Debates in animal ethics are largely characterized by ethical monism, the search for a single, timeless, and essential trait in which the moral standing of animals can be grounded. In this paper, we argue that a monistic approach towards animal ethics hampers and oversimplifies the moral debate. The value pluralism present in our contemporary societies requires a more open and flexible approach to moral inquiry. This paper advocates the turn to a pragmatic, pluralistic approach to animal ethics. It contributes to (...) the development of such an approach in two ways. It offers a pragmatist critique of ethical monism in animal ethics and presents the results of a qualitative study into the value diversity present in the different ways of thinking about animals in the Netherlands. Carefully arranged group discussions resulted in the reconstruction of four distinctive moral value frameworks that may serve as instruments in the future process of moral inquiry and deliberation in the reflection on animal use. (shrink)

Human beings talk and co-operate, they build and produce, they work to accumulate and exchange, they form societies, laws and institutions, and, in all these things the phenomenon of reason—as a distinct principle of activity—seems dominant. There are indeed theories of the human which describe this or that activity as central—speech, say, productive labour (Marx), or political existence (Aristotle). But we feel that the persuasiveness of such theories depends upon whether the activity in question is an expression of the deeper (...) essence, reason itself, which all human behaviour displays. (shrink)

This paper develops a response to the knowledge argument against physicalism. The response is both austere, in that it does not concede the existence of non-physical information , and natural, in that it acknowledges the alethic character of phenomenal knowledge and learning. I argue that such a response has all the advantages and none of the disadvantages of existing objections to the knowledge argument. Throughout, the goal is to develop a response that is polemically effective in addition to theoretically sound.

Tomasello, Kruger & Ratner relate the evolution of social cognition – the understanding of others' minds – to the evolution of culture. Tomasello et al. conceive of the accumulation of culture as the product of cultural learning, a kind of learning dependent upon recognizing others' intentionality. They distinguish three levels of this recognition: of intention (what isxtrying to do), of beliefs (what doesxthink aboutp), and of beliefs about beliefs (what doesxthinkythinks aboutp). They then tie these levels to three discrete forms (...) of cultural learning – imitative, instructed, and collaborative – which children become capable of when they are 9 months, 4 years, and 6 years old respectively, at least in Western culture where relevant data are available. (shrink)

Tomasello, Kruger & Ratner make the very interesting and valid point that the transmission of culture must depend on understanding others' minds. Culture is shared among a people and is passed on to progeny. The sharing of culture implies that the purpose of (and therefore the meaning behind) any given cultural element (behavioral tradition, word, or artifact) is understood. Because meaning or purpose emanates from minds, something about others' minds must be understood in order to truly learn some element of (...) a culture. It thus makes sense that cultural learning should depend on social-cognitive skills. But what exactly is cultural learning?There are two rival interpretations of the term cultural learning. In the first, one would define a given type of cultural learning by the type of social-cognitive skill it entails. For example, imitative learning would be defined as any learning of a cultural element in which another's goals or intentions are taken into account. This definition of cultural learning, however, would force Tomasello et al.'s argument into a circle: Imitative learning relies on this social-cognitive skill because imitative learning is defined as learning that relies on this social-cognitive skill. Such a circular definition does not do their argument justice. (shrink)

Thomas Piketty's Capital in the Twenty-First Century is best known for its documentation of increasing social inequality, but it also has a notable normative aspect. Although Piketty is far less clear on the normative level than on the empirical, his view of justice can be summarised as meritocratic luck egalitarianism. This leads him to condemn as unjust the fact that inheritance is once again becoming more important than education for determining social position. In this paper, I discuss whether Piketty's normative (...) conception can justify this condemnation. My main thesis will be that Piketty ends up in a dilemma that he cannot resolve with the normative resources he has at his disposal. The horns of this dilemma are defined by whether or not we accept what Susan Hurley calls ‘the regression requirement’, and in both cases the normative distinction between inheritance and education as ways to achieve social positions disappears. Toward the end, I shall suggest an alternative justification for the moral superiority of education over inheritance, which makes use of one of Piketty's key empirical arguments. (shrink)