Scholars of ideology in social-scientific disciplines, including psychology, sociology, and political science, stand to benefit from taking seriously the philosophical contributions of Professor Peter Railton. This is because Railton provides much-needed conceptual precision—and a rare sense of epistemological and moral clarity—to a topic that is notoriously slippery and prone to relativistic musing and the drawing of false equivalences. In an essay entitled “Morality, Ideology, and Reflection: Or, the Duck Sits Yet,” Railton (2000/2003) aptly identified the purpose of ideological (...) analysis as the unmasking of “nonepistemic” interests—that is, interests other than truth-seeking, accuracy, or warrant —that contribute to the development, adoption, and dissemination of political and religious belief systems. (shrink)

This paper considers John Doris, Stephen Stich, Alexandra Plakias, and colleagues’ recent attempts to utilize empirical studies of cross-cultural variation in moral judgment to support a version of the argument from disagreement against moral realism. Crucially, Doris et al. claim that the moral disagreements highlighted by these studies are not susceptible to the standard ‘diffusing’ explanations realists have developed in response to earlier versions of the argument. I argue that plausible hypotheses about the cognitive processes underlying ordinary (...) moral judgment and the acquisition of moral norms, when combined with a popular philosophical account of moral inquiry—the method of reflective equilibrium—undercut the anti-realist force of the moral disagreements that Doris et al. describe. I also show that Stich's recent attempt to provide further theoretical support for Doris et al.'s case is unsuccessful. (shrink)

Observations of animals engaging in apparently moral behavior have led academics and the public alike to ask whether morality is shared between humans and other animals. Some philosophers explicitly argue that morality is unique to humans, because moral agency requires capacities that are only demonstrated in our species. Other philosophers argue that some animals can participate in morality because they possess these capacities in a rudimentary form. Scientists have also joined the discussion, and their views are just as (...) varied as the philosophers’. Some research programs examine whether animals countenance specific human norms, such as fairness. Other research programs investigate the cognitive and affective capacities thought to be necessary for morality. There are two sets of concerns that can be raised by these debates. They sometimes suffer from there being no agreed upon theory of morality and no clear account of whether there is a demarcation between moral and social behavior; that is, they lack a proper philosophical foundation. They also sometimes suffer from there being disagreement about the psychological capacities evident in animals. Of these two sets of concerns—the nature of the moral and the scope of psychological capacities—we aim to take on only the second. In this chapter we defend the claim that animals have three sets of capacities that, on some views, are taken as necessary and foundational for moral judgment and action. These are capacities of care, capacities of autonomy, and normative capacities. Care, we argue, is widely found among social animals. Autonomy and normativity are more recent topics of empirical investigation, so while there is less evidence of these capacities at this point in our developing scientific knowledge, the current data is strongly suggestive. (shrink)

A review of the following for books, plus some reflections on Nietzsche's moral psychology and ethics: Alfano: Nietzsche’s Moral Psychology (Cambridge University Press 2019). Leiter: Moral Psychology with Nietzsche (Oxford University Press 2019) Ridley: The Deed is Everything: Nietzsche on Will and Action (Oxford University Press 2018) Stern: Nietzsche’s Ethics (Cambridge University Press 2020) These four books are broadly on Nietzsche’s moral psychology and ethics. The books differ widely in their aspirations: Ridley’s (...) is focused solely on Nietzsche’s notion of action, whereas Leiter’s is more synoptic. And they also differ widely in their conclusions: Leiter presents Nietzsche as a nearly infallible figure who has not only solved longstanding philosophical problems but has even managed to anticipate recent results in empirical psychology. Stern, on the other hand, presents Nietzsche as a rather amateurish philosopher, who picks up dribs and drabs from his cultural context and amalgamates them into interesting and provocative, but indefensible, positions. Between these extremes, we have readers like Ridley and Alfano, who are not averse to pointing out lacunae in Nietzsche’s arguments but who nonetheless see him as deeply insightful. Although each of these books is worth reading, I will argue that they have various degrees of success. Alfano’s book is, to my mind, the most successful at achieving its stated aims; while I point out some potential oversights and some areas that could benefit from further development, Alfano’s book is both novel and important. Leiter’s book is clearly written and presents the arguments in an admirably forthright manner, but some of its conclusions are vitiated by lapses and mischaracterizations. Stern gets Nietzsche’s basic view right, but does not probe it very deeply and is too quick to present Nietzsche as confused; I see the confusions as emanating less from Nietzsche’s texts and more from Stern’s reading of them. Ridley’s book is original and provocative, but I find the central claim—that Nietzsche endorses an expressive account of action—ultimately unconvincing. Nonetheless, even the books I regard as flawed are valuable, for reasons I will point out along the way. (shrink)

This dissertation examines the psychology of moral judgment and its implications for normative ethics and metaethics. Recent empirical findings in moral psychology, such as the impact of emotions, intuitions, and situational factors on moral judgments, have sparked a debate about whether ordinary moral judgments are systematically error-prone. Some philosophers, such as Peter Singer and Joshua Greene, argue that these findings challenge the reliability of moral intuitions and support more "reasoned", consequentialist approaches over deontological (...) ones. The first part of the dissertation reviews these provocative findings and the philosophical reactions to them, which often invoke the notion of 'moral relevance' - the idea that some factors shaping moral judgments are morally irrelevant. The second part develops a psychological account of moral relevance, drawing on theories of the moral domain, the role of emotions, and models of moral cognition. This account reveals the complex interplay of intuitive and reasoned processes in generating impressions of moral relevance. The final part reevaluates the philosophical discussions in light of this psychological understanding. It contends that the evolutionary background of moral intuitions does not necessarily render them inadequate, and that both deontological and consequentialist judgments likely depend on evolved intuitions to a significant degree. Furthermore, the tendency to dismiss certain influences on moral judgment as irrelevant can itself be explained psychologically. Considering the psychological account presented, mind-independent accounts of morality become less plausible. The dissertation concludes that while empirical moral psychology reveals important constraints on normative theorizing, it does not decisively favor consequentialism over deontology. To assess the significance of empirical-scientific findings for ethics, a nuanced understanding of the origins of moral judgments is nevertheless indispensable. (shrink)

