An increasing number of moral realists and anti-realists have recently attempted to support their views by appeal to science. Arguments of this kind are typically criticized on the object-level. In addition, however, one occasionally also comes across a more sweeping metatheoretical skepticism. Scientific contributions to the question of the existence of objective moral truths, it is claimed, are impossible in principle; most prominently, because such arguments impermissibly derive normative from descriptive propositions, such arguments beg the question against non-naturalist moral realism, (...) science cannot inform conceptual accounts of moral judgements, and the conceptual is logically prior to the empirical. My main aim in this paper is to clarify and critically assess these four objections. Moreover, based on this assessment, I will formulate four general requirements that science-based arguments in favor of moral realism and anti-realism should meet. It will turn out that these arguments are limited in several ways, and that some existing arguments have been unsound. Yet it is still possible in principle for the empirical sciences to contribute to the moral realism/anti-realism debate. (shrink)

In this paper I advance an enactive view of affectivity that does not imply that affectivity must stop at the boundaries of the organism. I first review the enactive notion of “sense-making”, and argue that it entails that cognition is inherently affective. Then I review the proposal, advanced by Di Paolo, that the enactive approach allows living systems to “extend”. Drawing out the implications of this proposal, I argue that, if enactivism allows living systems to extend, then it must also (...) allow sense-making, and thus cognition as well as affectivity, to extend—in the specific sense of allowing the physical processes underpinning these phenomena to include, as constitutive parts, non-organic environmental processes. Finally I suggest that enactivism might also allow specific human affective states, such as moods, to extend. (shrink)

This article will examine how the notion of emotional authenticity is intertwined with the notions of naturalness and artificiality in the context of the recent debates about ‘neuro-enhancement’ and ‘neuro-psychopharmacology.’ In the philosophy of mind, the concept of authenticity plays a key role in the discussion of the emotions. There is a widely held intuition that an artificial means will always lead to an inauthentic result. This article, however, proposes that artificial substances do not necessarily result in inauthentic emotions. The (...) literature provided by the philosophy of mind on this subject usually resorts to thought experiments. On the other hand, the recent literature in applied ethics on ‘enhancement’ provides good reasons to include real world examples. Such case studies reveal that some psychotropic drugs such as antidepressants actually cause people to undergo experiences of authenticity, making them feel ‘like themselves’ for the first time in their lives. Beginning with these accounts, this article suggests three non-naturalist standards for emotions: the authenticity standard, the rationality standard, and the coherence standard. It argues that the authenticity standard is not always the only valid one, but that the other two ways of assessing emotions are also valid, and that they can even have repercussions on the felt authenticity of emotions. In conclusion, it sketches some of the normative implications if not ethical intricacies that accompany the enhancement of emotions. (shrink)

Philosophy with children (P4C) 1 presents significant positive challenges for educators. Its 'community of enquiry' pedagogy assumes not only an epistemological shift in the role of the educator, but also a different ontology of 'child' and balance of power between educator and learner. After a brief historical sketch and an outline of the diversity among P4C practitioners, epistemological uncertainty in teaching P4C is crystallised in a succinct overview of theoretical and practical tensions that are a direct result of the implementation (...) of P4C in mainstream education. These recurring pedagogical tensions in my practice as P4C teacher, teacher educator and mentor of teacher educators cause disequilibrium that opens up rich opportunities for philosophy of education in supporting novice P4Cers. Disequilibrium is a positive force that opens up a space in which educators need to reflect upon their values, their beliefs about learning and teaching, and ultimately encourages educators to rethink their own role. Plato's metaphor of the stingray highlights the role of the P4C teacher educator as model of the P4C teacher in any setting: 'to numb and to be numbed'. The P4C community and its institutions need to address the questions arising from these pedagogical tensions; and this needs to be done with integrity, that is, in communities of enquiry that include children. If not, in the long term, a more instrumental version of P4C may prevail. (shrink)

