The is-ought gap is Hume’s claim that we can’t get an ‘ought’ from just ‘is’s. Prior (“The Autonomy of Ethics,” 1960) showed that its most straightforward formulation, a staple of introductory philosophy classes, fails. Many authors attempt to resurrect the claim by restricting its domain syntactically or by reformulating it in terms of models of deontic logic. Those attempts prove to be complex, incomplete, or incorrect. I provide a simple reformulation of the is-ought gap that closely fits (...) Hume’s description of it. My formulation of the gap avoids the proposed counterexamples from Prior and offers a natural explanation of why they seem compelling. Moreover, I show that my formulation of the gap is guaranteed by standard theories of the semantics of normative terms, and that provides a more general reason to accept it. (shrink)

Some philosophers think that there is a gap between is and ought which necessarily makes normative enquiry a different kind of thing than empirical science. This position gains support from our ability to explicate our inferential practices in a way that makes it impermissible to move from descriptive premises to a normative conclusion. But we can also explicate them in a way that allows such moves. So there is no categorical answer as to whether there is or is not (...) a gap. The question of an is-ought gap is a practical and strategic matter rather than a logical one, and it may properly be answered in different ways for different questions or at different times. (shrink)

In this paper, I begin with Joseph Raz’s remarks on H.L.A. Hart’s contribution to general philosophy, before proposing a counterexample to the is-ought gap.

Within the Thomistic moral tradition, the is-ought gap is regularly treated as identical to the fact-value gap, and these two dichotomies are also regularly treated as being identical to Aristotle and Aquinas’s distinction between the practical and speculative intellect. The question whether (and if so, how) practical (‘ought’) knowledge derives from speculative (‘is’) knowledge has driven some of the fiercest disputes among the schools of Thomistic natural lawyers. I intend to show that both of these identifications are wrong (...) and the debate has been misframed. The is-ought gap is not the fact-value gap, nor does the is-ought gap correspond to Aquinas’s distinction between the speculative and practical. This opens the possibility of a resolution--within the Thomistic school--to a debate that has, heretofore, proven particularly resistant of consensus. I close by offering a tentative account of precisely how synderesis gives us our first awareness of moral law from a prior speculative understanding. (shrink)

In this chapter, I argue that Kant can be read as holding that "ought" judgments follow from certain "is" judgments by mere analysis. More specifically, I defend an interpretation according to which (1) Kant holds that “S ought to F” is analytically equivalent to “If, as it can and would were there no other influences on the will, S’s faculty of reason determined S’s willing, S would F” and (2) Kant’s notions of reason, the will, and freedom are (...) all fundamentally non-normative. Not only does this reading have significant textual support, but, I claim, it also sheds light on why Kant takes freedom and morality to mutually imply one another. Moreover, while Kant does take there to be a gap between moral judgments and empirical descriptive statements, that gap is consistent with the analysis in question. I conclude by arguing that this rejection of the is-ought gap is not as philosophically implausible as it might seem, with a focus on G.E. Moore and Hume’s arguments for certain ‘gaps’ between the normative and the non-normative. (shrink)

Robotization is an increasingly pervasive feature of our lives. Robots with high degrees of autonomy may cause harm, yet in sufciently complex systems neither the robots nor the human developers may be candidates for moral blame. John Danaher has recently argued that this may lead to a retribution gap, where the human desire for retribution faces a lack of appropriate subjects for retributive blame. The potential social and moral implications of a retribution gap are considerable. I argue that the retributive (...) intuitions that feed into retribution gaps are best understood as deontological intuitions. I apply a debunking argument for deontological intuitions in order to show that retributive intuitions cannot be used to justify retributive punishment in cases of robot harm without clear candidates for blame. The fundamental moral question thus becomes what we ought to do with these retributive intuitions, given that they do not justify retribution. I draw a parallel from recent work on implicit biases to make a case for taking moral responsibility for retributive intuitions. In the same way that we can exert some form of control over our unwanted implicit biases, we can and should do so for unjustifed retributive intuitions in cases of robot harm. (shrink)

Many seem to think that AI-induced responsibility gaps are morally bad and therefore ought to be avoided. We argue, by contrast, that there is at least a pro tanto reason to welcome responsibility gaps. The central reason is that it can be bad for people to be responsible for wrongdoing. This, we argue, gives us one reason to prefer automated decision-making over human decision-making, especially in contexts where the risks of wrongdoing are high. While we are not the first (...) to suggest that responsibility gaps should sometimes be welcomed, our argument is novel. Others have argued that responsibility gaps should sometimes be welcomed because they can reduce or eliminate the psychological burdens caused by tragic moral choice-situations. By contrast, our argument explains why responsibility gaps should sometimes be welcomed even in the absence of tragic moral choice-situations, and even in the absence of psychological burdens. (shrink)

This chapter discusses the philosophical relevance of empirical research on moral cognition. It distinguishes three central aims of normative ethical theory: understanding the nature of moral agency, identifying morally right actions, and determining the justification of moral beliefs. For each of these aims, the chapter considers and rejects arguments against employing cognitive scientific research in normative inquiry. It concludes by suggesting that, whichever of the central aims one begins from, normative ethics is improved by engaging with the science of moral (...) cognition. (shrink)