In Chapter 9 of The Practice of Moral Judgment and her later article Making Room for Character, Barbara Herman offers a distinctive response to a familiar set of concerns with the room left for character and personal relationships in Kantian ethics. She begins by acknowledging the shortcomings of her previous response on this issue and by distancing herself from a standard kind of indirect argument for the importance of personal commitments according to which these have moral weight in (...) virtue of their connection with the psychological health of individuals. Agreeing with an imagined critic’s concern that Kantian ethics must do more than merely tolerate motives of connection, she proposes that we adopt a deliberative field account of practical deliberation incorporating a developmental model of desire formation. I argue that, while this is a subtle and interesting account of desire development, it is not one that will satisfy the critic and should not satisfy the Kantian. I claim that the Kantian cannot forgo instrumental arguments for the importance of personal relationships and commitments and that they should not be shy of endorsing these arguments. (shrink)

This paper argues that although moral intuitions are insufficient for making judgments on new technological innovations, they maintain great utility for informing responsible innovation. To do this, this paper employs the Value Sensitive Design (VSD) methodology as an illustrative example of how stakeholder values can be better distilled to inform responsible innovation. Further, it is argued that moral intuitions are necessary for determining stakeholder values required for the design of responsible technologies. This argument is supported by the claim (...) that the moral intuitions of stakeholders allow designers to conceptualize stakeholder values and incorporate them into the early phases of design. It is concluded that design-for-values (DFV) frameworks like the VSD methodology can remain potent if developers adopt heuristic tools to diminish the influence of cognitive biases thus strengthening the reliability of moral intuitions. (shrink)

The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. (...) Second, it discusses how experimental methods of neuroscience can be applied to studies in human morality. Particularly, the present essay examines how functional and structural neuroimaging methods can contribute to the development of the fields by reviewing the findings of recent social and developmental neuroimaging experiments. Meanwhile, the present essay also considers some limitations embedded in such discussions regarding the relationship between the fields and suggests directions for future studies to address these limitations. (shrink)

One of the reasons why there is no Hegelian school in contemporary ethics in the way that there are Kantian, Humean and Aristotelian schools is because Hegelians have been unable to clearly articulate the Hegelian alternative to those schools’ moral psychologies, i.e., to present a Hegelian model of the motivation to, perception of, and responsibility for moral action. Here it is argued that in its most basic terms Hegel's model can be understood as follows: the agent acts in (...) a responsible and thus paradigmatic sense when she identifies as reasons those motivations which are grounded in his or her talents and support actions that are likely to develop those talents in ways suggested by his or her interests. (shrink)

When a circular coin is rotated in depth, is there any sense in which it comes to resemble an ellipse? While this question is at the center of a rich and divided philosophical tradition (with some scholars answering affirmatively and some negatively), Morales et al. (2020, 2021) took an empirical approach, reporting 10 experiments whose results favor such perspectival similarity. Recently, Burge and Burge (2022) offered a vigorous critique of this work, objecting to its approach and conclusions on both philosophical (...) and empirical grounds. Here, we answer these objections on both fronts. We show that Burge and Burge’s critique rests on misunderstandings of Morales et al.’s claims; of the relation between the data and conclusions; and of the philosophical context in which the work appears. Specifically, Burge and Burge attribute to us a much stronger (and stranger) view than we hold, involving the introduction of “a new entity” located “in some intermediate position(s) between the distal shape and the retinal image.” We do not hold this view. Indeed, once properly understood, most of Burge and Burge’s objections favor Morales et al.’s claims rather than oppose them. Finally, we discuss several questions that remain unanswered, and reflect on a productive path forward on these issues of foundational scientific and philosophical interest. (shrink)

Arguably the most foundational principle in perception research is that our experience of the world goes beyond the retinal image; we perceive the distal environment itself, not the proximal stimulation it causes. Shape may be the paradigm case of such “unconscious inference”: When a coin is rotated in depth, we infer the circular object it truly is, discarding the perspectival ellipse projected on our eyes. But is this really the fate of such perspectival shapes? Or does a tilted coin retain (...) an elliptical appearance even when we know it’s circular? This question has generated heated debate from Locke and Hume to the present; but whereas extant arguments rely primarily on introspection, this problem is also open to empirical test. If tilted coins bear a representational similarity to elliptical objects, then a circular coin should, when rotated, impair search for a distal ellipse. Here, nine experiments demonstrate that this is so, suggesting that perspectival shapes persist in the mind far longer than traditionally assumed. Subjects saw search arrays of three-dimensional “coins,” and simply had to locate a distally elliptical coin. Surprisingly, rotated circular coins slowed search for elliptical targets, even when subjects clearly knew the rotated coins were circular. This pattern arose with static and dynamic cues, couldn’t be explained by strategic responding or unfamiliarity, generalized across shape classes, and occurred even with sustained viewing. Finally, these effects extended beyond artificial displays to real-world objects viewed in naturalistic, full-cue conditions. We conclude that objects have a remarkably persistent dual character: their objective shape “out there,” and their perspectival shape “from here.”. (shrink)

Narrative representations can change our moral actions and thoughts, for better or for worse. In this article, I develop a theory of fictions' capacity for moral education and moral corruption that is fully sensitive to the diversity of fictions. Specifically, I argue that the way a fiction influences our moral actions and thoughts importantly depends on its genre. This theory promises new insights into practical ethical debates over pornography and media violence.

