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

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)

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)

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)

Frank Snare had a puzzle. Noncognitivism implies No-Ought-From-Is but No- Ought-From-Is does not imply non-cognitivism. How then can we derive non-cognitivism from No-Ought-From-Is? Via an abductive argument. If we combine non-cognitivism with the conservativeness of logic (the idea that in a valid argument the conclusion is contained in the premises), this implies No-Ought-From-Is. Hence if No-Ought-From-Is is true, we can arrive at non-cognitivism via an inference to the best explanation. With prescriptivism we can make this (...) argument more precise. I develop an account of imperative consequence that underwrites Hare’s principle that you cannot derive imperatives from indicatives. Thus if moral judgments contain an imperative component, it will be impossible to derive moral conclusions from indicative or non-moral premises. Given this account of imperative consequence, we can explain No-Ought-From-Is without appealing to anything as nebulous as the conservativeness of logic. Hence if No-Ought-From-Is is true, we have an inference to the best explanation for prescriptivism. Both lines of argument face problems from Prior. Given Prior’s counterexamples, No-Ought-From-Is as originally conceived is false. The version that survives is No-Non-Vacuous-Ought-From-Is. But the best explanation of this does not include non-cognitivism. With prescriptivism it is worse. For the version of No-Ought-From-Is that prescriptivism ‘explains’ – that is, the version of No-Ought-From-Is that prescriptivism implies – would exclude Prior’s counter-examples to Autonomy as invalid. But they are not invalid. Thus Prior’s counter-examples to No-Ought-From- Is refute prescriptivism. Thus from 1960 onwards R. M.Hare was a dead philosopher walking. But if non-cognitivism cannot be derived from No-Ought-From-Is, this suggests that it is not what Hume was trying to prove. I argue that what Hume was trying to prove is that moral truths are not demonstrable. To be demonstrable, a proposition must be either self-evident or logically derivable from self-evident propositions. By Treatise 3.1.1.27, Hume had proved to his own satisfaction that no moral propositions are self-evident. That leaves open the possibility that they are logically derivable from self-evident but NON-moral propositions. The point of No-Ought-From-Is was to exclude this possibility. If you cannot logically derive moral conclusions from non-moral premises, you cannot demonstrate the truths of morality by deriving them from self-evident but NON-moral truths. I also discuss why Hume abandoned No-Ought-From-Is in the EPM. He had no need of it since he thought he had a proof that (with some exceptions) no nontrivial truths are demonstrable. Hence no non-trivial MORAL truths are demonstrable. No-Ought-From-Is drops out as unnecessary. (shrink)

Normative theories can be useful in developing descriptive theories, as when normative subjective expected utility theory is used to develop descriptive rational choice theory and behavioral game theory. “Ought” questions are also the essence of theories of moral reasoning, a domain of higher mental processing that could not survive without normative considerations.

Most philosophers believe that a person can have an obligation only insofar as she is able to fulfil it, a principle generally referred to as “Ought Implies Can”. Arguably, this principle reflects something basic about the ordinary concept of obligation. However, in a paper published recently in this journal, Wesley Buckwalter and John Turri presented evidence for the conclusion that ordinary people in fact reject that principle. With a series of studies, they claimed to have demonstrated that, in people’s (...) judgements, obligations persist irrespective of whether those who hold them have the ability to fulfil them. We argue in this paper that due to some problems in their design, Buckwalter & Turri’s conclusions may not be war- ranted. We present the results of a series of studies demonstrating the problems with their design and showing that, with an improved design, people judge that obligation depends on ability after all. (shrink)