With the existing commitments to climate change mitigation, global warming is likely to exceed 2°C and to trigger irreversible and harmful threshold effects. The difference between the reductions necessary to keep the 2°C limit and those reductions countries have currently committed to is called the ‘emissions gap’. I argue that capable states not only have a moral duty to make voluntary contributions to bridge that gap, but that complying states ought to make up for the failures of some other (...) states to comply with this duty. While defecting or doing less than one’s fair share can be a good move in certain circumstances, it would be morally wrong in this situation. In order to bridge the emissions gap, willing states ought to take up the slack left by others. The paper will reject the unfairness-objection, namely that it is wrong to require agents to take on additional costs to discharge duties that are not primarily theirs. Sometimes what is morally right is simply unfair. (shrink)

This paper defends the heretical view that, at least in some cases, we ought to assign legal liability based on purely statistical evidence. The argument draws on prominent civil law litigation concerning pharmaceutical negligence and asbestos-poisoning. The overall aim is to illustrate moral pitfalls that result from supposing that it is never appropriate to rely on bare statistics when settling a legal dispute.

In an era of dramatic technological progress, the consequent economic transformations, and an increasing need for an adaptable workforce, the importance of education has risen to the forefront of the social discourse. The concurrent increase in the awareness of issues pertaining to social justice and the debate over what this justice entails and how it ought to be effected, feed into the education policy more than ever before. From the nexus of the aforementioned considerations, a concern over the so-called (...) education gap has emerged, with worldwide efforts to close it. I analyse the premises behind such efforts and demonstrate that they are founded upon fundamentally flawed ideas. I show that in a society in which education is delivered equitably, education gaps emerge naturally as a consequence of differentiation due to talents, the tendency for matched mate selection, and the heritability of intellectual traits. Hence, I issue a call for a refocusing of efforts from the ill-founded idea of closing the education gap, to the understanding of the magnitude of its unfair contributions, as well as to those social aspects which can modulate it in accordance to what a society deems fair according to its values. (shrink)

The purpose of this paper is to examine the relationship between naturalism and morality and to assess their compatibility. Naturalism is defined as respect for science, for its methods and results. From this respect for science, one can infer two distinct philosophical naturalisms: the methodological and the metaphysical. The relationship between these forms of naturalism and morality depends on the correct conception of morality. This paper differentiates between objectively realistic conception and all other conceptions and argues that while other conceptions (...) can easily fit morality into a naturalistic worldview, objectively realistic conception faces theoretical challenges, including the challenge of explaining how moral facts and concepts play an explanatory role and the challenge of bridging the is/ought gap. The paper focuses on Railton's ethical naturalism as a prominent naturalistic theory of morality and evaluates its ability to overcome these challenges. The conclusion is that, so long as we consider a theory like Railton's, naturalism and realistically conceived morality are incompatible. (shrink)

Many have expected that understanding the evolution of norms should, in some way, bear on our first-order normative outlook: How norms evolve should shape which norms we accept. But recent philosophy has not done much to shore up this expectation. Most existing discussions of evolution and norms either jump headlong into the is/ought gap or else target meta-ethical issues, such as the objectivity of norms. My aim in this paper is to sketch a different way in which evolutionary considerations (...) can feed into normative thinking—focusing on stability. I will discuss two forms of argument that utilize information about social stability drawn from evolutionary models, and employs it to assess claims in political philosophy. One such argument treats stability as feature of social states that may be taken into account alongside other features. The other uses stability as a constraint on the realization of social ideals, via a version of the ought-implies-can maxim. These forms of argument are not new; indeed they have a history going back at least to early modern philosophy. But their marriage with evolutionary information is relatively recent, has a significantly novel character, and has received little attention in recent moral and political philosophy. (shrink)

Recent events have revived questions about the circumstances that ought to trigger therapists' duty to warn or protect. There is extensive interstate variation in duty to warn or protect statutes enacted and rulings made in the wake of the California Tarasoff ruling. These duties may be codified in legislative statutes, established in common law through court rulings, or remain unspecified. Furthermore, the duty to warn or protect is not only variable between states but also has been dynamic across time. (...) In this article, we review the implications of this variability and dynamism, focusing on three sets of questions: first, what legal and ethics-related challenges do therapists in each of the three broad categories of states (states that mandate therapists to warn or protect, states that permit therapists to breach confidentiality for warnings but have no mandate, and states that give no guidance) face in handling threats of violence? Second, what training do therapists and other professionals involved in handling violent threats receive, and is this training adequate for the task that these professionals are charged with? Third, how have recent court cases changed the scope of the duty? We conclude by pointing to gaps in the empirical and conceptual scholarship surrounding the duty to warn or protect. (shrink)

There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in (...) the assumption that youngsters ought to be encouraged to develop their natural interests and talents and hence that it is important to allow the children to do the talking and that adults listen. Both strategies seemed flawed due to the absence of the inherent wisdom of its opposing view. This chasm can be overcome. The Community of Inquiry, a pedagogical method used in Philosophy for Children, demands a method of communication which is able to bridge this gap. A Community of Inquiry is neither teacher-centered and controlled nor student-centered and controlled, but centered on and controlled by the demands of truth. Truth is absolutely essential to this method; it is only because of progress toward truth that participants are ultimately convinced of the fruitfulness of the process. Truth, however, is a hard taskmaster; it places severe restrictions on participants and puts exacting demands on the facilitator. These inherent restrictions and demands are too often underplayed, overlooked and sometimes seemingly overtly denied by those who, quite correctly emphasize that ultimately this method depends on maintenance and enhancement of student autonomy. This underrating of the role of the facilitator has led to a severe undervaluing of this otherwise brilliant pedagogical method, but worse, it has left novice teacher/facilitators ill prepared to utilize this method successfully. (shrink)