In this paper, I discuss in detail one of the first conclusions drawn by Aristotle in the ergonargument. The paper provides an in-depth approach to Nicomachean Ethics’ lines 1098a3-4, where one reads: “λείπεταιδὴπρακτικήτιςτοῦλόγονἔχοντος”. I divide the discussion into two parts. In the first part, I put under scrutiny how one should take the word “πρακτική” and argue that one should avoid taking this word as meaning “practical” in the passage. I will argue in favor of taking it as meaning “active”. (...) The exegetical inconvenience of taking “πρακτική” as meaning “practical” is the fact that it restricts the results achieved in the ergonargument by excluding the possibility of contemplation being considered a eudaimonlife. In the second part, I discuss the expression “λόγονἔχον” and provide some arguments to take it as preliminarily introducing the criterion of division of the virtues that will be spelled out in ENI.13 so that the λόγον-ἔχονpart of the soul here also makes reference to thevirtue of the non-rational part, i.e., virtue of character. I offer a deflationary view by showing that the moral psychology is developed in ENI.7 within the limits imposed by the ergonargument. (shrink)

We chart how neuroscience and philosophy have together advanced our understanding of moral judgment with implications for when it goes well or poorly. The field initially focused on brain areas associated with reason versus emotion in the moral evaluations of sacrificial dilemmas. But new threads of research have studied a wider range of moral evaluations and how they relate to models of brain development and learning. By weaving these threads together, we are developing a better understanding (...) of the neurobiology of moral judgment in adulthood and to some extent in childhood and adolescence. Combined with rigorous evidence from psychology and careful philosophical analysis, neuroscientific evidence can even help shed light on the extent of moral knowledge and on ways to promote healthy moral development. (shrink)

ABSTRACT Objectives There is little research on moral uncertainties and distress of palliative and hospice care providers (PHCPs) working in jurisdictions anticipating legalising voluntary assisted dying (VAD). This study examines the perception and anticipated concerns of PHCPs in providing VAD in the State of Queensland, Australia prior to legalisation of the practice in 2021. The findings help inform strategies to facilitate training and support the health and well-being of healthcare workers involved in VAD. Design The study used a qualitative (...) approach to examine and analyse the perception and anticipated concerns of PHCPs regarding challenges of providing assisted dying in Queensland. Fourteen PHCPs were recruited using a purposive sampling strategy to obtain a broad representation of perspectives including work roles, geographical locations and workplace characteristics. Data were collected via one in-depth interview per participant. The transcripts were coded for patterns and themes using an inductive analysis approach following the tradition of Grounded Theory. Setting The study was conducted in hospital, hospice, community and residential aged care settings in Queensland, Australia. These included public and private facilities, secular and faith-based facilities, and regional/rural and urban facilities. Participants Interviews were conducted with fourteen PHCPs: 10 nurses and 4 physicians; 11 female and 3 male. The median number of years of palliative care practice was 17, ranging from 2 to 36 years. For inclusion, participants had to be practising palliative and hospice care providers. Results PHCPs are divided on whether VAD should be considered part of palliative care. Expectations of moral distress and uncertainty about practising VAD were identified in five areas: handling requests, assessing patient capacity, arranging patient transfers and logistical issues, managing unsuccessful attempts, and dealing with team conflicts and stigma. Conclusions The possibility of having to practise VAD causes moral distress and uncertainty for some PHCPs. Procedural clarity can address some uncertainties; moral and psychological distress, however, remains a source of tension that needs support to ensure ongoing care of both patients and PHCPs. The introduction of VAD post-legalisation may present an occasion for further moral education and development of PHCPs. (shrink)

The acquisition of virtue can be conceptualized as a self-regulatory process in which deliberate practice results in increasingly higher levels of skillfulness in leading a virtuous life. This conceptualization resonates with philosophical virtue theories as much as it converges with psychological models about skill development, expertise, goal motivation, and self-regulation. Yet, the conceptualization of virtue as skill acquisition poses the crucial question of motivation: What motivates individuals to self-improvement over time so that they can learn from past experience, correct (...) mistakes, and expand their ethical knowledge to new and unfamiliar circumstances? In this paper, it is argued that the motivation to increase one’s level of skillfulness in leading a virtuous life is supported by a specific identity goal, namely the goal to be a moral person. However, this moral identity goal needs to carry specific goal characteristics in order to effectively provide this motivation. It needs to be sufficiently abstract, internally motivated and promotion- rather than prevention-oriented. Research in developmental psychology suggests that the moral identity of children is rather concrete, externally motivated, and prevention-oriented. With development, higher levels of abstraction, internal motivation, and promotion-orientation gain importance providing an important motivational basis for a self-regulated process of virtue acquisition. (shrink)

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the (...) effective promotion of motivation for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework. (shrink)

While wisdom is recognized as a key aspect of human development, it remains unclear how people may be motivated to express and pursue this cherished quality over the course of their development. Here, I investigate the promise of the motivational factors typically covered in Self-Determination Theory (SDT) for offering insights into the expression and development of wisdom. I explore wisdom as conceptualized by the Common Wisdom Model (Grossmann, Weststrate, Ardelt, et al., 2020), which emphasizes moral aspirations (...) and perspectival metacognition. SDT, with its focus on intrinsic tendencies and psychological needs (autonomy, competence, and relatedness), provides a unique lens through which to examine how these wisdom components develop. It offers a view of an agentic person as expressing and developing wisdom in a social context, while navigating life’s difficulties in an unbiased manner. Finally, it offers insight for educational strategies aimed at fostering wisdom, highlighting how an understanding of motivational underpinnings can inform approaches to nurturing wise thinking and behavior. (shrink)

