pretheoretical concepts of “person”, “equality”, and “consistency”. These presuppositions prefigure and condition the conclusions which Steiner reaches. On the other hand, Levinas fails to provide a convincing account of how the self comes to be an object of my own deliberations about morality and justice. This amounts to an annihilation of the subject which undermines his argument for the subject as a site of responsible action. As Steiner identifies, justice encompasses equal moral agents. Levinas’s hyperbolic description of the ethical relation’s asymmetry must therefore be revised.Nevertheless, what remains is the strength of Levinas’s argument for the priority of the ethical relation over thematization, rationality, and consciousness. The hidden presuppositions supporting Steiner’s work are evidence of Levinas’s plausibility in this respect. Steiner’s account of justice-as-rights requires a prior ethical relation in which we recognise one another as separate persons, each possessing an ethical status of their own; an attitude of justice motivates Steiner’s description of justice. This attitude is evident in language, which is communication before it is thought. In that individual rights can be conceived only on the basis of a relation of responsibility, rights are primordially the rights of the Other. (shrink)

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by (...) connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework. (shrink)

I introduce and argue for the importance of a cognitive state that I call alief. An alief is, to a reasonable approximation, an innate or habitual propensity to respond to an apparent stimulus in a particular way. Recognizing the role that alief plays in our cognitive repertoire provides a framework for understanding reactions that are governed by nonconscious or automatic mechanisms, which in turn brings into proper relief the role played by reactions that are subject to conscious regulation and deliberate (...) control. (shrink)

Raquel Cascales and Luis Echarte focus on the development of practical wisdom and what they call ‘seeing with the heart’ for science students by means of reading science fiction literature. They argue that literature can bring the student into contact with the reality of moral life as moral dilemmas are made concrete by the characters and circumstances in a novel. They provide an analysis of how Aldous Huxley’s Brave New World can be read in the classroom and show how the (...) novel invites students to think about the role of science in society, the evolutionary paradigm, advances in genetic and psychological manipulation, as well as questions concerning human emotions,suffering, and friendship. (shrink)

This paper analyses how security affects well-being. Security is understood as someone’s sureness of enjoying some good in the future; well-being is treated as a matter of human flourishing. Security can contribute to our well-being in various ways: if we are in fact bound to enjoy a good, in principle this is positive for our flourishing in the future; if we also believe that we will enjoy this good, we can be more efficient in pursuing our well-being; if we also (...) feel secure, this supports our enjoyment of our physical and mental capacities. For some of these benefits to obtain fully, however, it is important that our beliefs and feelings align with the facts. Furthermore, mirroring security’s upsides, there are also ways in which security can hamper our flourishing: it can obstruct the change, surprise, and pleasurable fear that are sometimes required for a good life too. (shrink)

This dissertation employed Ernest L. Boyer's scholarship of integration by synthesizing Seligman, Aristotle, and Smith's literature to discuss what constitutes happiness, a good life, and how to apply Martin Seligman's framework to achieve these objectives. The dissertation will also discuss how happiness was defined during the Aristotle era and how happiness is measured in contemporary society and societal perspective toward individual economics and happiness. This integration is especially necessary for studying humanities, which I used to understand the past and its (...) influence on the present. Understanding our past encourages us to appreciate the present and work with others to establish productive and positive future systems. Thus, increasing our understanding of what it means to be human in the age of technology. (shrink)

This paper will show that if we take conventional ethics seriously, then there is no moral justification for business profits. To show this, we explore three conventional ethical theories, namely Christian ethics, Kantian ethics and Utilitarian ethics. Since they essentially reject self-interest, they also reject the essence of business: the profit motive. To illustrate the relationship, we will concretize how the anti-egoist perspective expresses itself in business and business ethics. In business, we look at what many businesses regard as proof (...) of their virtue. In business ethics, we look at what many business ethicists say about the relationship between morality and self-interest and, thus, the profit motive. Ultimately, we will argue that conventional ethics can, at most, only justify the means of business, but not the end of business. (shrink)

In the present article, I will advocate caution against developing artificial moral agents based on the notion that the utilization of preliminary forms of AMAs will potentially negatively feed back on the human social system and on human moral thought itself and its value—e.g., by reinforcing social inequalities, diminishing the breadth of employed ethical arguments and the value of character. While scientific investigations into AMAs pose no direct significant threat, I will argue against their premature utilization for practical and economical (...) use. I will base my arguments on two thought experiments. The first thought experiment deals with the potential to generate a replica of an individual’s moral stances with the purpose to increase, what I term, ’moral efficiency’. Hence, as a first risk, an unregulated utilization of premature AMAs in a neoliberal capitalist system is likely to disadvantage those who cannot afford ’moral replicas’ and further reinforce social inequalities. The second thought experiment deals with the idea of a ’moral calculator’. As a second risk, I will argue that, even as a device equally accessible to all and aimed at augmenting human moral deliberation, ’moral calculators’ as preliminary forms of AMAs are likely to diminish the breadth and depth of concepts employed in moral arguments. Again, I base this claim on the idea that the current most dominant economic system rewards increases in productivity. However, increases in efficiency will mostly stem from relying on the outputs of ’moral calculators’ without further scrutiny. Premature AMAs will cover only a limited scope of moral argumentation and, hence, over-reliance on them will narrow human moral thought. In addition and as the third risk, I will argue that an increased disregard of the interior of a moral agent may ensue—a trend that can already be observed in the literature. (shrink)