When formulating a policy related to food in a heterogeneous context within a nation or between nations, oppositional positions are more or less explicit, but always have to be overcome. It is interesting to note, though, that such elements as culture and religion have seldom been the focus in discussions about methods of decision-making in food policy. To handle discrepancies between oppositional positions, one solution is to narrow differences between partners, another to accept one partner or position as dominant. In (...) a solid and lasting policy, any of these options has to be agreed upon by all the partners involved. In this article, I argue that context sensitivity and a shared picture of the situation are necessary bases for a solid food policy. Two methods for policy discussion are elaborated on and religious slaughter is given as an example of a heterogeneous setting with strongly diverging ideals. Several aspects have to be respected from the outset, such as culture, religion, and value systems. This condition is partly met in a model of informed consent and in a consensus model. The informed consent model is regarded as insufficient, because it lacks both methods of dealing with hierarchies and the goal of finding a shared and nuanced picture of the situation. A consensus model meets these tasks but might on the other hand, among other things, be too difficult to follow and to administer. For both models, some difficulties with justification of decisions arise. Five essential elements emanating from a combination of these models are suggested as a basis for a decision process regarding food policies: respect for each discussion partner, context sensitivity, respect for arguments including emotions, a shared picture of the situation, and finally relating theory and practice. (shrink)

In pursuit of a theory of expressive reasons, I focus on the practical rationality of actions such as welcoming, thanking, congratulating, saluting – I label them ‘expressive actions.’ How should we understand the kinds of practical reasons that count in favour of expressive actions? This question is related to the question of how to understand non-instrumental fittingness-type reasons for emotion. Expressive actions often are and should be expressions of emotion. It seems to be an important feature of such actions that (...) the reasons that count in favour of the action are entangled with reasons of fittingness that count in favour of the relevantly connected emotion. But how should we understand this entanglement? I argue that the relevant category of reasons cannot be captured on approaches standard in normative theory. I develop a theory of sui generis expressive reasons. I argue that we have reason to perform actions that mark certain situations that contain some significant value or disvalue, independently of any reason to alter those situations. This is the role of expressive actions. Sui generis reasons for expressive actions are entangled with reasons for relevantly connected emotions because (some) emotions have the same role of marking extraordinary situations. (shrink)

The thesis brings together philosophical, psychological and neuroscientific theories of affect in developing a dual process account of emotion. Philosophers and psychologists who take a cognitivist view claim that emotions in humans and other mammalian species require intentionality, arising as the product of evaluations which bear upon our survival or wellbeing, whereas neuroscientists conclude from their research that emotion has its foundations in subcortical affect mechanisms by which behaviours may arise as spontaneous responses to valuable stimuli. Parts I and II (...) of the thesis examine these two accounts, which are construed as cognitive-evaluative and primitive emotional processes respectively. It is further proposed that both these manifestations of emotion are to be found in mammalian species. Given that cognitive-evaluative and primitive emotional states can be demonstrated to coexist and function separately in mammalian species, how do we explain cases in which the two processes seem to be non-accidentally associated? To exemplify: how does it come about that an appraisal that I have been unfairly treated is accompanied by aggressive feelings and impulses towards the object of my anger? Cognitivists accept that the somatic changes accompanying emotions are associated with appraisals but argue that such changes play no role in emotion as an evaluative process other than that of marking the appraisal as significant for our wellbeing. In contrast, a dual process model of emotion is proposed for the interaction of primitive emotions and emotional appraisals whereby the appraisal process arouses a primitive emotion through the detection of patterns within complex external contexts which have a significance for an individual’s wellbeing. The neurophysiological changes associated with the primitive emotion when so aroused, will in turn, invest the appraisal with feelings, sensations characteristic of those neurophysiologies. These feelings influence evaluation in ways which are fundamental to the successful performance of everyday mental functions. (shrink)

The dialogue between Pūjanī and Brahmadatta is a lesser known episode in the Mahābhārata. This paper explores how Pūjanī’s voice is relevant when rethinking autonomy for feminist relational selves. I first unravel the different ‘stories’ that can be told through this single but multi-layered narrative. Then, by re-arranging their insights and using the idea of ‘normative authority’ proposed by Catriona Mackenzie, I piece together a picture of autonomy foregrounding dependence on others and volatile emotionality––both of which are generally thought to (...) be opposed to ‘being in control’ or being autonomous. This emerging picture of self-governance indicates how even selves constituted by relationships to others can exit relational situations that are or become harmful. I also show that the episode leaves behind ‘internalist’ conceptions of autonomy for more capacious notions of self-determination that incorporate the importance of structural changes for agentive freedom. This goes beyond the insights of the Mahābhārata in a self-reflexive move built into the story itself. (shrink)