This article provides a critical analysis of the situationist challenge against Aristotelian moral psychology. It first outlines the details and results from 4 paradigmatic studies in psychology that situationists have heavily drawn upon in their critique of the Aristotelian conception of virtuous characteristics, including studies conducted by Hartshorne and May (1928), Darley and Batson (1973), Isen and Levin (1972), and Milgram (1963). It then presents 10 problems with the way situationists have used these studies to challenge Aristotelian (...) moral psychology. After challenging the situationists on these grounds, the article then proceeds to challenge the situationist presentation of the Aristotelian conception, showing that situationists have provided an oversimplified caricature of it that goes against the grain of much Aristotelian text. In evaluating the situationist challenge against the actual results from empirical research as well as primary Aristotelian text, it will be shown that the situationist debate has advanced both an extreme, untenable view about the nature of characteristics and situations, as well as an inaccurate presentation of the Aristotelian view. (shrink)

In this paper I argue that many scholars involved in the contemporary free will debates have underappreciated the philosophical appeal of agent causation because the resources of contemporary emergentism have not been adequately introduced into the discussion. Whereas I agree that agent causation’s main problem has to do with its intelligibility, particularly with respect to the issue of how substances can be causally relevant, I argue that the notion of substance causation can be clearly articulated from an emergentist framework. According (...) to my proposal, a free agent is _a causally powerful substance that emerges in an anomic way from her constitutive mental events_, downwardly constraining, selecting and, in this way, having control on them. As we shall see, this particular concept of agent causation not only makes sense of the deep insight behind agent libertarianism, but it also provides us with the resources to solve some of the main objections that have been raised against it. It is true that here I cannot develop a complete defense of the evidential credentials of emergentism. Still, even if the considerations that follow do not serve to convince detractors of agent causal libertarian accounts of free will, they do suggest that libertarian agent causation is more promising than is typically acknowledged. (shrink)

Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better person through efforts. Prior research showed that MGM is positively associated with promotion of moral motivation among adolescents and young adults. We developed and tested the English version of the MGM measure in this study with data collected from college student participants. Methods: In Study 1, we tested the reliability and validity of the MGM measure with two-wave data (N = 212, Age (...) mean = 24.18 years, SD = 7.82 years). In Study 2, we retested the construct validity of the MGM measure once again and its association with other moral and positive psychological indicators to test its convergent and discriminant validity (N = 275, Age mean = 22.02 years, SD = 6.34 years). Results: We found that the MGM measure was reliable and valid from Study 1. In Study 2, the results indicated that the MGM was well correlated with other moral and positive psychological indicators as expected. Conclusions: We developed and validated the English version of the MGM measure in the present study. The results from studies 1 and 2 supported the reliability and validity of the MGM measure. Given this, we found that the English version of the MGM measure can measure one’s MGM as we intended. (shrink)

This paper presents a new trilemma with respect to resolving the control and alignment problems in machine ethics. Section 1 outlines three possible types of artificial moral agents (AMAs): (1) 'Inhuman AMAs' programmed to learn or execute moral rules or principles without understanding them in anything like the way that we do; (2) 'Better-Human AMAs' programmed to learn, execute, and understand moral rules or principles somewhat like we do, but correcting for various sources of human moral (...) error; and (3) 'Human-Like AMAs' programmed to understand and apply moral values in broadly the same way that we do, with a human-like moral psychology. Sections 2–4 then argue that each type of AMA generates unique control and alignment problems that have not been fully appreciated. Section 2 argues that Inhuman AMAs are likely to behave in inhumane ways that pose serious existential risks. Section 3 then contends that Better-Human AMAs run a serious risk of magnifying some sources of human moral error by reducing or eliminating others. Section 4 then argues that Human-Like AMAs would not only likely reproduce human moral failures, but also plausibly be highly intelligent, conscious beings with interests and wills of their own who should therefore be entitled to similar moral rights and freedoms as us. This generates what I call the New Control Problem: ensuring that humans and Human-Like AMAs exert a morally appropriate amount of control over each other. Finally, Section 5 argues that resolving the New Control Problem would, at a minimum, plausibly require ensuring what Hume and Rawls term ‘circumstances of justice’ between humans and Human-Like AMAs. But, I argue, there are grounds for thinking this will be profoundly difficult to achieve. I thus conclude on a skeptical note. Different approaches to developing ‘safe, ethical AI’ generate subtly different control and alignment problems that we do not currently know how to adequately resolve, and which may or may not be ultimately surmountable. (shrink)

According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality (...) Play, a model for the design of serious games for ethical expertise development based on the Integrative Ethical Education framework from moral psychology and the Lens of the Toy model for serious game design. (shrink)