Everywhere in the world, and in every period of human history, it has been common for energy decisions to be made in an ethically haphazard manner. With growing population pressure and increasing demand for energy, this approach is no longer viable. We believe that decision makers must include ethical considerations in energy decisions more routinely and systematically. To this end, we propose an applied ethics framework that accommodates principles from three classical ethical theories—virtue ethics, deontology, consequentialism, and two Native American (...) ethics (Lakota and Navajo)—all considered from the perspectives of the impacted communities. We illustrate this framework by evaluating five recent energy decisions: the Dakota Access Pipeline, the Navajo Nation’s possible transition from coal to solar, hydraulic fracturing in Pennsylvania, uranium mining in Virginia, and the construction of the Xiaolangdi Dam in China. An applied ethics framework is preferable to existing ethical analyses because it can serve to sharpen arguments for (un)ethical decisions and action. Rather than treat ethical reasoning as a matter of opinion, we argue that applying ethical principles in a universal and standardized way adds rigor to energy sector decisions by presenting a position available for objective scrutiny. Because our framework identifies which aspects of a targeted action (if any) must adjust to improve ethical merit, it can serve as a practical tool for improving decision-making as we enter a new era of energy transitions. (shrink)

This paper addresses the concepts of moral and social responsibility on the Internet in considering the most troubling phenomenon of cyberbullying that results in loss of life. Specifically, I probe the moral and social responsibilities of Internet users (agents), of the education system in fighting cyberbullying, and of Internet intermediaries. Balance needs to be struck between freedom of expression and social responsibility. The tragic story of Megan Meier serves as an illustrative example and some further incidents in which this ugly (...) phenomenon of cyberbullying had cost young life are mentioned. It is argued that all relevant stakeholders need to think of the consequences of their conduct, that Internet abusers should be accountable for their wrongdoing, and that people who have the ability to stop or at least reduce the risk of cyberbullying should take proactive steps, exhibiting zero tolerance to cyberbullying. (shrink)

Virtue ethics seems to be a promising moral theory for understanding and interpreting the development and behavior of artificial moral agents. Virtuous artificial agents would blur traditional distinctions between different sorts of moral machines and could make a claim to membership in the moral community. Accordingly, we investigate the “machine question” by studying whether virtue or vice can be attributed to artificial intelligence; that is, are people willing to judge machines as possessing moral character? An experiment describes situations where either (...) human or AI agents engage in virtuous or vicious behavior and experiment participants then judge their level of virtue or vice. The scenarios represent different virtue ethics domains of truth, justice, fear, wealth, and honor. Quantitative and qualitative analyses show that moral attributions are weakened for AIs compared to humans, and the reasoning and explanations for the attributions are varied and more complex. On “relational” views of membership in the moral community, virtuous machines would indeed be included, even if they are indeed weakened. Hence, while our moral relationships with artificial agents may be of the same types, they may yet remain substantively different than our relationships to human beings. (shrink)

The field of behavioral ethics has seen considerable growth over the last few decades. One of the most significant concerns facing this interdisciplinary field of research is the moral judgment-action gap. The moral judgment-action gap is the inconsistency people display when they know what is right but do what they know is wrong. Much of the research in the field of behavioral ethics is based on early work in moral psychology and American psychologist Lawrence Kohlberg’s foundational cognitive model of moral (...) development. However, Kohlberg’s model of moral development lacks a compelling explanation for the judgment-action gap. Yet, it continues to influence theory, research, teaching, and practice in business ethics today. As such, this paper presents a critical review and analysis of the pertinent literature. This paper also reviews modern theories of ethical decision making in business ethics. Gaps in our current understanding and directions for future research in behavioral business ethics are presented. By providing this important theoretical background information, targeted critical analysis, and directions for future research, this paper assists management scholars as they begin to seek a more unified approach, develop newer models of ethical decision making, and conduct business ethics research that examines the moral judgment-action gap. (shrink)