l. There is an antinomy in Hare's thought between Ought-Implies-Can and No-Indicatives-from-Imperatives. It cannot be resolved by drawing a distinction between implication and entailment. 2. Luther resolved this antinomy in the l6th century, but to understand his solution, we need to understand his problem. He thought the necessity of Divine foreknowledge removed contingency from human acts, thus making it impossible for sinners to do otherwise than sin. 3. Erasmus objected (on behalf of Free Will) that this violates (...) class='Hi'>Ought-Implies-Can which he supported with Hare-style ordinary language arguments. 4. Luther a) pointed out the antinomy and b) resolved it by undermining the prescriptivist arguments for Ought-Implies-Can. 5. We can reinforce Luther's argument with an example due to David Lewis. 6. Whatever its merits as a moral principle, Ought-Implies-Can is not a logical truth and should not be included in deontic logics. Most deontic logics, and maybe the discipline itself, should therefore be abandoned. 7. Could it be that Ought-Conversationally-Implies-Can? Yes - in some contexts. But a) even if these contexts are central to the evolution of Ought, the implication is not built into the semantics of the word; b) nor is the parallel implication built into the semantics of orders; and c) in some cases Ought conversationally implies Can, only because Ought-Implies-Can is a background moral belief. d) Points a) and b) suggest a criticism of prescriptivism - that Oughts do not entail imperatives but that the relation is one of conversational implicature. 8. If Ought-Implies-Can is treated as a moral principle, Erasmus' argument for Free Will can be revived (given his Christian assumptions). But it does not 'prove' Pelagianism as Luther supposed. A semi-Pelagian alternative is available. (shrink)

This is a short response to Sybille Schmidt's paper (in the same volume) "Is There an Ethics of Forgetting?". The response starts out by admitting that forgetting is an essential function of human existence, that it serves, as it were, an important evolutionary function: that it is good, since it contributes to our well-being, to have the ability to forget. But this does not give us as answer, affirmative or not, to Schmidt’s title question: “Is There an Ethics of Forgetting?” (...) The main impediment to answering this question, certainly to answering it in the affirmative, seems to be a problem that Schmidt mentions but does not in the end tackle head on: the question whether we can willfully forget – or, for that matter, remember – our own or others' past deeds. For if we cannot forget even what we will to forget, then, by the so-called "ought implies can" principle, no obligations (or even permissions) arise for us to forget (or remember) anything. The rest of the response spells out four possible ways of tackling this problem, ultimately arguing that, given the advances in medicine, it might well become possible - and to some extent it is already possible - to forget what we will to forget. (shrink)

Utilitarianism has often been understood as a theory that concerns itself first and foremost with the rightness of actions; but many other things are also properly subject to moral evaluation, and utilitarians have long understood that the theory must be able to provide an account of these as well. In a landmark article from 1976, Robert Adams argues that traditional act utilitarianism faces a particular problem in this regard. He argues that a on a sensible utilitarian account of the (...) rightness of an agent’s motives, right motives will sometimes conflict with right actions, leaving the theory internally incoherent. The puzzle Adams raises has received a good deal of attention but few proposed solutions. Fred Feldman, however, has offered a solution that seems to be gaining adherents. In this paper I argue that Feldman’s approach cannot succeed. At bottom, it relies on a version of the principle that ‘ought’ implies ‘can’—and subsequently an account of an agent’s alternatives—that is far too restrictive to be plausible. Despite the failure of this solution, however, I argue that the conflict Adams develops is not as theoretically troubling as he suggests. While traditional act utilitarianism may fail for other reasons, it will not fail due to the conflict between acts and motives. (shrink)

It is almost an epistemological platitude that the goal of inquiry is to pursue truth-acquisition and falsity-avoidance. But further reflection on this dual goal of inquiry reveals that the two (sub)goals are in tension because they are inversely proportionate: the more we satisfy the one (sub)goal the less we satisfy the other and vice versa. I elaborate the inverse proportionality point in some detail and bring out its puzzling implications about the normative question of what one ought to believe. (...) As I argue, given the tension between the two (sub)goals, the problem of the correct regulation of belief-fixation pops to the surface. Call this ‘the James problem’ in tribute to William James who first drew attention to the problem. As a response ‘to the James Problem’, I sketch the contours of a solution to the problem that involves the rather neglected epistemic concepts of understanding and wisdom and links these concepts with the goal of eudaimonia (or living well). The resultant theory constitutes an approach to epistemic normativity that makes little use of the traditional epistemic concepts of truth and knowledge that have historically dominated the field of epistemology. (shrink)