This dissertation is a contribution to the field of empirically informed metaethics, which combines the rigorous conceptual clarity of traditional metaethics with a careful review of empirical evidence. More specifically, this work stands at the intersection of moral psychology, moral epistemology, and philosophy of action. The study comprises six chapters on three distinct (although related) topics. Each chapter is structured as an independent paper and addresses a specific open question in the literature. The first part concerns the (...) psychological features and cognitive function of moral intuition. Chapter 1 (“Moral intuition, strength, and metacognition”) is focused on the concept of intuitive strength, which is one of the defining features of moral intuition. I provide a metacognitive account of intuitive strength and show why such a view is preferable to emotional or quasi-perceptual accounts. Then, in Chapter 2 (“Dual process reflective equilibrium”), I will discuss the interplay between intuition and reflection in moral reasoning. I will contend that the influential “default-interventionist” model of reasoning, theorized by Greene, is insufficiently supported by the evidence. In light of some recent studies, I outline an account of moral reasoning in which intuition and reflection are not in conflict but cooperate to reach a reflective goal. I call this model dual process reflective equilibrium. The aim of the first part is descriptive, i.e., it argues for an accurate understanding of moral intuition and reasoning in light of the available empirical evidence. In contrast, the second part addresses a normative question: is a subject epistemically justified in forming a belief on the basis of a moral intuition? Skeptics of moral intuition argue that accepting moral intuitions should be the exception rather than the rule to the extent that epistemically defective processes determine the content of moral intuitions. Chapter 3 (“Moral intuitionism and the reliability challenge”) introduces the recent empirical challenges to the reliability of moral intuitions and elaborates a promising strategy for defending intuitionism. In short, I consider whether subjects can track the reliability of their intuitions with their confidence. In Chapter 4 (“The argument from limited cognitive resources”), I evaluate a different strategy to defend moral intuitionism. Specifically, I develop an argument according to which accepting moral intuitions is legitimate because it is the most rational option that a subject has, given her limited resources. The third and final part of the dissertation concerns the role of moral intuitions in action. The influence of automatic processes on moral conduct raises different challenges to moral philosophy. The first challenge is to explain how a subject can be motivated by certain values without the mental effort of deliberation. Chapter 5 (“Caring, moral motivation, and automatic conduct”) tackles this issue. Chapter 6 (“Moral sensitivity as skillful automaticity”) aims to explain how moral agents can be sensitive to good reasons through automatic mental processes. (shrink)

In this paper, I reject that animal reasoning, negation in particular, necessarily involves the representation of absences, as suggested by Bermúdez (2003, 2006, 2007), since this would still work as a logical negation (unavailable for non-linguistic creatures). False belief, pretense, and communication experiments show that non-human animals (at least some primates) have difficulties representing absent entities or properties. I offer an alternative account resorting to the sub-symbolic similarity judgments proposed by Vigo & Allen (2009) and expectations: animal proto-negation takes place (...) through the incompatibility between an expected and the actual representation. Finally, I propose that the expectation paradigm be extrapolated to other experi-ments in cognitive psychology (both with pre-linguistic children and animals) in order to design fair experiments that test other minds considering their true abilities. (shrink)

Perception is our primary means of accessing the external world. What is the nature of this core mental process? Although this question is at the center of scientific research on perception, it has also long been explored by philosophers, who ask fundamental questions about our capacity to perceive: Do our different senses represent the world in commensurable ways? How much of our environment can we be aware of at one time? Which aspects of perception are ‘objective’, and which ‘subjective’? What (...) properties count as perceptual in the first place? Although these parallel research programs typically proceed independently in contemporary scholarship, previous eras recognized more active collaboration and interaction across philosophical and scientific approaches to perception. Here, we review an emerging research focus that has begun to reunite these approaches, by putting several long-standing philosophical questions to empirical test. Unlike more general sources of philosophical inspiration, the work described here draws a direct line from a prominent philosophical conjecture or thought experiment about perception to a key test of that question in the laboratory—such that the relevant experimental work would not (and even could not) have proceeded as it did without the preceding philosophical discussion. Finally, we explore themes arising from these successful interactions, and point to further philosophical questions that might be amenable to empirical approaches. (shrink)

Recent scholarship has drawn attention to John Rawls’s concern with stability—a concern that, as Rawls himself notes, motivated Part III of A Theory of Justice and some of the more important changes of his political turn. For Rawls, the possibility of achieving ‘stability for the right reasons’ depends on citizens possessing sufficient moral motivation. I argue, however, that the moral psychology Rawls develops to show how such motivation would be cultivated and sustained does not cohere with his (...) specific descriptions of ‘pluralist ’ doctrines. Considering Rawls’s claims that ‘most’ citizens—both in contemporary liberal democracies and in the well-ordered society—possess such doctrines, this incompatibility threatens to undermine his stability arguments. Despite the enormous importance of pluralist doctrines and the potential difficulties they pose for Rawls’s project, remarkably little attention has been paid to them. By critically examining these difficulties, the article begins to address this oversight. (shrink)

In the last 70 years there has been an explosion of philosophical and theological work on the nature of virtue and the process of virtue formation. Yet philosophers and theologians have paid little attention to the phenomenon of temptation and its role in developing virtue. Indeed, little analytic work has been done on the nature of temptation. This study aims to fill this gap in moral philosophy and theology by offering an analytic moral conception of temptation and explicating (...) its connection to the development of virtue. This project deploys a new iteration of an older methodology of integrating philosophy and theology that may now appropriately be called “analytic moral theology.” In discerning the nature of temptation and its role in virtue formation, theological sources provide foundational guidance. Analytic moral philosophy provides illumination, coherence, and conceptual robustness to the theological foundation. The argument developed follows in the footsteps of John Hick’s soul-making theodicy by contending that the development of virtue requires a world that permits of experiences of temptation. This conclusion is substantiated by a close moral analysis of the nature of temptation that builds on key works done in philosophical moral psychology, philosophy of action, and philosophical theology. The emerging conceptualization of temptation is then compared and contrasted with the closely related moral phenomenon of akrasia and weakness of will, and finally interfaced with a neo- Aristotelian conception of virtue development. In the end, Thomas Aquinas’s understanding of infused virtue is employed as a theological test of the thesis and conditions the scope of the thesis. In light of this constructive analysis of the nature of temptation and its argument for temptation’s role in acquiring moral virtue, this project makes a contribution to philosophical Christian ethics. (shrink)