A term expresses a thick concept if it expresses a specific evaluative concept that is also substantially descriptive. It is a matter of debate how this rough account should be unpacked, but examples can help to convey the basic idea. Thick concepts are often illustrated with virtue concepts like courageous and generous, action concepts like murder and betray, epistemic concepts like dogmatic and wise, and aesthetic concepts like gaudy and brilliant. These concepts seem to be evaluative, unlike purely descriptive concepts (...) such as red and water. But they also seem different from general evaluative concepts. In particular, thick concepts are typically contrasted with thin concepts like good, wrong, permissible, and ought, which are general evaluative concepts that do not seem substantially descriptive. When Jane says that Max is good, she appears to be evaluating him without providing much description, if any. Thick concepts, on the other hand, are evaluative and substantially descriptive at the same time. For instance, when Max says that Jane is courageous, he seems to be doing two things: evaluating her positively and describing her as willing to face risk. Because of their descriptiveness, thick concepts are especially good candidates for evaluative concepts that pick out properties in the world. Thus they provide an avenue for thinking about ethical claims as being about the world in the same way as descriptive claims. -/- Thick concepts became a focal point in ethics during the second half of the twentieth century. At that time, discussions of thick concepts began to emerge in response to certain disagreements about thin concepts. For example, in twentieth-century ethics, consequentialists and deontologists hotly debated various accounts of good and right. It was also claimed by non-cognitivists and error-theorists that these thin concepts do not correspond to any properties in the world. Dissatisfaction with these viewpoints prompted many ethicists to consider the implications of thick concepts. The notion of a thick concept was thought to provide insight into meta-ethical questions such as whether there is a fact-value distinction, whether there are ethical truths, and, if there are such truths, whether these truths are objective. Some ethicists also theorized about the role that thick concepts can play in normative ethics, such as in virtue theory. By the beginning of the twenty-first century, the interest in thick concepts had spread to other philosophical disciplines such as epistemology, aesthetics, metaphysics, moral psychology, and the philosophy of law. -/- Nevertheless, the emerging interest in thick concepts has sparked debates over many questions: How exactly are thick concepts evaluative? How do they combine evaluation and description? How are thick concepts related to thin concepts? And do thick concepts have the sort of significance commonly attributed to them? This article surveys various attempts at answering these questions. (shrink)

The title of Hare’s book refers to the gap between the demand that morality places on us and our natural capacity to live by it. Such a gap is paradoxical if we accept the “‘ought’ implies ‘can”’ principle. The solution, Hare argues, is that the gap is filled by the Christian God. So we ought to be moral and can do so—with divine assistance. Hare’s statement and defense of the existence of the gap combines a rigorously Kantian notion (...) of the moral demand with a rigorously Calvinist notion of human depravity. As such, many readers will find the gap exaggerated, but most people will admit that there is some sort of gap here to be faced, and any gap at all is a problem. (shrink)

I develop and defend "metaethical experientialism," the thesis that phenomenal facts explain certain kinds of value facts. I argue, for example, that anyone who knows what it’s like to feel extreme pain is in a position to know that that kind of experience is bad. I argue that metaethical experientialism yields genuine counterexamples to the principle that no ethical conclusion can be derived from purely descriptive premises. I also discuss the prospects for a pluralistic metaethics, whereby different metaethical theories hold (...) for different classes of ethical facts. (shrink)

Suppose that two competing norms, N1 and N2, can be identified such that a given person’s response can be interpreted as correct according to N1 but incorrect according to N2. Which of these two norms, if any, should one use to interpret such a response? In this paper we seek to address this fundamental problem by studying individual variation in the interpretation of conditionals by establishing individual profiles of the participants based on their case judgments and reflective attitudes. To investigate (...) the participants’ reflective attitudes we introduce a new experimental paradigm called the Scorekeeping Task. As a case study, we identify the participants who follow the Suppositional Theory of conditionals (N1) versus Inferentialism (N2) and investigate to what extent internally consistent competence models can be reconstructed for the participants on this basis. After extensive empirical investigations, an apparent reasoning error with and-to-if inferences was found in one of these two groups. The implications of this case study for debates on the proper role of normative considerations in psychology are discussed. (shrink)

In what follows we present group rights as portrayed in contemporary theoretical debates; compare this portrayal with some of the claims actually advanced by various indigenous groups throughout the world; and give reasons for preferring the practical to the theoretical treatments. Our findings suggest that liberal-individualist and corporatist accounts of group rights actually agree on the kind of importance that group interests have for persons and on what it is that groups who claim rights are concerned about. Both liberal-individualists and (...) corporatists locate the importance of group interests in the personal psychology of individual group members. As a result, both treat group interests (such as cultural integrity) as not only different in kind from individualized interests such as freedom of expression but as potentially in competition with them. In contrast, the real-world demands of indigenous groups place emphasis on concrete ways in which the preserving of communal life can be important to individuals’ well-being, in addition to the various spiritual and symbolic resources which such life may provide. These practical aspects of communal life make individuals’ group interests a lot like their individualized ones, and so suggest that group rights do not introduce new or distinctive theoretical questions. Instead, group rights are raise familiar questions about how individuals’ interests ought to be balanced against one another when they are in competition; what counts as an adequate institutional structure for the instantiation of a right; and who ought to be recognized as an authoritative judge of whether a right has been respected. (shrink)