John Mikhail's moral psychology is an interestin contribution to philosophical debates surrounding the nature of normativity and moral and legal judgement. The paper focuses on Mikhail's metaethical assumptions and how they are combined with the Chomskian framework of his moral theory. Particularly the computational processes which are supposed to generate oughts will be scrutinised. It is then argued that--apart from three other issues--Mikhail does not provide a satisfactory answer to the is-ought problem.

However much the preoccupations and problems of moral philosophy have changed in the last decade or so, we retain, with a ritual observance, a basic conceptual framework. Apart from a few bold spirits who disregard the ritual, most moral philosophers, before they can say anything, have to re-enact the moves of trying to justify how they dare to move from description to evaluation, while others, opposing them, claim that they have disregarded sacred texts and violated the most sacred of ritual (...) moves. Some, and I would like to count myself among these, would like to argue that the whole ritual is unnecessary, misleading, confused and confusing and even detrimental to moral philosophy. (shrink)

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about (...) the problems that provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to wisdom - wisdom being the capacity to realize what is of value in life for oneself and others, wisdom including knowledge and technological know-how, but much else besides. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

Kant's conception of autonomy presents the following problem. If, following Kant's explicit lead, we consider autonomy as the universal principle of morality and ground of the actions of rational beings (e.g. G 4:452), then self-legislation is best understood as a prescription by reason to itself. Applied to individual cases of willing, the term 'autonomy' describes the bringing of a set of practical attitudes under rational legislation. Agents may count as autonomous then, insofar as and only to the extent that (...) they are able to implement reason's prescription. This is the bare Kantian picture. The problem, as Schiller originally put it, is that this is also a picture of self-alienation, since parts of one's identity, feelings, emotions, and attachments, are kept at arm's length and treated with suspicion (e.g. AW XXb: 280). Schiller's point is that there must be something that makes autonomy different from mere rationomy. For Schiller this matters because he thinks that a rationalist prescriptive ethic is deeply unattractive and because, anticipating contemporary theories of personal autonomy, he wants to defend an integrative conception of autonomous agency. No such further commitments are needed, however, to see that the bare picture needs adding to it, to show how the principle of reason's self-legislation not only has a grip on individual agents, but also can express their autonomy. (shrink)

Positing group level obligations has come under attack from concerns relating to agency as a necessary requirement for obligation bearing. Roughly stated, the worry is that since only agents can have moral obligations, and groups are not agents, groups cannot have moral obligations. The intuition behind this constraint is itself based on the ability requirement of 'ought implies can': in order for a group to have an obligation it must have the ability to perform an action, but only agents (...) can have abilities. This paper argues that from accounts of shared agency we can develop a concept of joint ability, undermining the problem of agency for group obligations. (shrink)

Here is a crucial principle for debates about moral luck, responsibility, and free will: a subject is blameworthy for an act only if, in acting, she did what she ought not to have done. That is, ‘blameworthiness’ implies ‘ought not’ (BION). There are some good reasons to accept BION, but whether we should accept it depends on complex questions about the objectivity of ought and the subjectivity of blameworthiness. This paper offers an exploratory defence of BION: it (...) gives three prima facie reasons to accept it, provides a plausible interpretation of it, and shows how holding out against objections can yield fruitful lessons. Five objections to BION are considered: the objection from conscience, from reasons, from suberogation, from objectivity, and from excuses. Their main problem is to either over-subjectify blameworthiness or to over-objectify obligations. To accept BION, we must occupy a desirable middle ground. (shrink)