In this paper, I consider emotional reactions in response to political facts, and I investigate how they may provide relevant knowledge about those facts. I assess the value of such knowledge, both from an epistemic and a political perspective. Concerning the epistemic part, I argue that, although emotions are not in themselves sufficient to ground evaluative knowledge about political facts, they can do so within a network of further coherent epistemic attitudes about those facts. With regards to the political part, (...) I argue that the contribution of emotions to evaluative knowledge about political facts, is indeed politically valuable. To develop my argument, I show first that an evaluative kind of knowledge is relevant for reaching a sophisticated level of political cognition, and second that emotions contribute distinctively to this kind of knowledge. I conclude that, when emotional experiences towards political events are coupled with an adequate factual knowledge about those events, they can ground a distinctive evaluative knowledge about those events, and such knowledge is relevant both from an epistemic and a political perspective. (shrink)

The aim of this thesis is to offer up a structure of what I call Emotional Self-Knowledge—roughly, knowledge of one’s own emotions. I begin with a broad understanding of an emotion event, according to which emotion events include a set of bodily feelings in response to some object. I then argue that knowledge of the object and the feeling of the emotion are required parts of knowing one’s own emotions if we expect emotional self-knowledge to be prudentially useful. I then (...) outlining three levels of emotional self. The first requires knowledge of the feeling on is experiencing; the second requires that knowledge plus knowledge of the emotionally-salient object. The final level is knowledge of one’s emotional dispositions, and as such is the most robust form of emotional self-knowledge. I conclude by examining some cases in which emotional self-knowledge can be usefully applied towards an agents own prudential goals. (shrink)

There are many psychic mechanisms by which people engage with their selves. We argue that an important yet hitherto neglected one is self-appraisal via meta-emotions. We discuss the intentional structure of meta-emotions and explore the phenomenology of a variety of examples. We then present a pilot study providing preliminary evidence that some facial displays may indicate the presence of meta-emotions. We conclude by arguing that meta-emotions have an important role to play in higher-order theories of psychic harmony.

Emotion theorists in contemporary discussion have divided into two camps. The one claims that emotions are reducible to bodily feelings; the other holds that emotions are reducible to belief, desire or evaluative judgement. In an effort to avoid such reductionist view, Goldie suggests that emotions involve two kinds of feelings: bodily feel­ings and feeling towards. In spite of Goldie’s efforts, I argue that ex­plaining our emotional disposition in terms of ‘feeling toward’ re­mains distinctly unsatisfactory. Furthermore, though sympathetic to his project, (...) I give reasons for doubting that there are two such distinct kinds of feeling, one of which has only borrowed intentionality, while the other has intentionality intrinsically. (shrink)

A preimplantation genetic test to discriminate between severe and mild autism spectrum disorder might be developed in the foreseeable future. Recently, the philosophers Julian Savulescu and Guy Kahane claimed that there are strong reasons for prospective parents to make use of such a test to prevent the birth of children who are disposed to autism or Asperger’s disorder. In this paper we will criticize this claim. We will discuss the morality of selection for mild autism in embryo selection in a (...) hypothetical in vitro fertilization (IVF) situation where preimplantation genetic diagnosis is performed and compare this with a similar selection for congenital deafness. To do this we first discuss relevant human differences. We then introduce the principle of human capabilities (PC) and compare this principle with the principle of procreative beneficence (PB) introduced by Savulescu and Kahane. We apply the two principles to selection for mild autism and selection for congenital deafness. We argue that PC allows for the selection for mild autism but rules out selection for congenital deafness. PB will not give clear answers; the ruling of PB depends to a large extent on expected social, cultural and political developments. We will argue that PC is preferable to PB. We will discuss arguments for the value of mild autism for individuals who have this condition and argue that they are able to lead a life with human dignity provided autism-friendly social circumstances are present. Neither PC nor PB yields strong reasons for prospective parents to seek to prevent the birth of children who are disposed to mild autism spectrum disorder. (shrink)