Broadly construed, moral sentimentalism is the position that human emotions or sentiments play a crucial role in our best normative or descriptive accounts of moral value or judgments thereof. In this paper, I introduce and sketch a defense of a new form of moral sentimentalism I call “Transcendental Sentimentalism”. According to transcendental sentimentalism, having a sentimental response to an object is a necessary condition of the possibility of a subject counting as having non-inferential evaluative knowledge about that object. In unpacking (...) each component of this position, I argue that it is both distinct from and more explanatorily attractive than the other approaches to explaining the relationship between emotion and moral thought, including what Kauppinen (2014, forthcoming) calls epistemological sentimentalism and explanatory sentimentalism. I conclude by offering a sketch of what I take to be the most promising strategy for demonstrating the truth of transcendental sentimentalism, suggesting an original form of transcendental argument. If successful, this form of argument would establish transcendental sentimentalism by demonstrating that not having a sentimental response to x disqualifies (in the normative sense) a person from counting as having non-inferential evaluative knowledge of x. (shrink)

Tradicionalmente, se ha argumentado que el concepto de eudaimonía en Aristóteles se encuentra anclado en el contexto de una comprensión teleológica del universo, por cuanto dicha noción parece radicar en una definición funcionalista de la naturaleza humana. Teniendo esto en mente, Bernard Williams ha desarrollado una crítica en contra de la propuesta ética de Aristóteles, acusándola de una cierta ambición científica en el campo del razonamiento práctico que resulta insostenible actualmente. Este ensayo busca discutir si, en efecto, estos señalamientos tienen (...) un sustento plausible o si, por el contrario, se basan en una interpretación debatible de los fundamentos de la ética aristotélica. Con este propósito, se analiza la justificación del razonamiento ético de Aristóteles a la luz de los argumentos de Williams y de algunos de sus contradictores. (shrink)

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. 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The study’s main thesis is that respect for some moral values is a condition for methodologically rational decisions, namely, decisions which do not satisfy the condition are either not methodologically rational at all, or not fully rational. The paper shows supporting arguments for the thesis in terms of the philosophical theories by Aristotle, Immanuel Kant, Tadeusz Kotarbiński, Max Weber, Jean-Paul Sartre and some other thinkers. Their presentation undergoes phenomenological analysis of the phenomenon of decision making.

This paper assesses the aesthetic components of the experience of forgiveness to develop a procedural model of the phenomenological process that negotiates cognitive judgments and understanding with emotional affective states. By bringing the Greek concepts of kalokagathia and eudaimonia into conversation with Ricoeur’s “solicitude,” I suggest that the impetus for engaging in the process of forgiveness is best understood narratively as the pursuit of a life well lived (in terms of beauty). Consequently, forgiveness is revealed as a technique for developing (...) both an optimal personal and public character (in both moral and aesthetic terms). (shrink)

Trust is vital for individuals to flourish and have a sense of well-being in their community. A trusting society allows people to feel safe, communicate with each other and engage with those who are different to themselves without feeling fearful. In this paper I employ an Aristotelian framework in order to identify trust as a virtue and I defend the need to cultivate trust in children. I discuss the case study of Buranda State School in Queensland, Australia as an instance (...) of successful school reform that reinstates trust in an educational setting. Buranda makes use of the community of inquiry (CoI) pedagogy practiced by advocates of philosophy for children (P4C). Educators may create a safe space in the classroom by using the CoI and giving children the chance to voice their ideas and build upon, as well as question, those of others in a democratic and respectful manner. Through this pragmatic dialogue, trust may be established, along with a sense of belonging that supports well-being in the classroom as well as in life. (shrink)

The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses how (...) experimental methods of neuroscience can be applied to studies in human morality. Particularly, the present essay examines how functional and structural neuroimaging methods can contribute to the development of the fields by reviewing the findings of recent social and developmental neuroimaging experiments. Meanwhile, the present essay also considers some limitations embedded in such discussions regarding the relationship between the fields and suggests directions for future studies to address these limitations. (shrink)

For some time now moral psychologists and philosophers have ganged up on Aristotelians, arguing that results from psychological studies on the role of character-based and situation-based influences on human behavior have convincingly shown that situations rather than personal characteristics determine human behavior. In the literature on moral psychology and philosophy this challenge is commonly called the “situationist challenge,” and as Prinz has previously explained, it has largely been based on results from four salient studies in social psychology, including the studies (...) conducted by Hartshorne and May, Milgram, Isen and Levin, and Darley and Batson. The situationist challenge maintains that each of these studies seriously challenges the plausibility of virtuous personal characteristics by challenging the plausibility of personal characteristics more generally. In this article I undermine the situationist challenge against Aristotelian moral psychology by carefully considering major problems with the conclusions that situationists have drawn from the empirical data, and by further challenging the accuracy of their characterization of the Aristotelian view. In fact I show that when properly understood the Aristotelian view is not only consistent with empirical data from developmental science but can also offer important insights for integrating moral psychology with its biological roots in our natural and social life. (shrink)