A type of transcendental argument for libertarian free will maintains that if acting freely requires the availability of alternative possibilities, and determinism holds, then one is not justified in asserting that there is no free will. More precisely: if an agent A is to be justified in asserting a proposition P (e.g. "there is no free will"), then A must also be able to assert not-P. Thus, if A is unable to assert not-P, due to determinism, then A is not (...) justified in asserting P. While such arguments often appeal to principles with wide appeal, such as the principle that ‘ought’ implies ‘can’, they also require a commitment to principles that seem far less compelling, e.g. the principle that ‘ought’ implies ‘able not to’ or the principle that having an obligation entails being responsible. It is argued here that these further principles are dubious, and that it will be difficult to construct a valid transcendental argument without them. (shrink)

Some authors have recently suggested that it is time to consider rights for robots. These suggestions are based on the claim that the question of robot rights should not depend on a standard set of conditions for ‘moral status’; but instead, the question is to be framed in a new way, by rejecting the is/ought distinction, making a relational turn, or assuming a methodological behaviourism. We try to clarify these suggestions and to show their highly problematic consequences. While we (...) find the suggestions ultimately unmotivated, the discussion shows that our epistemic condition with respect to the moral status of others does raise problems, and that the human tendency to empathise with things that do not have moral status should be taken seriously—we suggest that it produces a “derived moral status”. Finally, it turns out that there is typically no individual in real AI that could even be said to be the bearer of moral status. Overall, there is no reason to think that robot rights are an issue now. (shrink)

Some experiences—like the experience of eating cheesecake—are good experiences to have. But when we try to explain why they are good, we encounter a clash of intuitions. First, we have an objectivist intuition: plausibly, the experiences are good because they feel the way that they do. Second, we have a subjectivist intuition: if a person were indifferent to that kind of experience, then it might fail to be good for that person. Third, we have a possibility intuition: for any kind (...) of experience, possibly there is a subject who is indifferent to that kind of experience. The pleasure problem is the problem we face in reconciling these three claims. I explain the problem and argue for a solution. I argue that we ought to reject the most common solutions: rejecting the objectivist or subjectivist intuitions. Instead, we ought to follow Timothy Sprigge in rejecting the possibility claim. We should embrace the view that experiences bear necessary connections to our attitudes. (shrink)

n ‘Modern Moral Philosophy’ Anscombe argues that the moral ‘ought’ should be abandoned as the senseless survivor from a defunct conceptual scheme. I argue 1) That even if the moral ‘ought’ derives its meaning from a Divine Law conception of ethics it does not follow that it cannot sensibly survive the Death of God. 2) That anyway Anscombe is mistaken since ancestors of the emphatic moral ‘ought’ predate the system of Christian Divine Law from which the moral (...) ‘ought’ supposedly derives its meaning (Cicero in particular subscribed to something like the modern conception of a duty which seems to be a generalization of the duties attendant on particular roles). 3) That if the moral ‘ought’ derived its meaning from embodying Gods’ commands then the two should have been equated in the minds of true believers. This was not the case. 4) That Anscombe is absurdly wrong in supposing that Protestant moralists had abandoned a Divine Law conception of ethics. 5) That the virtue-based ought-free Aristotelian alternative suggested by Anscombe is unworkable since the basic idea is that it pays in terms of human flourishing to be good (which means inter alia being just). Since it is pretty obvious that there are plenty of good people who don’t flourish and flourishing people who are not good, the neo-Aristotelian program has gradually undergone a degenerating problem-shift: either the pay-off is deferred to the hereafter or being good is incorporated into the pay-off. 6) That there is a certain amount of sophistry in selling the neo-Aristotelian virtues. Since the unjust person is simply somebody who is NOT systematically just, you cannot prove that it pays to be just by arguing that it is a mistake to be systematically UNjust. So too for many of the other virtues. (shrink)