From some perspectives, it seems obvious that emotions and feelings must be both reasonable and morally significant: from others, it may seem as obvious that they cannot be. This paper seeks to advance discussion of ethical implications of the currently contested issue of the relationship of reason to feeling and emotion via reflection upon various examples of affectively charged moral dilemma. This discussion also proceeds by way of critical consideration of recent empirical enquiry into these issues in the literature of (...) so-called emotional intelligence. In this regard, despite ambiguities in their accounts of the relationship of reason to emotion, advocates of emotional intelligence generally incline to therapeutic conceptions of emotional health which are not inconsistent with currently fashionable cognitivist accounts of feeling and emotion. All the same, it is arguable that therapeutic or other strategies which overplay the possibility of cognitive or other resolution of emotional conflict are prey to certain difficulties. First, they underemphasise those passive but identity-constitutive aspects of affect which are not obviously rationally accountable. Secondly, they insufficiently recognise the extent to which emotional conflicts can be significantly implicated in moral diversity. In view of either or both of these points, they may fail to appreciate the moral inappropriateness of attempts to resolve certain forms of emotional conflict or tension. (shrink)

Paul Hirst’s idea of moral education is distinctive in the central role it attributes to social practices. For him, ethical principles and virtues should not be seen as abstract entities theoretically derived and then applied in education so that students learn to reason from those principles or live by those virtues. Instead, Hirst’s moral education incorporates an initiation into social practices and comes back to them by means of situated critical reflection from within those practices themselves. Embracing Hirst’s proposed central (...) role of social practices, this paper spells out the key role that emotions play in moral education so understood and their relations with social practices. As emotions materialize our deeply held values, incorporated into lived experience, their cultivation will not simply be a matter of deliberation, but rather of the practical exploration of social practices that can nurture and sustain them. (shrink)

: Martha Nussbaum tells us that emotions are cognitive value judgments. She claims that her theory, the neo-Stoic theory of emotions, can handle traditional objections to cognitive theories of emotions. However, in this paper I hold that she improperly takes advantage of the ambiguity of the term "cognition": she faces the problems that arise when the term "cognition" is used in a very narrow sense, resorting to a very wide sense under which any mental process is cognitive. I argue that (...) this move does not solve the problems of the traditional cognitive theories of emotions. In order to show this, I distinguish four senses in which the term "cognitive" is used in theories of emotions, I analyze the ways Nussbaum uses them and why this move does not solve the traditional objections. (shrink)

Learning to work as a relational caring professional in healthcare and social welfare, is foremost a process of transformative learning, of Building, of professional subjectification. In this article we contribute to the design of such a process of formation by presenting a structured map of five domains of formational goals. It is mainly informed by many years of care-ethical research and training of professionals in healthcare and social work. The five formational domains are:Relational Caring Approach,Perception,Knowledge,Interpretation, andPractical Wisdom. The formation process, (...) described as the recurring detour of a continuing practice, requires ‘exposure’, in-depth learning and learning communities. Relational caring—care consequently resulting from and structured by relational thinking, exploring, and steering—requires ‘inquiry’ as a continuous learning process in practice. The process is ultimately aimed at fostering mature, competent, and practically wise professional caregivers who are able to relationally connect with and attune to care receivers, and adequately navigate existential, moral, and political-institutional tensions in relational caring in complex organizations in Late-Modern society. (shrink)

Emotions cannot be fully understood in purely cognitive terms. Nor can they be fully understood as mere feelings with no content. But it has not been easy to give an account of the relation of affect and cognition in a way that preserves the perceived unity of emotional experience. Consequently, emotion theories tend to lean either toward cognitivism, or, alternatively, the view that emotions are basically non-cognitive affairs. The aim of this paper is to argue for an account of emotion (...) as a unity of affect and cognition. Emotions, it will be suggested, do not combine, blend, add, or causally relate cognition to affect, or affect to cognition, but are rather original unities which should be viewed as coordinate with, rather than subordinate to, either cognition, perception, feeling, or any other basic mental category. (shrink)

The paper considers various ruminations on the aftermath of the death of a close one, and the processes of grieving and mourning. The conceptual examination of how grief impacts on its sufferers, from different cultural perspectives, is followed by an analytical survey of current thinking among psychologists, psychoanalysts and philosophers on the enigma of grief, and on the associated practice of mourning. Robert C. Solomon reflected deeply on the 'extreme emotion' of grief in his extensive theorizing on the emotions, particularly (...) in his essay 'On Grief and Gratitude', commenting that grief is 'often described as a very private, personal emotion, characterized by social withdrawal and shutting oneself off from the world' (2004: 73). While dialoguing with the spirit of Solomon by way also of a tribute to his immense insights, the paper engages in critical reflections on recent thinking in this area elsewhere - notably, in Heidegger, Freud, Nussbaum, Casey, Gustafson, and Kristeva - and offers a refreshing critique toward an alternative to the received wisdom. (shrink)