Immanuel Kant’s notion of weakness or frailty warrants more attention, for it reveals much about his theory of motivation and general metaphysics of mind. As the first and least severe of the three grades of evil, frailty captures those cases where an agent fails to act on their avowed recognition that the moral law is the only legitimate determining ground of the will. The possibility of such cases raises many important questions that have yet to be settled by interpreters. (...) Most importantly, should we account for the failures of weakness by appealing to the activity of reason or sensibility? I will discuss this question in light of a tendency to adopt an overly dualistic reading of Kant’s moral psychology. Focusing on Kant’s remarks on weakness from the Religion and the Metaphysics of Morals, I argue that we should understand weakness as arising from the unique difficulties of sense-dependent judgment, rather than from self-deception, flagging commitment, or overwhelming desire. The resulting account offers a unified moral psychology capable of accommodating the many features of weakness that are difficult to reconcile on other readings. (shrink)

Expressivists claim that normative judgments (NJ) are non-cognitive states. But what kind of states are they, exactly? Expressivists need to provide us with an adequate account of their nature. Here, I argue that there are structural features that render this task rather daunting. The worry takes the form of a looming dilemma: NJ are either conative states (i.e. states with a world-to-mind direction of fit) or they are not. If they are, then they are either attitudes de se (i.e. attitudes (...) about oneself) or they are not. If they are, then they’re unable to account for disagreement. If they are not, then they're unable to account for agent-relative NJ. So NJ cannot be conative states (they cannot have a world-to-mind direction of fit). On the other hand, however, if NJ are not conative states (if they are states without a direction of fit, like affective or other sui generis non-cognitive, non-conative attitudes) then it remains a mystery how they support relations of disagreement. (shrink)

Despite considerable attention to the need for systemic education for a new society, it is surprising to note how little research has actually been conducted in this area with transdisciplinary approach. Besides, there are many papers about new educational approaches but they are focused on a specific level, for example on higher education. Very little has been done in terms of a systemic and comprehensive approach capable of guiding human development from preschool to postgraduates studies-and beyond. This paper has (...) two purposes: (a) first, to articulate the theoretical framework of a new educational paradigm that responds to current needs of society and that integrates evolutionary perspectives on cultural and human development; (b) second, to suggest a research agenda that may be followed in the future to expand our knowledge base in the new educational paradigms area. (shrink)

For some time now moral psychologists and philosophers have ganged up on Aristotelians, arguing that results from psychological studies on the role of character-based and situation-based influences on human behavior have convincingly shown that situations rather than personal characteristics determine human behavior. In the literature on moral psychology and philosophy this challenge is commonly called the “situationist challenge,” and as Prinz has previously explained, it has largely been based on results from four salient studies in social (...) class='Hi'>psychology, including the studies conducted by Hartshorne and May, Milgram, Isen and Levin, and Darley and Batson. The situationist challenge maintains that each of these studies seriously challenges the plausibility of virtuous personal characteristics by challenging the plausibility of personal characteristics more generally. In this article I undermine the situationist challenge against Aristotelian moral psychology by carefully considering major problems with the conclusions that situationists have drawn from the empirical data, and by further challenging the accuracy of their characterization of the Aristotelian view. In fact I show that when properly understood the Aristotelian view is not only consistent with empirical data from developmental science but can also offer important insights for integrating moral psychology with its biological roots in our natural and social life. (shrink)

Moralization is a social-psychological process through which morally neutral issues take on moral significance. Often linked to health and disease, moralization may sometimes lead to good outcomes; yet moralization is often detrimental to individuals and to society as a whole. It is therefore important to be able to identify when moralization is inappropriate. In this paper, we offer a systematic normative approach to the evaluation of moralization. We introduce and develop the concept of ‘mismoralization’, which is when moralization is (...) metaethically unjustified. In order to identify mismoralization, we argue that one must engage in metaethical analysis of moralization processes while paying close attention to the relevant facts. We briefly discuss one historical example and two contemporary cases related to COVID-19 that we contend to have been mismoralized in public health. We propose a remedy of de-moralization that begins by identifying mismoralization and that proceeds by neutralizing inapt moral content. De-moralization calls for epistemic and moral humility. It should lead us to pull away from our tendency to moralize—as individuals and as social groups—whenever and wherever moralization is unjustified. (shrink)

Advocates of moral enhancement through pharmacological, genetic, or other direct interventions sometimes explicitly argue, or assume without argument, that traditional moral education and development is insufficient to bring about moral enhancement. Traditional moral education grounded in a Kohlbergian theory of moral development is indeed unsuitable for that task; however, the psychology of moral development and education has come a long way since then. Recent studies support the view that moral (...) cognition is a higher-order process, unified at a functional level, and that a specific moral faculty does not exist. It is more likely that moral cognition involves a number of different mechanisms, each connected to other cognitive and affective processes. Taking this evidence into account, we propose a novel, empirically informed approach to moral development and education, in children and adults, which is based on a cognitive-affective approach to moral dispositions. This is an interpretative approach that derives from the cognitive-affective personality system (Mischel and Shoda, 1995). This conception individuates moral dispositions by reference to the cognitive and affective processes that realise them. Conceived of in this way, moral dispositions influence an agent's behaviour when they interact with situational factors, such as mood or social context. Understanding moral dispositions in this way lays the groundwork for proposing a range of indirect methods of moral enhancement, techniques that promise similar results as direct interventions whilst posing fewer risks. (shrink)