In Book I of his Nicomachean Ethics (NE), Aristotle defines happiness, or eudaimonia, in accordance with an argument he makes regarding the distinctive function of human beings. In this paper, I argue that, despite this argument, there are moments in the NE where Aristotle appeals to elements of happiness that don’t follow from the function argument itself. The place of these elements in Aristotle’s account of happiness should, therefore, be a matter of perplexity. For, how can Aristotle appeal to elements (...) of happiness not entailed by his argument for what happiness involves? I will examine two instances that exemplify the sort of appeal to outside elements that I have in mind. The first deals with Aristotle’s reference, in NE, I, 8, to certain goods—ancestry, children, beauty—goods unrelated to man’s function or his fulfillment of it, but nevertheless required for his happiness. The second instance involves pleasure. Aristotle makes various arguments, both in Books I and X of the NE, that tie pleasure to the activity of the soul, and the function argument in turn. However, none of these arguments succeeds in demonstrating that pleasure would necessarily follow from this activity. Taken together then, these two examples demonstrate the extent to which Aristotle’s definition of happiness is more inclusive than his function argument permits. (shrink)

In Nicomachean Ethics VII, Aristotle offers an account of akrasia that purports to salvage the kernel of truth in the Socratic paradox that people act against what is best only through ignorance. Despite Aristotle’s apparent confidence in having identified the sense in which Socrates was right about akrasia, we are left puzzling over Aristotle’s own account, and the extent to which he agrees with Socrates. The most fundamental interpretive question concerns the sense in which Aristotle takes the akratic to be (...) ignorant. The received view in the literature has been the intellectualist interpretation, which takes akratic agents to be so ignorant of the wrongness of what they do as to be unaware of it. In recent decades, many scholars have identified serious problems in this interpretation and have moved towards the non-intellectualist reading, the strong version of which takes clearheaded akrasia to be possible. There is, however, a glaring shortage of discussion of the difficulties facing the strong... (shrink)

The concept of moral identity based on virtue ethics has become an issue of considerable import in explaining moral behavior. This attempt to offer adequate explanations of the full range of morally relevant human behavior inevitably provokes boundary issues between ethics and moral psychology. In terms of the relationship between the two disciplines, some argue for ?naturalized (or psychologized) morality,? whereas, on the other hand, others insist on ?moralized psychology.? This article investigates the relationship between virtue ethics and moral identity (...) based on previous research on the relationship between ethics and moral psychology. This article especially attempts to show that meaningful links between the two concepts possible by using theoretical frameworks constructed by the most influential philosophers of science such as Kuhn and Lakatos. (shrink)

This article provides a critical analysis of the situationist challenge against Aristotelian moral psychology. It first outlines the details and results from 4 paradigmatic studies in psychology that situationists have heavily drawn upon in their critique of the Aristotelian conception of virtuous characteristics, including studies conducted by Hartshorne and May (1928), Darley and Batson (1973), Isen and Levin (1972), and Milgram (1963). It then presents 10 problems with the way situationists have used these studies to challenge Aristotelian moral psychology. After (...) challenging the situationists on these grounds, the article then proceeds to challenge the situationist presentation of the Aristotelian conception, showing that situationists have provided an oversimplified caricature of it that goes against the grain of much Aristotelian text. In evaluating the situationist challenge against the actual results from empirical research as well as primary Aristotelian text, it will be shown that the situationist debate has advanced both an extreme, untenable view about the nature of characteristics and situations, as well as an inaccurate presentation of the Aristotelian view. (shrink)

This chapter examines an evidentialist ethics of belief, and W. K. Clifford’s proposal in particular. It argues that regardless of how one understands the notion of evidence, it is implausible that we could have a moral obligation to refrain from believing something whenever we lack sufficient evidence. Alternatively, this chapter argues that there are wide-scope conditional requirements on beliefs but that these requirements can be met without having sufficient evidence for the belief in question. It then argues that we are (...) epistemically, though not morally, required to form epistemically valuable beliefs. However, these beliefs, too, need not be beliefs for which we have sufficient evidence—epistemically good beliefs need not be based on sufficient evidence. (shrink)

In this paper, I argue that purely quantitative understandings of Aristotle's concept of "the mean" are oversimplified, and I make this argument by analyzing the particular emotion of anger. Anger, I contend, helps to complicate the purely quantitative understanding of the mean, insofar as, I argue, the amount of anger experienced is not the morally salient feature in determining whether or not the anger is virtuous. Rather, anger is one example of an emotion or trait for which other, non-quantitative parameters (...) of the mean are more salient, giving us a more nuanced understanding of what the mean is. Anger is virtuous not when it is in the right measurable degree, but rather when it is directed at the proper target. In this way, the virtue-making property of anger is distinctly qualitative. Examining anger provides insight into the concept of the mean and its role in Aristotle's ethics, and also helps to shed light on contemporary debates about political anger. (shrink)