My point of departure is the observation that people ubiquitously turn to aesthetic practices in response to the loss of a loved one. I argue that profound loss catapults the bereaved person into an alternate “world” that differs in marked ways from the world we usually occupy, an alternate world lacking even the basic coherence we need to function. Aesthetic practices facilitate restoration of coherence to our experience, as well as reconnection with the social world and recovery from the breakdown (...) that profound loss involves. While the aesthetic notion of closure is frequently invoked in connection with the needs of the bereaved, I suggest that while containing the emotions experienced in connection with loss is vital if they are to be processed, unrealistic aspirations toward closure can encourage expectations that harm the bereaved. By contrast, I suggest that the aims of aesthetically punctuating experience and communicating through aesthetic gestures are beneficial for helping the bereaved adjust to their new circumstances. (shrink)

This paper explores two ways that emotions can facilitate knowledge. First, emotions can play an evidential role with respect to belief formation. Second, emotions can be knowledge-conducive without being evidential by securing the safety of belief.

This paper has two main parts. First, it overviews the topic of environmental grief and related emotions. Specifically, it stresses the need to think of emotions in at least partly cognitive terms and to consider an existential rather than medical account of environmental emotions. The second part is a reflection on the currently endemic worries about having children. I will argue that it is misplaced to analyse this attitude universally as an argument-based decision. Rather, if it relates to environment grief, (...) the emotion may be providing a reason for this attitude, or be expressed as the attitude. The misleading ‘argument’ framing and the near-condescending responses to it may be related to a specifically generational failure of understanding. (shrink)

In explaining emotion, there are strong cognitive views, which reduce emotion to belief/thought or judgment. Misgivings about assimilating emotion to belief/thought/judgment have been a main reason for moving towards perceptual accounts for many authors. My aim in this paper is to defend a perceptual theory. To this end, I first argue against a crude version of cognitivism that views emotion essentially in terms of thought or belief. I then argue that doubts about the assimilation of emotion to belief explain the (...) appeal of ‘perception’ as the ‘cognitive element’ most appropriate to the analysis of emotion. Then I shall discuss why perception is the right category to fit emotional responses into by contrasting some considerations adduced by Sabine Döring and by Jesse Prinz. I shall show that Prinz ignores the perspective aspect of perception, while Döring fails to explain the indiscriminability in perceptual experience. For these reasons, both Prinz’s and Döring’s views are insufficient to explain emotional recalcitrance or unmerited emotional response. To explain emotional recalcitrance, I argue that we must appeal to a disjunctivist theory of visual experience. I shall demonstrate why we should prefer the explanation in terms of indiscriminability over one which appeals to a common element, such as a thought or representation of something as dangerous, for example. The present critical examination will afford an alternative view of the appropriateness of emotions. (shrink)

The contemporary metaethical theory, norm-expressivism, maintains that a moral judgment expresses one’s acceptance of norms governing guilt and anger. The theory’s founder, Allan Gibbard, argues that this understanding of the moral claim is supported through both the realization of weaknesses in other accounts and a naturalistic consideration of the way in which moral judgments function in our moral lives. Thus, a moral judgment is the acceptance of norms that permit anger at those who engage in wrongdoing and feelings of guilt (...) by those who do wrong. Because Gibbard arrives at this analysis, in part, through an understanding of the natural psychic mechanisms that determine our moral lives, norm-expressivism is then grounded upon the cogency of certain empirical claims. Should norm-expressivism be a cogent theory, then this would have implications upon the nature of guilt and anger. Guilt and anger would need to, in fact, be stronger motivators than are other moral emotions, moral judgments must be capable of influencing these moral emotions and yet anger and guilt could not entail moral judgments. Should guilt and anger turn out to be moral judgments, then norm-expressivism would offer a circular account of the moral judgment. This project will survey diverse theories of emotion in order to assess the compatibility of these theories with norm-expressivism. After introducing norm-expressivism, I will propose seven conditions for a compatible theory of emotion. I will argue that norm-expressivists can find theories of emotion that frame the nature of guilt and anger in ways consistent with the truth of their metaethical theory. While many facts about the nature of guilt and anger remain unanswered by the scope of this project, I will argue that there are theories of emotion that provide frameworks to explain both the nature of emotion and emotion typology in a way consistent with norm-expressivism. (shrink)