This research note argues that political theorists of refuge ought to consider the experiences of refugees after they have received asylum in the Global North. Currently, much of the literature concerning the duties of states towards refugees implicitly adopts a blanket approach, rather than considering how varied identities may affect the remedies available to displaced people. Given the prevalence of racism, xenophobia, and homophobia in the Global North, and the growing norm of dissident persecution in foreign territory, protection is (...) not guaranteed after either territorial or legal admission. This research note considers the case of LGBTQ refugees in order to demonstrate the analytical potential of more inclusive and diverse normative approaches. Taking the origin and extension of harm seriously requires a conceptualization of sanctuary after asylum that accurately reflects the experiences of the displaced. In doing so, questions arise regarding the nature and efficacy of territorial asylum. (shrink)

The Duhem-Quine thesis famously holds that a single hypothesis cannot be confirmed or disconfirmed in isolation, but instead only in conjunction with other background hypotheses. This article argues that this has important and underappreciated implications for metaethics. Section 1 argues that if one begins metaethics firmly wedded to a naturalistic worldview—due (e.g.) to methodological/epistemic considerations—then normativity will appear to be reducible to a set of social-psycho-semantic behaviors that I call the ‘normative stance.’ Contra Hume and Bedke (2012), I argue that (...) the normative stance provides semantically-grounded entailments from natural truths to normative truths, reducing the latter to the former. Specifically, the normative stance explains the truth-conditions, truth-values, and truth-makers of normative propositions in terms of socially grounded cognitive-behavioral rules and other natural facts, thus explaining how there can be bona fide normative facts and properties in a wholly naturalistic world. I then show that the normative stance explains the apparent stance-independence and non-naturalness of normative reasons, intrinsic value, and categoricity of moral reasons as ‘user-illusions’ generated by people having strong psycho-social propensities—rooted in evolution and social cooperation—to take these normative stances. Section 2 then argues that while the normative stance may appear to naturalists to successfully explain normativity, it will not appeal to those who come to metaethics with different background commitments. I conclude that naturalists should take the normative stance to be a promising metaethical theory of normativity, and that whether it is a true theory of normativity is something that can only be ascertained by determining which background hypotheses—naturalistic or otherwise—we should have when doing metaethics. (shrink)

Why interdisciplinary research in AI is so important, according to Jurassic Park. -/- “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” -/- I think this quote resonates with us now more than ever, especially in the world of technological development. The writers of Jurassic Park were years ahead of their time with this powerful quote. -/- As we build new technology, and we push on to see what can actually (...) be achieved there is an undertone of sales to whatever we build. The end product must be sold somewhere and to someone. This can derail any good intentions, just as building a resort full of dinosaurs was sold as a fun attraction, we see later in the film that it became a resort of terror. -/- In the field of AI we are certainly late to the party with ethics and regulation. Indeed, even existing modelling protocols have been, in many cases, circumvented or potentially ignored. This has led to a widening of the gap in the interdisciplinary field of AI. This is compounded by pop culture representations of AI and the Ethicist’s potential lack of knowledge surrounding technical progression in the field of AI. There are now seemingly two separate branches that ought to be in sync. The first branch is a group of Philosophers led by the Author of Superintelligence, Nick Bostrom, who believe that there is a singularity where AI takes over the world and starts to kill off humans. The second branch is the Technical Cohort who are led by companies such as Google and Deepmind. The remit of these developers is to see what can be developed and produced. Ultimately a separate sales team will determine what products can be sold. -/- We have seen multiple failures of AI due to lack of interdisciplinary discourse. Some cases include misallocated or cut off financial support and healthcare. This indicates the prevalence of issues that can grow and become ever more complex. -/- So, we have to ask ourselves two questions: One, do the Philosophers have a point? Two, does that point refer to humans programming AI in such a way that the destruction of the human race is its optimal aim in order to create a better future world? -/- Is the development of AI that different to an island of genetically engineered Dinosaurs? -/- The only solution, in my view, is interdisciplinary discourse. (shrink)

Book Information The Is-Ought Problem: An Investigation in Philosophical Logic. By Gerhard Schurz. Kluwer. Dordrecht. 1997. Pp. x + 332. £92.25.

Focusing mainly on Meinong’s "Über emotionale Präsentation" and Veber’s "Die Natur des Sollens", I examine their respective conceptions of ought. Meinong has not written a specific work on the ought, he deals with it as a part of his value theory. In "Über emotionale Präsentation" the ought is a property of being, which cannot be viewed as separated from a desiring subject. The ought is an ideal object of higher order; it concerns neither factuality nor non-factuality, (...) but subfactuality, that is the realm of possibility. In "Die Natur des Sollens", Veber proposes a structured theory of ought, which is grounded on Meinongian concepts. The ought is the object of a volition, it is a genuine object, even though ideal. I conclude by portraying the differences between Veber's and Meinong's conceptions of the ought. (shrink)

There is a surprising disconnect between formal rational choice theory and philosophical work on reasons. The one is silent on the role of reasons in rational choices, the other rarely engages with the formal models of decision problems used by social scientists. To bridge this gap, we propose a new, reason-based theory of rational choice. At its core is an account of preference formation, according to which an agent’s preferences are determined by his or her motivating reasons, together with a (...) ‘weighing relation’ between different combinations of reasons. By explaining how someone’s preferences may vary with changes in his or her motivating reasons, our theory illuminates the relationship between deliberation about reasons and rational choices. Although primarily positive, the theory can also help us think about how those preferences and choices ought to respond to normative reasons. (shrink)

Many take the claim that you cannot ‘get’ an ‘ought’ from an ‘is’ to imply that non- moral beliefs are by themselves incapable of justifying moral beliefs. I argue that this is a mistake and that the position that moral beliefs are justified exclusively by non-moral beliefs—a view that I call moral inferentialism—presents an attractive non-sceptical moral epistemology.