Descartes is not widely recognized for his ethics; indeed, most readers are unaware that he had an ethics. However, Descartes placed great importance on his ethics, claiming that ethics is the highest branch of his philosophical system. I aim to understand the systematic relationship Descartes envisions between his ethics and the rest of his philosophy, particularly his metaphysics and epistemology. I defend three main theses. First, I argue against the recent trend in the literature that claims that the chief virtue (...) in Descartes’ ethics—generosity—is acquired in the Meditations. On this view, the presence of moral virtue in the Meditations shows that ethical practice is intertwined with metaphysics and epistemology. I argue that generosity cannot be acquired in the Meditations because acquiring generosity presupposes several metaphysical and physical truths that the meditator cannot access given her epistemic position. Thus, I maintain that metaphysics and epistemology is foundational to ethics. Second, I resolve the tension between Descartes’ description of distinct virtues, and his insistence that there is only a single virtue—the disposition to judge well. Drawing from his theory of conceptual distinction in his metaphysics, I argue that Descartes offers a unique account of the unity of the virtues. Although Descartes describes different virtues, he thinks that all of them are identical to each other because they are reducible to the disposition to judge well. Nonetheless, we can conceptually distinguish between the virtues because we can regard the disposition to judge well in different ways given the various applications it has in different types of moral situations. Third, I show that some of Descartes’ ethical concepts inform his epistemology. I draw from Descartes’ theory of virtue to address “the problem of knowledge preservation,” that is, how to render perfect knowledge— scientia—stable in light of the instability of clear and distinct perceptions. I argue that Descartes intends to preserve scientia by grounding items of scientia in virtuous habits of belief. These habits of belief are established through repeated engagement with cognitive routes to clear and distinct perceptions, and are ultimately grounded in memory. This reading has the advantage of explaining Descartes’ notoriously confusing remarks about memory in response to the Cartesian circle. (shrink)

In this paper, we propose a conceptual model to improve moral sensitivity in human resource development (HRD) to assist human resource (HR) practitioners in contending with moral challenges in HRD. The literature on the relationship between ethics and HRD suggests that the organizational and employee development discipline deals with ethical issues at three different levels: Individual, organizational and communal, and international levels. In section I, we elaborate on moral challenges facing HRD. In section II, we conceptualize moral sensitive HRD, proposing (...) a conceptual model in virtue of some essential ethical theories and concepts that assist HRD in grappling with those problems. We will show how each theory and concept can help HRD to deal with relevant problems. In section III, we elaborate on practical approaches to implement moral sensitivity in HRD. We put forward some strategies that help HRD bring those theories and concepts to bear on the ethical problems facing this discipline. Finally, we discuss moral education through learning theories to cultivate moral concepts and ethical dimensions in HRD education. (shrink)

On virtue ethical grounds, Barbro Fröding and Martin Peterson recently recommended that near-future AIs should be developed as ‘Friendly AI’. AI in social interaction with humans should be programmed such that they mimic aspects of human friendship. While it is a reasonable goal to implement AI systems interacting with humans as Friendly AI, I identify four issues that need to be addressed concerning Friendly AI with Fröding’s and Peterson’s understanding of Friendly AI as a starting point. In a first step, (...) I briefly recapitulate Fröding’s and Peterson’s arguments for Friendly AI. I then highlight some issues with Fröding’s and Peterson’s approach and line of reasoning and identify four problems related to the notion of Friendly AI, which all pertain to the role and need for humans’ moral development. These are that one should consider the moral tendencies and preferences of the humans interacting with a friendly AI, it needs to be considered whether the humans interacting with a Friendly AI are still developing their virtues and character traits, the indirect effects of replacing humans with Friendly AI should be considered with respect to the possibilities for humans to develop their moral virtues and that the question whether the AI is perceived as some form of Artificial General Intelligence cannot be neglected. In conclusion, I argue that all of these four problems are related to humans moral development and that this observation strongly emphasizes the role and need for humans moral development in correlation to the accelerating development of AI-systems. (shrink)

The aim of this work is to demarcate, develop, and defend the commitments and consequences of metaethical minimalism. Very roughly, this is the position that a commitment to objective moral truths does not require any accompanying ontological commitments. While there are few, if any, who call themselves “metaethical minimalists”, I endeavor to uncover existing articulations of metaethical minimalism which have been presented under different names, attempting to identify the common ground between them. As I interpret the position, all metaethical minimalists (...) are committed to the same positive pair of claims (what I call the Objectivity Thesis): “a) Moral truths are strongly mind-independent; b) there are moral truths.” Taken by itself, however, this pair of claims is not sufficient for differentiating their view from the moral realist’s. Consequently, the minimalist must also articulate that which they are denying about the non-minimalist approach, or what I call the “negative ontological thesis”. I offer my own version of this negative thesis and argue for its dialectical advantages. -/- In Chapters 3 and 4, I focus my attention on attacks on the viability of metaethical minimalism in the form of two “challenges” that aim to problematize a commitment to objective moral truths absent any accompanying ontological commitment. The big-picture takeaway from these chapters is that minimalism can defend itself by playing to the dialectical advantage I find for it in Chapter 2 as well as by being creative about minimalist constructions/reworkings of plausible principles/lines of reasoning that seem to contradict it. -/- The temptation to embrace quietism is strong among minimalists, but in Chapters 5, 6, and 7 I aim to show that there is a positive alternative available for the minimalist interested in developing a full picture of their position. Chapter 5 is aimed at providing an adequate understanding of the distinction between the objects of purely normative thoughts and objects of thoughts about reality. Building on this are Chapters 6 and 7, which argue in favor of an account of the relationship between emotion and evaluative knowledge that is consistent with metaethical minimalism. (shrink)

