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  1. Do ethics classes influence student behavior? Case study: Teaching the ethics of eating meat.Eric Schwitzgebel, Bradford Cokelet & Peter Singer - 2020 - Cognition 203 (C):104397.
    Do university ethics classes influence students’ real-world moral choices? We aimed to conduct the first controlled study of the effects of ordinary philosophical ethics classes on real-world moral choices, using non-self-report, non-laboratory behavior as the dependent measure. We assigned 1332 students in four large philosophy classes to either an experimental group on the ethics of eating meat or a control group on the ethics of charitable giving. Students in each group read a philosophy article on their assigned topic and optionally (...)
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  • Aristotle and the Origins of Evil.Jozef Müller - 2020 - Phronesis: A Journal for Ancient Philosophy 65 (2):179-223.
    The paper addresses the following question: why do human beings, on Aristotle’s view, have an innate tendency to badness, that is, to developing desires that go beyond, and often against, their natural needs? Given Aristotle’s teleological assumptions (including the thesis that nature does nothing in vain), such tendency should not be present. I argue that the culprit is to be found in the workings of rationality. In particular, it is the presence of theoretical reason that necessitates the limitless nature of (...)
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  • Mencius.Kwong Loi Shun - 2008 - Stanford Encyclopedia of Philosophy.
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  • The origin of human morality: An evolutionary perspective on Mencius’s notion of sympathy.Kanghun Ahn - 2022 - Asian Philosophy 32 (4):365-382.
    This paper investigates Mencius’s notion of sympathy from the perspective of evolutionary biology. First, I point out that Mencius and evolutionary biologists concur that humans are endowed with a unique ability to sympathize with others beyond kin and friends. Subsequently, I offer an analytic account from an evolutionary perspective on how this ability emerged and developed as an innate human quality—especially referencing recent theories that state that cooperation is a crucial factor that helped foster such a quality. Further, this paper (...)
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  • An Empirical Argument for Mencius’ Theory of Human Nature.Ilari Mäkelä - 2022 - Dao: A Journal of Comparative Philosophy 21 (2):235-259.
    Mencius 孟子 is famous for arguing that human nature is good. In this article, I offer a reading of Mencius’ argument which can be evaluated in terms of empirical psychology. In this reading, Mencius’ argument begins with three claims: humans naturally have prosocial inclinations, prosocial inclinations can be cultivated into mature forms of virtue, and the growth of prosocial inclinations is more natural than the growth of their alternatives. I also argue that each of these claims is well supported by (...)
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  • On the Kierkegaardian philosophy of culture and its implications in the Chinese and Japanese context.Ka Pok Tam - 2020 - Dissertation, University of Glasgow
    This thesis aims to establish a Kierkegaardian philosophy of culture to address the theoretical problems of modern East Asian philosophy of culture, particularly Chinese New Confucianism and the Kyoto School who try to formulate their cultural subjectivities for the sake of cultural modernisation. Both schools adopt Hegelian philosophy of culture and therefore inherit the problems of Hegelian dialectics which Kierkegaard criticises. While Kierkegaard himself does not develop a philosophy of culture, this thesis argues that his concepts of culture in terms (...)
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  • A Confucian approach to a democratic classroom.Charlene Tan - forthcoming - Educational Philosophy and Theory.
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  • The social contract and education: Confucian viewpoints.Charlene Tan - forthcoming - Educational Philosophy and Theory.
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  • Manners as Desire Management.Anja Berninger - 2020 - Journal of Value Inquiry 55 (1):155-173.
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