It is generally accepted that there are two kinds of normative concepts : evaluative concepts, such as good, and deontic concepts, such as ought. The question that is raised by this distinction is how it is possible to claim that evaluative concepts are normative. Given that deontic concepts appear to be at the heart of normativity, the bigger the gap between evaluative and deontic concepts, the less it appears plausible to say that evaluative concepts are normative. After having presented (...) the main differences between evaluative and deontic concepts, and shown that there is more than a superficial difference between the two kinds, the paper turns to the question of the normativity of evaluative concepts. It will become clear that, even if these concepts have different functions, there are a great many ties between evaluative concepts, on the one hand, and the concepts of ought and of reason, on the other. (shrink)

In this paper, I argue that David Hume's is-ought problem stems from morality as a simplifying framework. Morality is the attempt to describe human behaviour and its relation to nature through a court framework, dating to prehistoric times. Such a court does not really exist, hence we are not referring to anything directly when we make moral statements, and therefore 'is' and 'ought' do not align. The solution is to replace morality with what it's really trying to describe: (...) patterns in individual behaviour. (shrink)

Examining the moral sense theories of Francis Hutcheson, David Hume, and Adam Smith from the perspective of the is-ought problem, this essay shows that the moral sense or moral sentiments in those theories alone cannot identify appropriate morals. According to one interpretation, Hume's or Smith's theory is just a description of human nature. In this case, it does not answer the question of how we ought to live. According to another interpretation, it has some normative implications. In this (...) case, it draws normative claims from human nature. Anyway, the sentiments of anger, resentment, vengeance, superiority, sympathy, and benevolence show that drawing norms from human nature is sometimes morally problematic. The changeability of the moral sense and moral sentiments in Hume's and Smith's theories supports this idea. Hutcheson's theory is morally more appropriate because it bases morality on disinterested benevolence. Yet disinterested benevolence is not enough for morality. There are no sentiments the presence of which alone makes any action moral. (shrink)

The debate concerning the proper way of understanding, and hence solving, the “is-ought problem” produced two mutually exclusive positions. One position claims that it is entirely impossible to deduce an imperative statement from a set of factual statements. The other position holds a contrary view to the effect that one can naturally derive an imperative statement from a set of factual statements under certain conditions. Although these two positions have opposing views concerning the problem, it should be evident that (...) they both accept that the “is-ought problem” is concerned with the deducibility of imperative statements from factual statements. Later I will argue that this should not be our concern when we try to make sense of the way we reason about morality. (shrink)

Climatology is a paradigmatic complex systems science. Understanding the global climate involves tackling problems in physics, chemistry, economics, and many other disciplines. I argue that complex systems like the global climate are characterized by certain dynamical features that explain how those systems change over time. A complex system's dynamics are shaped by the interaction of many different components operating at many different temporal and spatial scales. Examining the multidisciplinary and holistic methods of climatology can help us better understand the nature (...) of complex systems in general. -/- Questions surrounding climate science can be divided into three rough categories: foundational, methodological, and evaluative questions. "How do we know that we can trust science?" is a paradigmatic foundational question (and a surprisingly difficult one to answer). Because the global climate is so complex, questions like "what makes a system complex?" also fall into this category. There are a number of existing definitions of `complexity,' and while all of them capture some aspects of what makes intuitively complex systems distinctive, none is entirely satisfactory. Most existing accounts of complexity have been developed to work with information-theoretic objects (signals, for instance) rather than the physical and social systems studied by scientists. -/- Dynamical complexity, a concept articulated in detail in the first third of the dissertation, is designed to bridge the gap between the mathematics of contemporary complexity theory (in particular the formalism of "effective complexity" developed by Gell-Mann and Lloyd [2003]) and a more general account of the structure of science generally. Dynamical complexity provides a physical interpretation of the formal tools of mathematical complexity theory, and thus can be used as a framework for thinking about general problems in the philosophy of science, including theories, explanation, and lawhood. -/- Methodological questions include questions about how climate science constructs its models, on what basis we trust those models, and how we might improve those models. In order to answer questions about climate modeling, it's important to understand what climate models look like and how they are constructed. Climate model families are significantly more diverse than are the model families of most other sciences (even sciences that study other complex systems). Existing climate models range from basic models that can be solved on paper to staggeringly complicated models that can only be analyzed using the most advanced supercomputers in the world. I introduce some of the central concepts in climatology by demonstrating how one of the most basic climate models might be constructed. I begin with the assumption that the Earth is a simple featureless blackbody which receives energy from the sun and releases it into space, and show how to model that assumption formally. I then gradually add other factors (e.g. albedo and the greenhouse effect) to the model, and show how each addition brings the model's prediction closer to agreement with observation. After constructing this basic model, I describe the so-called "complexity hierarchy" of the rest of climate models, and argue that the sense of "complexity" used in the climate modeling community is related to dynamical complexity. -/- With a clear understanding of the basics of climate modeling in hand, I then argue that foundational issues discussed early in the dissertation suggest that computation plays an irrevocably central role in climate modeling. "Science by simulation" is essential given the complexity of the global climate, but features of the climate system--the presence of non-linearities, feedback loops, and chaotic dynamics--put principled limits on the effectiveness of computational models. This tension is at the root of the staggering pluralism of the climate model hierarchy, and suggests that such pluralism is here to stay, rather than an artifact of our ignorance. Rather than attempting to converge on a single "best fit" climate model, we ought to embrace the diversity of climate models, and view each as a specialized tool designed to predict and explain a rather narrow range of phenomena. Understanding the climate system as a whole requires examining a number of different models, and correlating their outputs. This is the most significant methodological challenge of climatology. -/- Climatology's role contemporary political discourse raises an unusually high number of evaluative questions for a physical science. The two leading approaches to crafting policy surrounding climate change center on mitigation (i.e. stopping the changes from occurring) and adaptation (making post hoc changes to ameliorate the harm caused by those changes). Crafting an effective socio-political response to the threat of anthropogenic climate change, however, requires us to integrate multiple perspectives and values: the proper response will be just as diverse and pluralistic as the climate models themselves, and will incorporate aspects of both approaches. I conclude by offering some concrete recommendations about how to integrate this value pluralism into our socio-political decision making framework. (shrink)