Many people believe that the research-based pharmaceutical industry has a ‘special’ moral obligation to provide lifesaving medications to the needy, either free-ofcharge or at a reduced rate relative to the cost of manufacture. In this essay, I argue that we can explain the ubiquitous notion of a special moral obligation as an expression of emotionally charged intuitions involving sacred or protected values and an aversive response to betrayal in an asymmetric trust relationship. I then review the most common (...) arguments used to justify the claim that the pharmaceutical industry has a special moral obligation and show why these justifications fail. Taken together, these conclusions call into question the conventional ideologies that have traditionally animated the debate on whether the pharmaceutical industry has special duties of beneficence and distributive justice with respect to the impoverished in dire need of their products. (shrink)

In the aftermath of the financial crisis, heightened awareness of ethical issues has sparked increased efforts toward moral education within universities and businesses. In many cases, psychological tests are used to measure whether moral development occurs. As long as we understand moral development as synonymous with moral progress, this may seem like a good sign: it would appear that such tests give us a handle on moral progress. Alas, moral development and (...) moral progress are two very different things. And although we know a lot about moral development, what we know has little to do with moral progress. Let’s untangle both concepts. (shrink)

We present an account of the evolutionary development of the experiences of empathy that marked the beginning of morality and art. We argue that aesthetic and moral capacities provided an important foundation for later epistemic developments. The distinction between phenomenal consciousness and attention is discussed, and a role for phenomenology in cognitive archeology is justified-critical sources of evidence used in our analysis are based on the archeological record. We claim that what made our species unique was a form (...) of meditative and empathic thinking that made large-scale human cooperation possible through pre-linguistic, empathic communication. A critical aspect of this proposal is that the transformation that led to the dawn of our species was not initially driven by semantic or epistemic factors, although clearly, these factors increased the gap between us and other species dramatically later on. Our proposal suggests that recent philosophy of mind and psychology might have "epistemicized" phenomenal consciousness too much by construing it in terms of semantic content rather than by describing it in terms of empathic and meditative thinking. Instead of the prevailing approach, we favor the type of subjectivity that is fundamentally "other-involving" as essential, because on our account, a necessary condition for subjectivity is the empathic understanding of other individuals' psychology, not through inference or judgment, but through immediate conscious engagement. (shrink)

Cities today are increasingly at the forefront of the environmental and social crisis—they are simultaneously a major cause and a potential solution. Across the world, a new wave of urban social movements is rising to fight against corporate control, social exclusion, hostile immigration policies, gender oppression, and ecological devastation. These movements are building economic, social, and political alternatives based on solidarity, equality, and participation. This anthology develops the debates that began at the recent Transnational Institute of Social Ecology’s (TRISE) conference (...) about the dire need to rebuild the social and political realities of our world’s cities. It discusses the prospects of radical urban movements; examines the revolutionary potential of the concept of “the Right to the City,” and looks at how activists, scholars, and community movements can work together towards an ecological and democratic future. A fruitful conversation between theory and practice, this book opens new ground for rethinking systemic urban change in a way that challenges oppression and transforms how people work, create, and live together. (shrink)

Kantian ethics is based on a metaphysical conception of autonomy that may seem difficult to reconcile with the empirically-based science of psychology. I argue that, although not formally developed, a Self-Determination Theory (SDT) perspective of ethics can broaden the field of Kantian-based moral psychology and specify what it means, motivationally, to have autonomy in the application of a moral norm. More specifically, I argue that this is possible when a moral norm is fully endorsed by (...) the self through a process of internalization that is energized by intrinsic motivation and is facilitated by the fulfillment of the basic needs for autonomy, competence and relatedness. The conditions of the fulfillment of these needs may even implicitly reveal which norms will be integrated and treated as moral norms. I conclude that SDT offers a motivational approach that is useful in understanding the development of moral norms. (shrink)

The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable (...) exemplars and non-moral stories. Second, experiment 2, a middle school classroom-level experiment with a quasi-experimental design, demonstrated that peer exemplars, who are perceived to be attainable and relevant to students, better promoted service engagement compared with historic figures in moral education classes. (shrink)

Every tenable ethical theory must have an account of moral virtue and vice. Julia Driver has performed a great service for utilitarians by developing a utilitarian account of moral virtue that complements a broader act-based utilitarian ethical theory. In her view, a moral virtue is a psychological disposition that systematically produces good states of affairs in a particular possible world. My goal is to construct a more plausible version of Driver’s account that nevertheless maintains its basic integrity. (...) I aim to accomplish this goal by developing four problems concerning admiration and luck for Driver’s account. Subsequently, I modify the account in a way that partially or entirely mitigates each difficulty. Finally, I attempt to undermine Driver’s rationale for rejecting the modification and explore how well the modified account of moral virtue fits with utilitarian accounts of right action. (shrink)

A prevalent assumption in metaethics is that people believe in moral objectivity. If this assumption were true then people should believe in the possibility of objective moral progress, objective moral knowledge, and objective moral error. We developed surveys to investigate whether these predictions hold. Our results suggest that, neither abstractly nor concretely, people dominantly believe in the possibility of objective moral progress, knowledge and error. They attribute less objectivity to these phenomena than in the case (...) of science and no more, or only slightly more, than in the cases of social conventions and personal preferences. This finding was obtained for a regular sample as well as for a sample of people who are particularly likely to be reflective and informed (philosophers and philosophy students). Our paper hence contributes to recent empirical challenges to the thesis that people believe in moral objectivity. (shrink)