This paper defends the claim that there are — at least — two kinds of normativity in technological practice. The first concerns what engineers ought to do and the second concerns normative statements about artifacts. The claim is controversial, since the standard approach to normativity, namely normative realism, actually denies artifacts any kind of normativity; according to the normative realist, normativity applies exclusively to human agents. In other words, normative realists hold that only “human agent normativity” is a genuine (...) form of normativity.I will argue that normative realism is mistaken on this point. I will mainly draw on material of Daniel Dennett and Philip Pettit to show that it makes sense to talk about artifactual normativity. We claim that this approach can also make sense of human agent normativity — or more specifically “engineer normativity”. Moreover, it avoids some of the problems formulated by opponents of normative realism. Thus I will develop a strategy which: (i) makes sense of artifactual normativity; and (ii) makes sense of “human agent normativity”, specifically “engineer normativity”. (shrink)

One of the popular albeit controversial ideas in the last century of moral philosophy is that what we ought to do is explained by our reasons. And one of the central features of reasons that accounts for their popularity among normative theorists is that they can conflict. But I argue that the fact that reasons conflict actually also poses two closely related problems for this popular idea in moral philosophy. The first problem is a generalization of a (...) class='Hi'>problem in deontic logic concerning the existence of conflicting obligations. The second problem arises from a tension between the fact that reasons can conflict and a model of how reasons explain ‘ought’s that has been widely accepted. Having presented each of these problems, I develop a unified solution to them that is informed by results in both ethics and deontic logic. An important implication of this solution is that we must distinguish between derivative and nonderivative reasons and revise our conception how it is that reasons explain ‘ought’s. (shrink)

During the second half of the 20th century education has been recognized as a human right in several international conventions, and the UN also holds that “Education shall be free” and that “Elementary education shall be compulsory” (UN, 1948, Article 26). The education-as-a-human right-project could be viewed as a good intention of global inclusion in recognizing that all individuals have a right to education in virtue of being humans, and the idea of education as a human right thus has a (...) tremendous global significance. However, if we look at this more critically, the education-as-a-human right-project, may not only be grounded in altruistic good intensions for the disadvantaged. The term “elementary education”, or sometimes “primary education”, which is used in several human rights-documents seems to suggest that it is some sort of formalized education. It would be useful however to make a distinction between formal and informal education, as well as between teaching, learning, education and schooling, in the discussion of the right to education and specifically in the discussion concerning education as a “human right”. There is obviously a difference between the right to teach, the right to learn, the right to education and the right to schooling. And how are these rights related to compulsory schooling, compulsory education and the supposed duty to teach and duty to learn? A further concern is what makes this a human right rather than for example a juridical right as a citizen. By addressing these questions within a theoretical framework of social ontology and ameliorative conceptual analysis I believe that we can find new ways of dealing with fundamental problems within philosophy of education such as the nature, purpose and aims of education as well as the right to education. (shrink)

The civilization of the world has become a threat and distorted environmental integrity in the 20th century. Therefore, environmental ethics is currently getting important in academic considerations. Various public and private institutions such as universities and research centers output throughout the world are now paying attention and seriousness to the environment. This paper focuses on what mankind ought to do regarding the cross-cuttingness of environmental problems.

Moral contextualism is the view that claims like ‘A ought to X’ are implicitly relative to some (contextually variable) standard. This leads to a problem: what are fundamental moral claims like ‘You ought to maximize happiness’ relative to? If this claim is relative to a utilitarian standard, then its truth conditions are trivial: ‘Relative to utilitarianism, you ought to maximize happiness’. But it certainly doesn’t seem trivial that you ought to maximize happiness (utilitarianism is a (...) highly controversial position). Some people believe this problem is a reason to prefer a realist or error theoretic semantics of morals. I argue two things: first, that plausible versions of all these theories are afflicted by the problem equally, and second, that any solution available to the realist and error theorist is also available to the contextualist. So the problem of triviality does not favour noncontextualist views of moral language. (shrink)