Management cybernetics has been in development since the 1960s, although its implementation has been relatively modest. Two of the best-known proposals are Beer’s Viable System Model and Steinbruner’s Cybernetic Theory of Decision. Both are homeostatic systems, inspired by living organisms. Professor Juan A. Pérez López (1934–1996) argued that homeostatic systems are not fully appropriated for human beings, and proposed instead the “Freely Adaptive System” (FAS) model to explain the dynamics of an organization formed by two dynamic human systems. This model, (...) although it is within the management cybernetic paradigm, and does not propose any anthropological philosophy, is consistent with several features of the Aristotelian anthropological tradition, including epistemology, practical reason, and virtues. The FAS model can help as a compass for decision making by considering three basic criteria—effectiveness, internal efficiency and consistency—when two persons—an active agent and a reactive agent—interact repeatedly. The model sheds light on the interdependence of ethics and efficiency in successive interactions. (shrink)

The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these (...) are suitable. The main finding of this study was to show that, before deciding what type of education society needs, we need to understand who we are educating through our universities. Taking a stance on “who should we educate?” is prior to being able to judge educational policies. This decision requires a previous justification that requires arguments taken from the field of social justice: Who needs to be educated and who has the right to be educated? Furthermore, we have seen that all answers we have examined to the question underlying educational policies, i.e. ‘who is being educated?’, were linked at some level with the citizenship issue. By defining who is a full citizen, an answer to the question who had the right to a humanistic education was implicitly answered. Nussbaum’s project to universalise the definition of democratic citizenship would ensure a basis for providing humanistic education for all. Such a line of arguing would provide humanities to the well-regarded status they had starting from the Renaissance times, but this time not as a device for exclusion, but inclusion for all. We have tried to show that, by defending the humanities, one defends the idea of a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. By defending humanities, one defends the true ‘usefulness’ of education, namely its potential for constructing democratic citizenship for all. (shrink)

This non-experimental, correlational study examined the relationships among self-actualization, well-being, and metacognition. Need-satisfaction and non-defensiveness were also tested as mediators in the relationship between metacognition and self-actualization. A battery of paper-and-pencil self-report measures was administered to a sample of undergraduate and graduate students in a public university in South Florida. Correlational and hierarchical regression analyses and structural equation modeling for mediational analysis were used to test the hypotheses. The results largely supported the hypotheses with only a few exceptions. Students who (...) demonstrated higher level of self-actualization experienced higher well-being as well. Moreover, need-satisfaction and non-defensiveness were found to be significantly and positively associated with self-actualization, providing preliminary supporting evidence for Maslow’s and Rogers’ theories of self-actualization. In addition, students with higher levels of general metacognitive competence were more likely to demonstrate higher level of need-satisfaction, non-defensiveness, self-actualization, and well-being. Further, metacognition and need-satisfaction, and metacognition and non-defensiveness shared common variance in predicting self-actualization. The relationship between metacognition and self-actualization was mediated by need-satisfaction and non-defensiveness, except for non-education students, for whom no mediational effect was detected by non-defensiveness. In sum, the findings imply that general metacognitive competence, which can be taught as a set of skills, theoretically contributes to students’ self-actualization and well-being. This study provides support for a conceptual model of self-actualization, which introduces this phenomenon as a goal-oriented process that is essential to students’ well-being and can be attained by exercising metacognition. The discussion of the findings highlights implications of this study for theory, research, and practice as a guide for scholars, researchers, and practitioners in the field of education and psychology. (shrink)

In this chapter, I philosophically reflect on the management of corporate responsibility in the case of innovation. I first set the scene by contrasting responsibility in corporate social responsibility and innovation ethics, and arguing that classical conceptualizations of backward and forward looking responsibility are inappropriate in the case of innovation. Next, I introduce the concept of responsible innovation as a lens to understand the management of corporate responsibility in the case of innovation and show that the notions of virtue ethics (...) and practical wisdom are inappropriate for understanding what is at stake in innovation ethics, because the notion of practical wisdom is at odds with the nature of innovation. I conclude this chapter by proposing a concept of action-based responsible management of corporate innovation, which will be framed in terms of innovation as ethos. (shrink)