Buddhists consider fear to be a root of suffering. In Chapters 2 and 7 of the Bodhicaryāvatāra, Śāntideva provides a series of provocative verses aimed at inciting fear to motivate taking refuge in the Bodhisattvas and thereby achieve fearlessness. This article aims to analyze the moral psychology involved in this transition. It will structurally analyze fear in terms that are grounded in, and expand upon, an Abhidharma Buddhist analysis of mind. It will then contend that fear, taking refuge, (...) and fearlessness are complex intentional attitudes and will argue that the transition between them turns on relevant changes in their intentional objects. This will involve analyzing the object of fear into four aspects and 'taking refuge' as a mode of trust that ameliorates these four aspects. This analysis will also distinguish two modes of taking refuge and show the progressive role each might play in the transition from fear to fearlessness. (shrink)

Several authors have recently suggested that classic psychedelics might be safe and effective agents of moral enhancement. This raises the question: can we learn anything interesting about the nature of moral experience from a close examination of transformative psychedelic experiences? The interdisciplinary enterprise of philosophical psychopathology attempts to learn about the structure and function of the “ordinary” mind by studying the radically altered mind. By analogy, in this chapter we argue that we can gain knowledge about the everyday (...) moral life by studying extraordinary experiences of altered moral cognition and experience. We focus on a specific class of cases: experiences of forgiveness induced by psychedelics. We argue that close attention to such experiences reveals the importance of thought/emotion coherence and dissonance in the moral life and vindicates some heterodox ideas about moral phenomenology and psychology. (shrink)

Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral (...) development based on evidence. Recent findings in the fields of social sciences that have examined how morality is functioning among human beings, moral psychology in particular, provide us with the evidence through experiments and observations. Furthermore, thanks to the development of scientific research methods that enable researchers to investigate the neural-level nature of human behavior, the researchers now can examine neural correlates of moral functioning that constitutes the basis of moral behavior and development. To facilitate the understanding of the field of neuroscience of morality and its educational implications within the context of teacher education, first, the recent trend in the field will be reviewed, and second, how it can provide useful insights to teachers and teacher educations will be discussed. (shrink)

The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several (...) issues related to the VIA model, including a lack of previous studies that directly support the moral justifiability of the model and the presence of a fundamental virtue component required for optimal moral functioning in virtue ethics, phronesis, practical wisdom, in the model. Finally, I propose future directions for research on the VIA model in order to address the aforementioned issues and facilitate the application of the model in moral education. (shrink)

Nichols’s view of empathy (in Sentimental Rules) in light of experimental moral psychology suffers from several deficiencies: (1) It operates with an impoverished view of the altruistic emotions (empathy, sympathy, concern, compassion, etc.) as mere short-term, affective states of mind, lacking any essential connection to intentionality, perception, cognition, and expressiveness. (2) It fails to keep in focus the moral distinction between two very different kinds of emotional response to the distress and suffering of others—other-directed, altruistic, emotions that (...) have moral value, and self-directed emotional responses, such as personal distress, that do not. (3) Nichols is correct to see morality as requiring affectivity, and the capability of emotional response to others; but his incorrect view of altruistic emotions (and of emotions in general) leads him to misstate the connection between morality and emotion. (4) Nichols’s specific attempt to ground moral judgment in emotion fails, but the argument he provides for it is part of the explanation of point (2), his failure to sustain the distinction between egoistic and altruistic emotions. (5) Without in any way denying that moral philosophy is strengthened by knowledge of empirical psychology, I suggest that the foregoing failures of Nichols’s argument are partly due to his misuse of particular empirical results and findings, and possibly in part to a weakened commitment to the distinctive contribution the humanistic methods of philosophy make to our understanding of the moral dimension of life. (shrink)

Although fairness is a key moral trait, limited research focuses on participants' observed fairness behavior because moral traits are generally measured through self-report. This experiment focused on day-to-day interpersonal fairness rather than impersonal justice, and fairness was assessed as observed behavior. The experiment investigated whether a self-reported fairness trait would moderate a situational influence on observed fairness behavior, such that individuals with a stronger fairness trait would be less affected by a situational influence than those with a weaker (...) fairness trait. We used an iterated resource game in which participants could withdraw resources as they chose, and we manipulated the number of resources bogus players withdrew. The number of resources participants withdrew was the behavioral measure of fairness. Results confirmed the expected moderation of the unfairness manipulation by a fairness trait on observed behavior. Those reporting a stronger fairness trait were unaffected by the manipulation, whereas those reporting a weaker fairness trait were more strongly influenced. (shrink)

In this paper I examine some of the positive epistemic and moral dimensions of anger in Plato’s dialogues. My aim is to show that while Plato is clearly aware that retaliatory anger has negative effects on people’s behavior, the strategy we find in his dialogues is not to eliminate anger altogether; instead, Plato aims to transform or rechannel destructive retaliatory anger into a different, more productive, reformative anger. I argue that this new form of anger plays a crucial positive (...) role in our intellectual and moral development. In relation to our intellectual development, anger is often part of people’s reactions to the Socratic interrogations and it often helps or hinders attempts to acknowledge one’s ignorance and become motivated to learn. For anger to play a positive role in the context of philosophical conversations, Plato suggests its transformation from being an outward-looking and reactive emotion oriented towards retaliation (refutation), into a mostly inward-looking emotion aimed at ones’ own moral and intellectual reform or self-betterment. In relation to our moral progress, anger is strategically linked both to the control of our appetites and to the virtue of courage, so anger is crucial to the psychology of the good citizen. Concretely, anger is needed both for the development of the right opposition to injustice and greed, and for the formation of an adequate sensitivity to justice. (shrink)