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  1. Emptiness and the Education of the Emotions.Jeffrey Morgan - 2015 - Educational Philosophy and Theory 47 (3):291-304.
    This article argues that Buddhist philosophy offers a plausible theory of the education of the emotions. Emotions are analyzed as cognitive feeling events in which the subject is passive. The education of the emotions is possible if and only if it is possible to evaluate one’s emotional life (the normative condition) and it is possible to satisfy the normative condition through learning (the pedagogical condition). Drawing on the Four Noble Truths of Buddhism, as well as the concepts of conditioned arising, (...)
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  • Passivity and Activity in the Heideggerian Description of Moods.Hélder Telo - 2021 - Phainomenon 31 (1):103-125.
    This article considers the simultaneously passive and active character of moods (Stimmungen) in Heidegger, focussing on two different periods of his thought: the end of the 1920s and the middle of the 1930s. Through the study of the language used by Heidegger, I show that the ideas of passivity and activity are expressed in three different levels of his description of moods: the more concrete level of one’s experience of a mood, the level of philosophical analysis insofar as it is (...)
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  • Virtue, mixed emotions and moral ambivalence.David Carr - 2009 - Philosophy 84 (1):31-46.
    Aristotelian virtue ethics invests emotions and feelings with much moral significance. However, the moral and other conflicts that inevitably beset human life often give rise to states of emotional division and ambivalence with problematic implications for any understanding of virtue as complete psychic unity of character and conduct. For one thing, any admission that the virtuous are prey to conflicting passions and desires may seem to threaten the crucial virtue ethical distinction between the virtuous and the continent. One recent attempt (...)
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  • Feelings in moral conflict and the hazards of emotional intelligence.David Carr - 2002 - Ethical Theory and Moral Practice 5 (1):3-21.
    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 (...)
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  • Roger Scruton’s theory of the imagination and aesthetics as a formulation of Aristotelian virtue ethics.Jack Haughton - 2024 - History of European Ideas 50 (7):1278-1293.
    Scholars who mention the turn to Aristotelian virtue ethics in the Mid-Twentieth Century tend to cite G. E. M. Anscombe’s famous ‘complaint’, and sometimes Alasdair MacIntyre’s After Virtue. It is less usual to write of Roger Scruton. Placed in the context of Bernard Williams and John Casey’s works – at the intersection of moral philosophy and the philosophy of the emotions – Scruton’s theory of the imagination is shown to concern the rationality of moral attitudes. In short, it concerns virtue (...)
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  • The Passionate Beliefs. A Defense of the Cognitive-Evaluative Theory of Emotions.Giulio Sacco - 2021 - Philosophia 50 (3):1391-1411.
    The philosophy of emotions has long been dominated by the view called «cognitivism». According to it, emotions are characterized not by mere physical impulses but by a cognitive evaluation of their object. However, despite their success, cognitive theories have to deal with various objections and are divided on how to answer to them. In this essay I want to defend the form of cognitivism claimed by Martha Nussbaum from the most common criticisms. After a brief summary of her account, I (...)
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  • (1 other version)R. G. Collingwood’s Views on the Feeling – Thought Relation and Their Relevance for Current Research.Robert Zaborowski - 2016 - Studia Humana 5 (3):45-52.
    Current research in affectivity is often dominated by perspectives on the feeling/thinking dichotomy. In the paper first I reconstruct Collingwood’s position on this point as it is presented in his Religion and Philosophy, The Principles of Art, and New Leviathan, and then compare it shortly with Bergson’s view. In total five of Collingwood’s different readings of the feeling/thought relation are brought to light. Finally, I opt for a view that takes feeling and thought to be complementary and inseparable, and I (...)
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  • Passive action and causalism.Jing Zhu - 2004 - Philosophical Studies 119 (3):295-314.
    The first half of this paper is an attemptto conceptualize and understand the paradoxicalnotion of ``passive action''''. The strategy is toconstrue passive action in the context ofemotional behavior, with the purpose toestablish it as a conceivable and conceptuallycoherent category. In the second half of thispaper, the implications of passive action forcausal theories of action are examined. I arguethat Alfred Mele''s defense of causalism isunsuccessful and that causalism may lack theresource to account for passive action.Following Harry Frankfurt, I suggest analternative way (...)
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  • The education of the emotions.John White - 1984 - Journal of Philosophy of Education 18 (2):233–244.
    A critical discussion of R S Peters' account of emotions and their place in education.
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  • Attention, Emotion, and Evaluative Understanding.John M. Monteleone - 2017 - Philosophia 45 (4):1749-1764.
    This paper assesses Michael Brady’s claim that the ‘capture and consumption of attention’ in an emotion facilitates evaluative understanding. It argues that emotional attention is epistemically deleterious on its own, even though it can be beneficial in conjunction with the right epistemic skills and motivations. The paper considers Sartre’s and Solomon’s claim that emotions have purposes, respectively, to circumvent difficulty or maximize self-esteem. While this appeal to purposes is problematic, it suggests a promising alternative conception of how emotions can be (...)
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  • Empathy and the Value of Literary Studies: A Re‐Interpretation.C. K. Harris - 1974 - Educational Philosophy and Theory 6 (2):23-41.
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  • Mood induction and instructions to sustain moods: A test of the subject compliance hypothesis of mood congruent memory.W. Gerrod Parrott - 1991 - Cognition and Emotion 5 (1):41-52.
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  • The Paradox of Gratitude.David Carr - 2015 - British Journal of Educational Studies 63 (4):429-446.
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  • The cognitive functions of emotion.R. T. Allen - 2000 - Appraisal 3:38.
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  • Responsibility of Persons for Their Emotions.Edward Sankowski - 1977 - Canadian Journal of Philosophy 7 (4):829 - 840.
    We sometimes blame persons, and we sometimes give them credit for the emotions they feel. We could, for example, speak of feeling hatred, resentment or envy as “reprehensible” in suitable circumstances, or say “He's to blame for feeling that way.” We could speak of feeling sympathy, affection or indignation as “commendable” in suitable circumstances, or say “He deserves credit for feeling that way.” And it is not just that we are assessing such emotion as somehow good or bad — in (...)
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  • The Ethics of Role-Playing Video Games.Riordan Frost - unknown
    In this project, I explore the ethics of interactive role-playing video games. After explicating a wide range of issues contained in these games, I argue that they belong in the realm of fiction. Using the theory of Response Moralism, I argue that the emotions we feel in response to fictions, which includes role-playing games, are real and morally assessable. I then present an attack on escapism, which I challenge by arguing that evincing virtues and vices is possible within a video (...)
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  • On the relevance of Plato's view on affectivity to the psyschology of emotions.Robert Zaborowski - 2016 - Journal of Ancient Philosophy 10 (2):70-91.
    Although considered often outdated or useless, Plato’s views on affectivity in general and on emotions in particular offer a great deal of observations recurring in subsequent theories of emotions. Without putting forward a claim about the character of these similarities – either influential or purely anticipating or simply coincidental – some examples are provided to illustrate them. If examples referred to are relevant to the current discussion, then Plato’s views are wrongly taken as valid only for historical research, or worse, (...)
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