Since it was presented in 1963, Chisholm’s paradox has attracted constant attention in the deontic logic literature, but without the emergence of any definitive solution. We claim this is due to its having no single solution. The paradox actually presents many challenges to the formalization of deontic statements, including (1) context sensitivity of unconditional oughts, (2) formalizing conditional oughts, and (3) distinguishing generic from nongeneric oughts. Using the practical interpretation of ‘ought’ as a guideline, we propose a linguistically motivated (...) logical solution to each of these problems, and explain the relation of the solution to the problem of contrary-to-duty obligations. (shrink)

Reasons-based accounts of our normative conclusions face difficulties in distinguishing between what ought to be done and what is required. This article addresses this problem from a formal perspective. I introduce a rudimentary formalization of a reasons-based account and demonstrate that that the model faces difficulties in accounting for the distinction between oughts and requirements. I briefly critique attempts to distinguish between oughts and requirements by appealing to a difference in strength or weight of reasons. I then present (...) a formalized reasons-based account of permissions, oughts and requirements. The model exploits Joshua Gert (2004; 2007) and Patricia Greenspan’s (2005; 2007; 2010) suggestion that some reasons perform a purely justificatory function. I show that the model preserves the standard entailment relationships between requirements, oughts and permissions. (shrink)

There is no Argument that the Mind Extends On the basis of two argumentative examples plus their 'parity principle', Clark and Chalmers argue that mental states like beliefs can extend into the environment. I raise two problems for the argument. The first problem is that it is more difficult than Clark and Chalmers think to set up the Tetris example so that application of the parity principle might render it a case of extended mind. The second problem is (...) that, even when appropriate versions of the argumentative examples can be constructed, the availability of a second, internalist parity principle precludes the possibility of inferring that the mind extends. Choosing which parity principle we ought to wield would involve deciding beforehand whether or not the mind can extend. Thus Clark and Chalmers beg the question by employing their parity principle rather than the internalist one. I conclude that they fail to provide a proper argument to support the extended mind thesis. (shrink)

Fetal reduction is the practice of reducing the number of fetuses in a multiple pregnancy, such as quadruplets, to a twin or singleton pregnancy. Use of assisted reproductive technologies increases the likelihood of multiple pregnancies, and many fetal reductions are done after in vitro fertilisation and embryo transfer, either because of social or health-related reasons. In this paper, I apply Joe Horton’s all or nothing problem to the ethics of fetal reduction in the case of a twin pregnancy. I (...) argue that in the case of a twin pregnancy, there are two intuitively plausible claims: abortion is morally permissible, and it is morally wrong to abort just one of the fetuses. But since we should choose morally permissible acts rather than impermissible ones, the two claims lead to another highly implausible claim: the woman ought to abort both fetuses rather than only one. Yet, this does not seem right. A plausible moral theory cannot advocate such a pro-death view. Or can it? I suggest ways to solve this problem and draw implications for each solution. There are no data in this work. (shrink)

English title: The Issue of Evil in Philosophy of Józef Tischner. The paper presents several understandings of evil distinguished by Józef Tischner, like the axiological evil, agathological evil and structural evil. While exposing the phenomenological approach of Tischner, Gadacz discusses evil as ‘a phantom’ that accompanies the very source form of experience which, according to Tischner, stands for the episode of meeting another man. In this perspective evil as a ghost proves to be the source experience as well, alike the (...) episode of meeting being the source of happening of the good and freedom. Therefore, the original experience does not inform us whether something exists or it should be such and so, but rather tells us that there is something which ought not to be. (shrink)