Stephen Finlay’s Confusion of Tongues is a bold and sophisticated book. The overarching goal is metaphysical: to reductively analyze normative facts, properties, and relations in terms of non-normative facts, properties, and relations. But the method is linguistic: to first provide a reductive analysis of the corresponding bits of normative language, with a particular focus on ‘good’, ‘ought’, and ‘reason’. The gap between language and reality is then bridged by taking linguistic analysis as a guide to conceptual analysis, and conceptual (...) analysis as a guide to metaphysical analysis. In this review, I consider three challenges to Finlay’s project that deserve more attention than they receive in the book. The first concerns Finlay’s claim to have provided a *reductive* theory of normative language, the second concerns his claim to have provided a *unified* theory of normative language, and the third concerns his claim to have provided a *correct* theory of normative language. (shrink)

Recent philosophy has seen a resurgence of the realist view of sensible qualities such as colour. The view holds that experienced qualities are properties of the objects in the physical environment, not mentally instantiated properties like qualia or merely intentional, illusory ones. Some suggest that this move rids us of the explanatory gap between physical properties and the qualitative features of consciousness. Others say it just relocates the problem of qualities to physical objects in the environment, given that such qualities (...) cannot be derived from the non-qualitative properties of objects, and it does not resolve the problem of consciousness either. I argue that such an outcome is welcome: if the physical world is full of explanatory gaps, then the mind–body explanatory gap is not so special. Moreover, the explanatory gaps regarding qualities of objects are less puzzling than the brain-qualia gap. In order to counter the usual worries concerning realism about objective qualities, I introduce ‘imperfect realism’ as an alternative to colour pluralism and complex reductionism, which accommodates realism in the face of widespread perceptual error. I conclude with a discussion of how this ‘multiple-gaps view’ sits better with a naturalistic framework compared to the Galilean-Cartesian account of qualities. (shrink)

Two decades ago, Rolf Landauer (1991) argued that “information is physical” and ought to have a role in the scientific analysis of reality comparable to that of matter, energy, space and time. This would also help to bridge the gap between biology and mathematics and physics. Although it can be argued that we are living in the ‘golden age’ of biology, both because of the great challenges posed by medicine and the environment and the significant advances that have been (...) made—especially in genetics and molecular and cell biology—we feel that information as an essential aspect of life has been neglected, or at least misunderstood. We therefore summon Maxwell’s Demon and its distant relative the ratchet, and apply these to biology. (shrink)

In a recent paper, María Pía Méndez (2022) offers an epistemic critique of epistocracy according to which the sort of politically well-informed but homogenous groups of citizens that would be empowered under epistocracy would lack reliable access to information about the preferences of less informed citizens. Specifically, they would lack access to such citizens’ preferences regarding the form that policies ought to take—that is, how these policies ought to be implemented. Arguing that this so-called Information Gap Problem militates (...) against epistocracy, Méndez instead recommends that we respond to problems created by widespread voter ignorance by improving the flow of information between political actors by adopting some participatory democratic institutions. In this paper I argue that the severity of the Information Gap Problem for epistocracy is overstated. After first sketching some background (Section 1), I argue that it is hard to see why information about citizens’ preferences for the form that policies ought to take is important enough that the expected costs of epistocracy outweigh its expected benefits if it selectively empowers people who lack access to such information (Section 2). Moreover, different forms of epistocracy are less threatened by the Information Gap Problem, assuming it is indeed a problem. For some forms of epistocracy, it may be no problem whatsoever. However, I conclude by suggesting that Méndez touches upon some more serious problems for epistocracy (Section 3). First, even setting aside the Information Gap Problem, there are open questions about the possible epistemic inferiority of epistocracy relative to democracy. Second, more comprehensive accounts of political competence that move beyond the possession of sufficient levels of political information are much harder to reliably test for, thus complicating the task of devising effective epistocratic selection mechanisms. Lastly, epistocracy arguably creates a serious risk of abuse that may outweigh any other benefits it brings. More research is needed to determine how (and whether) epistocrats can respond to such challenges. (shrink)