Ethical topics are attractive starting points for philosophical enquiry with children who must live and learn together in classrooms that accommodate a plurality of values. However the appealing familiarity, practicality and accessibility of certain ethical topics can obscure the challenges such sessions present to teachers and their students. The teacher’s role as facilitator of philosophical enquiry requires her to encourage open-ended, conceptually-focused dialogue, fuelled by questioning that, for the most part, ‘doesn’t offer any new ideas or information to the group (...) but simply attempts to make visible, clarify, or connect what has already emerged’. Even where a facilitator does introduce new information, ideas, questions, or lines of enquiry, these contributions are not designed to lead the class to a particular conclusion. The facilitator typically assumes a ‘self-effacing non-judgemental, and neutral role’ with regards to the verdicts reached by the children, intervening only where it will challenge the class to work harder and not to advance her own position. However the teacher also embodies the often-unarticulated role of ethical instructor. In this role she must inform, guide, praise, promote, encourage, incentivise, reward, uphold and police conventional standards of good character and conduct. When we examine these two roles in context as this paper does, we begin to feel the pull. How can a teacher create space in which ethical norms can be challenged – even rejected – in the spirit of intellectually vigorous philosophical enquiry whilst simultaneously upholding and reinforcing them as non-negotiable expectations? The paper argues that the tension between the roles of ‘teacher-as-philosophical-facilitator’ and ‘teacher-as-ethical-instructor’ is not intractable, in fact when acknowledged and better understood, the apparently competing demands of these roles can be dissolved leading to an enriched ethical education for children. (shrink)

The development of autonomous social robots is still in its infancy, but there is no reason tothink that it will not continue. In fact, the robotics industry is growing rapidly. Since this trendis showing no signs of abating it is relevant to ask what type of relations we can have withthese machines. Is it for example possible to be friends with them? In this thesis I argue that it is unlikely that we will ever be able to be friends with (...) robots. To believe otherwise is to be deceived, a trap it is all too easy to fall into since the efforts put on making social robots as human-like as possible and to make the human-robot interaction as smooth as possible are huge. But robots are not always what they seem. For instance, the capacity to enter into a friendship of one’s own volition is a core requirement for a relationship to be termed friendship. We also have a duty to act morally towards our friends, to treat them with due respect. To be able to do this we need to have self-knowledge, a sense of ourselves as persons in our own right. We do not have robots who display these capacities today, nor is it a given that we ever will. (shrink)

Music can profoundly affect individuals and societies. Individuals use music to express themselves, their opinions, their worldview, their emotions, all channeled through the medium of sound. Societies use music to help give identity to their culture. Music has inspired people to take up arms for their country, or to revolt. It has gathered people of different backgrounds together under the banner of peace and of war. It has inspired people to march, it has driven them to yell, to scream, to (...) dance, to pray, to kiss and hold, to break down and cry. Music can help people sleep, can affect their dreams, or it can keep them awake, help them be alert. With the right intention and inflection music can influence people in any number of ways. Given this influence and power, it then follows that there should be an ethical responsibility to people when making or listening to music. What is the normative ethical role of music in society? How does one ethically participate in musical traditions? What does the opposite look like? In this paper, I will attempt to define the relation of music to society. With that relation in mind, I will then explain the responsibility that follows from participating in a musical tradition: music should be a morally enriching cultural experience. (shrink)

This essay – although aware of the contradiction in terms of the concept of conservative theory – tries to pick out some key notions within the conservative political mindset, and offers an analysis of them by relating them to one another. Beside Aristotelian phronesis or practical wisdom, it focuses on kairos, or the right moment for action. It points out that due to the time constraint inherent in the realm of political action, agents need to acquire a kind of tacit, (...) practical knowledge of how to deal with pressing issues, and phronesis is a term which covers this sort of practical ability. The paper then tries to show that individual action is closely connected to communal interests, differentiates between formal and informal forms of communal knowledge and ends up by referring to Oakeshott’s, MacIntyre’s and Tocqueville’s ideas of communal wisdom and practice. (shrink)

Aristotle insists that the development of knowledge and understanding begins with experience. Sense experience is, however, unreliable. This is illustrated by the difference between the naked eye perceiving things to be “crooked when seen in water and straight when seen out of it”, and a scientific understanding of the phenomenon of refraction. Drawing on this analogy, this paper explores the tensions between broad based higher education practices and the pragmatic, technicist initial professional development programmes prevalent in Western Society. Wain suggests (...) that institutions, fearing uncertainty and risk, are far from confident in their “knowingness” but are constantly seeking reassurance through “the language of skills and competencies, of measurable outcomes and transparent transactions in their decisions”. This paper argues for the reclamation of an inductive approach to initial professional development as an alternative to the increasingly deductive discourse of regulation, audit and continuous improvement facing many novice professionals. (shrink)

In this paper I argue that underlying phronêsis is the more foundational virtue of a willingness to be rationally persuaded. A WTBRP is a virtue in the sense that it fulfills the doctrine of the mean by falling between two vices – never sticking to your position and never giving it up. Articulating a WTBRP in this way also helps address problems phronêsis faces in light of implicit bias research.

