First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

Professor Monro presents an original view of ethics based on empiricism, which leads him to a subjectivist position about moral values. He starts by examining the central problem in moral philosophy: are moral statements objectively true, or are they expressions of preference? The first view conflicts with the empiricist beliefs current in modern thought; the opposing naturalistic theory seems to lead to moral scepticism. After discussing both views, the author presents a detailed defence of the subjectivist position. In the course (...) of his argument he gives a detailed analysis and criticism of the 'universalisability thesis', the theory that moral aspirations differ from others in being applicable to all men, and that it is this that makes them moral. He then offers an alternative account of the nature of moral attitudes. The author illustrates his explanations with straightforward analogies and examples. His clear exposition of the fundamental concepts arising in his argument makes this a book for students as well as for professional moral philosophers. (shrink)

There was a time when moral philosophy -- particularly Christian, and even more particularly Roman Catholic, moral philosophy -- was happily conceived of as a 'science' in which virtually everything could be deduced from a limited number of absolutes. There are moral philosophers who still spend a lifetime doing just this, but their philosophy becomes increasingly inadequate to cope with the new human understandings that have broken in on the world. Absolutist language and ethics can no longer be accepted with (...) the easy assurance they once were. The author discusses the leading moral philosophers of the Anglo-Saxon School, setting out their views clearly and fairly, and criticizing always in a positive and constructive manner. Among those he discusses are A.J. Ayer, Kurt Baier, R.M. Hare, P.H. Nowell-Smith, C.L. Stevenson, Stephen Toulmin and J.O. Urmson. (shrink)

Chapter i The study of moral judgement The contemporary scene We are witnessing today a dramatic growth of interest in the processes of giving moral ...

Accounts of moral reasoning have tended either to ignore the differences in what men count as good reasons for their moral judgments, or, in emphasizing these differences, to imply that anything whatsoever can count as a moral reason. This book shows that both of these positions rest on a mistaken assumption, and by rejecting this assumption brings out important features of moral discourse. Although moral disagreement is seen to be far more radical than empirical disagreement, a framework of agreement is (...) shown to be a precondition of moral discourse, and even of the possibility of individual moral decision. (shrink)