In Flourish, the positive psychologist Martin Seligman (2011) identifies five commonly recognized factors that are characteristic of human flourishing or wellbeing: (1) “positive emotion,” (2) “relationships,” (3) “engagement,” (4) “achievement,” and (5) “meaning” (p. 24). Although there is no settled set of necessary and sufficient conditions neatly circumscribing the bounds of human flourishing (Seligman, 2011), we would mostly likely consider a person that possessed high levels of these five factors as paradigmatic or prototypical of human flourishing. Accordingly, if we wanted (...) to go about the practical task of actually increasing our level of wellbeing, we ought to do so by focusing on practically increasing the levels of the five factors that are characteristic of wellbeing. If, for instance, an activity such as musical engagement can be shown to positively influence each or all of these five factors, this would be compelling evidence that an activity such as musical engagement can positively contribute to one’s living a flourishing life. I’m of the belief that psychological research can and should be used, not only to identify and diagnose maladaptive psychological states, but identify and promote adaptive psychological states as well. In this article I advance the hypothesis and provide supporting evidence for the claim that musical engagement can positively contribute to one’s living a flourishing life. Since there has not yet been a substantive and up-to-date investigation of the possible role of music in contributing to one’s living a flourishing life, the purpose of this article is to conduct this investigation, thereby bridging the gap and stimulating discussion between the psychology of music and the psychology of wellbeing. (shrink)

In our day-to-day lives, we form responsibility judgements about one another – but we are imperfect beings, and our judgments can be mistaken. This paper suggests that we get things wrong not merely by chance, but predictably and systematically. In particular, these miscues are common when we are dealing with large gaps in social status and power. That is, when we form judgements about those who are much more or less socially powerful than ourselves, it is increasingly likely that “epistemic (...) distorters” will reliably disrupt our reasoning. In response to this situation, I argue for the introduction of a new norm concerning blame and social status: “Powerful Restraint.” This norm suggests that the socially powerful ought to blame the socially dispossessed less frequently, and that social pressure be applied to achieve that compliance. I argue that such a norm is justified given the pernicious down-stream moral effects of the up-stream epistemic distortion I describe. I defend it against objections that it suggests a normative solution to an epistemic problem, that it is paternalistic, and that it involves a kind of disrespect to the less socially powerful. (shrink)

The concept of exploitation and potentially exploitative real-world practices are the subject of increasing philosophical attention. However, while philosophers have extensively debated what exploitation is and what makes it wrong, they have said surprisingly little about what might be required to remediate it. By asking how the consequences of exploitation should be addressed, this article seeks to contribute to filling this gap. We raise two questions. First, what are the victims of exploitation owed by way of remediation? Second, who (...) class='Hi'>ought to remediate? Our answers to these questions are connected by the idea that exploitation cannot be fully remediated by redistributing the exploiter's gain in order to repair or compensate the victim's loss. This is because exploitation causes not only distributive but also relational harm. Therefore, redistributive measures are necessary but not sufficient for adequate remediation. Moreover, this relational focus highlights the fact that exploitative real-world practices commonly involve agents other than the exploiter who stand to benefit from the exploitation. Insofar as these third parties are implicated in the distributive and relational harms caused by exploitation, there is, we argue, good reason to assign part of the burden of remediation to them. (shrink)

This chapter addresses a general question: What is responsible risking? It explores the notion of "responsible risking" as a thick moral concept, and it argues that the notion can be given moral content that could be action-guiding and add an important tool to our moral toolbox. To impose risks responsibly, on this view, is to take on responsibility in a good way. A core part of responsible risking, this chapter argues, is some version of a Forethought Condition. Such a condition (...) requires us to not make decisions or plans such that we could not deliver on our responsibility obligations. This chapter argues that three moral obligations can be derived from descriptive notions of responsibility. They are (1) the control condition, (2) the responsibility to fix condition, and (3) the responsibility to explain condition. The idea is that in order to impose risks responsibly we ought not act in ways that undermine our ability to remain in control over the risks, undermine our ability to sort out negative outcomes by reparations or compensation, or undermine our prospects of providing an explanation for our actions that also makes sense in hindsight and to those affected. This idea is then tried out on the case of germline gene editing. It is argued that such a moral notion of responsibility is also action-guiding when we do not know for certain what is the morally right or obligatory action all-things-considered due to epistemic gaps. (shrink)

Hume seems to contend that you can’t get an ought from an is. Searle professed to prove otherwise, deriving a conclusion about obligations from a premise about promises. Since (as Schurz and I have shown) you can’t derive a substantive ought from an is by logic alone, Searle is best construed as claiming that there are analytic bridge principles linking premises about promises to conclusions about obligations. But we can no more derive a moral obligation to pay up (...) from the fact that a promise has been made than we can derive a duty to fight a duel from the fact that a challenge has been issued – just conclusions about what we ought to do according to the rules of the relevant games. Hume suggests bridge principles that would take us from the rules of the games to conclusions about duties, but these principles are false. My argument features an obstreperous earl, an anarchist philosopher and a dueling Prime Minister. (shrink)