Ethics is a philosophical branch of inquiry that reasons between what is right and wrong. The moral philosophy of Socrates, Aristotle, and Plato from ancient Greek became the basis of most of the western ethics. These days, ethics can be divided based on its inquiries for example, normative, descriptive, metaethics, and applied ethics or based on its theories like utilitarianism, emotivism, and universal ethics. In context with applied ethics that examines issues involving emerging technologies, this study will look into the (...) ethics of Malaysian stem cell technology based on written literature. It was mainly to identify Malaysian literature on stem cell ethics through conventional search since the mainstream international database indicated an obvious shortage. The critical review of this literature will facilitate in the understanding of unique position of Malaysia towards stem cell and its ethics in reference to the limited number. Despite the limitation, this can be a preliminary study urging for more inquiries and exploration to fulfil the multiple perspectives in ethics such as the diversity of Malaysian ethics, the impact of ethics in stem cell regulation in Malaysia, and if western contemporary ethics influences Malaysian ethics particularly involving stem cell technology. (shrink)

The traditional perspective on emotions, anchored in the Western philosophical tradition, assumes an irretrievable dualism between emotions and reason. Emotions are assumed as forces, which can blind a person’s view and lead them to do terrible things. For this reason, emotions must be put aside during rational deliberation. For common sense, including legal common sense, emotions are dangerous and are unrelated to rational decision-making. Nevertheless, Aristotelian’s perspective on the relationship between emotions, reason and practical deliberation is enlightening. Emotions are not (...) blind forces completely divorced from reason. Aristotle did not develop a complete theory of emotions but recognized a strong covariance between emotions/passions/sentiments and thoughts. This research is based on three theoretical pillars: Aristotle’s perspective on the relationship between reason and emotions drawn on Nicomachean Ethics and Rethoric, the jurisprudencialism, a jurisphilosophical approach elaborated by António Castanheira Neves, and Terry Maroney’s model for judicial emotion regulation. The power of judgement is assumed mainly as a practical task, which involves the excellence of phronesis, virtues and emotions/sentiments/passions. (shrink)

When questioning whether political deception can be ethically warranted, two competing intuitions jump to the fore. First, political deception is a fact of human life, used in the realpolitik of governance. Second, the ethical warrant of truth asserts itself as inexorably and indefatigably preferable to falsehood. Unfortunately, a cursory examination of the history of philosophy reveals a paucity of models to marry these basic intuitions. Some thinkers (e.g., Augustine, Aquinas, Grotius, Kant, Mill, and Rawls) privilege the truth by neglecting the (...) realpolitik, i.e., the truth is inviolate. Others (e.g., Machiavelli, Bentham, and the often infamous caché of 20th century dictators) focus upon the realpolitik to the exclusion of the primacy of the truth. A third group of critical thinkers (e.g., Arendt and Bok) examine the topic but offer no positive, systematic treatment of deception. Lacking are theories which simultaneously recognize that political untruth is often necessary, but that untruth is only justified when a) truth is politically impossible, b) the necessity of untruth is demonstrable, and c) the truth can be replaced with a minimally injurious untruth. Plato offers one such account in the Republic, arguing that deceit must be applied medicinally to the city. However, his account is problematic in detail. One of Plato’s inheritors, the 10th century thinker al-Fārābī, advanced Plato’s theoretical account, arguing that political governance requires restrained political deception. This deception, the expression of philosophical truths through the symbols of religion, meets the criteria mentioned above, being necessary, demonstrably necessary, and minimally injurious. But while al-Fārābī provides a valuable model for what justified political deception could look like, the lengths to which he must go in order to create a viable model for political deception reveals the untenability of the notion of justified political deception writ large. One must orchestrate an entire cosmos around the notion, notably a cosmos that does not match our own. One must adopt very specific conceptions of human nature, association, and happiness, as well as a particular metaphysics and epistemology. For, while al-Fārābī shows that political deception can be justifiable, he also reveals its unjustifiability outside an idealized setting. (shrink)

Spinoza’s claim that self-preservation is the foundation of virtue makes for the point of departure of this philosophical investigation into what a Spinozistic model of moral education might look like. It is argued that Spinoza’s metaphysics places constraints on moral education insofar as an educational account would be affected by Spinoza’s denial of the objectivity of moral knowledge, his denial of the existence of free will, and of moral responsibility. This article discusses these challenges in some detail, seeking to construe (...) a credible account of moral education based on the insight that self-preservation is not at odds with benevolence, but that the self-preservation of the teacher is instead conditioned by the intellectual deliberation of the students. However, it is also concluded that while benevolence retains an important place in Spinoza’s ethics, his causal determinism poses a severe threat to a convincing account of moral education insofar as moral education is commonly understood to involve an effort to influence the actions of students relative to some desirable goal. (shrink)