This paper considers the practical question of why people do not behave in the way they ought to behave. This question is a practical one, reaching both into the normative and descriptive domains of morality. That is, it concerns moral norms as well as empirical facts. We argue that two main problems usually keep us form acting and judging in a morally decent way: firstly, we make mistakes in moral reasoning. Secondly, even when we know how to act and (...) judge, we still fail to meet the requirements due to personal weaknesses. This discussion naturally leads us to another question: can we narrow the gap between what people are morally required to do and what they actually do? We discuss findings from neuroscience, economics, and psychology, considering how we might bring our moral behavior better in line with moral theory. Potentially fruitful means include nudging, training, pharmacological enhancement, and brain stimulation. We conclude by raising the question of whether such methods could and should be implemented. (shrink)

A recently advanced argument for purgatory hinges on the need for complete sanctification before one can enter heaven. The argument has a modal gap.The gap can be exploited to fashion a competing account of how sanctification occurs in the afterlife according to which it is in part a heavenly process.The competing account usefully complicates the overall case for purgatory and raises questions about how the notion ought to be understood.

Whatever one makes of the relationship between free will and moral responsibility – e.g. whether it’s the case that we can have the latter without the former and, if so, what conditions must be met; whatever one thinks about whether artificially intelligent agents might ever meet such conditions, one still faces the following questions. What is the value of moral responsibility? If we take moral responsibility to be a matter of being a fitting target of moral blame or praise, what (...) are the goods attached to them? The debate concerning ‘machine morality’ is often hinged on whether artificial agents are or could ever be morally responsible, and it is generally taken for granted (following Matthias 2004) that if they cannot, they pose a threat to the moral responsibility system and associated goods. In this paper, I challenge this assumption by asking what the goods of this system, if any, are, and what happens to them in the face of artificially intelligent agents. I will argue that they neither introduce new problems for the moral responsibility system nor do they threaten what we really (ought to) care about. I conclude the paper with a proposal for how to secure this objective. (shrink)

The mind-brain identity theory, the thesis that sensations are identical with properties or processes of the brain, was introduced into contemporary discussion by U.T. Place, Herbert Feigl, and J.J.C Smart in the 1950s. Despite its widespread rejection in the following decades, the identity theory has received several carefully articulated defenses in recent years. Aside from developing novel responses to well-known arguments against the identity theory, contemporary identity theorists have argued that the epistemological resources available to support the adoption of identities (...) are more plentiful than has often been supposed; further, they have argued that mind-brain identities allow for the resolution of otherwise intractable explanatory puzzles about the phenomenal properties of experience. From an epistemological perspective, identity theorists have thus argued that a central reason for believing theoretical identities—both mind-brain identities as well as more mundane identities such as water = H2O—stems from the explanatory power that they confer. Yet from an explanatory perspective, identity theorists have maintained that identities cannot themselves be explained; indeed, they have maintained that it is hardly intelligible to request an explanation for an identity. This paper considers these ideas draws out an important tension between them. The central claim is that insofar as identity theorists insist on the explanatorily efficacy of identities, they should concede that there is a good sense in which theoretical identities can be explained. However, it is moreover argued that this concession is not especially problematic and, indeed, ought to be welcomed by identity theorists. (shrink)

A paradox, it is claimed, is a radical form of contradiction, one that produces gaps in meaning. In order to approach this idea, two senses of “separation” are distinguished: separation by something and separation by nothing. The latter does not refer to nothing in an ordinary sense, however, since in that sense what’s intended is actually less than nothing. Numerous ordinary nothings in philosophy as well as in other fields are surveyed so as to clarify the contrast. Then follows the (...) suggestion that philosophies which one would expect to have room for paradoxes actually tend either to exclude them altogether, or to dull them. There is a clear alternative, however, one that fully recognizes paradoxes and yet also strives to overcome them. (shrink)

Rønnow-Rasmussen’s The Value Gap is an extended argument for Value Dualism, the view that both goodness and goodness for are coherent value concepts that are not fully understandable in terms of each other. In the first part of the book, he criticizes attempts to fully understand one type of value in terms of the other. In the second part of the book, he argues that both concepts are value concepts by appealing to a “Fitting Attitude” analysis of value concepts. This (...) book review exposits Rønnow-Rasmussen’s argument for Dualism, and his proposed analysis of both goodness and goodness for. More critically, it briefly defends a strategy for understanding goodness for in terms of goodness and criticizes Rønnow-Rasmussen’s proposed analysis of goodness for. (shrink)

Kevin Elliott and others separate two common arguments for the legitimacy of societal values in scientific reasoning as the gap and the error arguments. This article poses two questions: How are these two arguments related, and what can we learn from their interrelation? I contend that we can better understand the error argument as nested within the gap because the error is a limited case of the gap with narrower features. Furthermore, this nestedness provides philosophers with conceptual tools for analyzing (...) more robustly how values pervade science. (shrink)

I defend the following version of the ought-implies-can principle: (OIC) by virtue of conceptual necessity, an agent at a given time has an (objective, pro tanto) obligation to do only what the agent at that time has the ability and opportunity to do. In short, obligations correspond to ability plus opportunity. My argument has three premises: (1) obligations correspond to reasons for action; (2) reasons for action correspond to potential actions; (3) potential actions correspond to ability plus opportunity. In (...) the bulk of the paper I address six objections to OIC: three objections based on putative counterexamples, and three objections based on arguments to the effect that OIC conflicts with the is/ought thesis, the possibility of hard determinism, and the denial of the Principle of Alternate Possibilities. (shrink)