We uncover a largely unnoticed and unaddressed problem in conservation research: arguments built within studies are sometimes defective in more fundamental and specific ways than appreciated, because they misrelate values and empirical matters. We call this the unraveled rope problem because just as strands of rope must be properly and intricately wound with each other so the rope supports its load, empirical aspects and value aspects of an argument must be related intricately and properly if the argument is (...) to objectively support its conclusion. By characterizing this problem with precision, our study differs from but complements existing studies of value issues in conservation science, in two ways. First, it focuses on key relationships between empirical issues and value issues, relations that have sometimes been obscured by focusing on these issues more independently of each other. Second, it focuses on these relationships within arguments and deploys a method of argument analysis and evaluation honed in other fields but under-utilized in conservation science. By combining our study's novel features, we detail six families of argument defect that exemplify the unraveled rope problem within existing literature. These defects sometimes manifest within basic research stages, rather than just in more applied downstream stages where roles for values are already obvious to many. As scientific reasoning and communication become increasingly important for addressing society's greatest environmental challenges, overcoming the unraveled rope problem will be essential to the success and integrity of conservation research. Therefore, we also outline potential solutions, preventative measures, and useful further work for conservation researchers. (shrink)

The proper task of philosophy is to keep alive awareness of what our most fundamental, important, urgent problems are, what our best attempts are at solving them and, if possible, what needs to be done to improve these attempts. Unfortunately, academic philosophy fails disastrously even to conceive of the task in these terms. It makes no attempt to ensure that universities tackle global problems - global intellectually, and global in the sense of concerning the future of the earth and humanity. (...) Universities do not give sustained attention to global problems (due to specialization and giving priority to the pursuit of knowledge) and as a result violate three of the four most elementary rules of rational problem solving conceivable. Judged from the standpoint of helping humanity tackle global problems, universities as at present constituted betray reason and, as a result, betray humanity. Bereft of institutions of learning rationally designed to help us make progress towards as good and wise a world as possible, not surprisingly we fail to learn how to do it. This is the key crisis of our times. And it is, at root, a failure of philosophy. It is the failure of philosophy to keep alive rational exploration of global problems in universities, and in the public domain - a failure that can be traced back to the origins of modern philosophy in the 17th century. We urgently need a revolution in philosophy so that academic philosophers take up their proper task of promoting rational exploration of our fundamental, global problems. (shrink)

The inclusion problem for theories of gender arises when those theories inappropriately fail to include certain individuals in the gender categories to which they ought to belong. The inclusion problem affects both of the most influential traditions in feminist theorizing about gender: social-position accounts and identity accounts. I argue that the inclusion problem can be solved by adopting a structured theory of gender, which incorporates aspects of both social-position accounts and identity accounts. According to the theory (...) I favor, an individual’s gender is determined by their gender identity if they have one; otherwise, it is determined by their social position. My structured approach to gender offers a more direct solution to the gender inclusion problem than alternatives recently advocated by Barnes (2020), Jenkins (2023), and others. It also points the way to a simple solution to inclusion problems that arise at the level of gendered language. (shrink)

In this paper, I argue against any state intrusion and interference that amounts to scrutiny of parents based on their decision to separate. The state, to my mind, ought not to be involved in childrearing decisions in cases of divorce unless there is a sufficient reason, and, as I will argue, divorce per se does not present a level of risk to children that justifies state intervention. The claims I am about to make apply not only to parental capability (...) tests but also to the entire process of legal divorce, which allows the courts to decide who they believe is a better parent—a decision that, in my view, the state is not capable of (and should not be) making. I do not claim that states ought not to interfere at all but rather that, unless parents fail to do what they are morally required to do, state interference should not be permitted. To make this case, I present two claims: claim A, that only a risk reaching a certain level (which I will call level H) justifies state intervention; claim B, that the act of divorce does not meet level H; and therefore C, there is no justification for state intervention in divorce. (shrink)

While the inference problem is widely thought to be one of the most serious problems facing non-Humean accounts of laws, Jonathan Schaffer has argued that a primitivist response straightforwardly dissolves the problem. On this basis, he claims that the inference problem is really a pseudo-problem. Here I clarify the prospects of a primitivist response to the inference problem and their implications for the philosophical significance of the problem. I argue both that it is a (...) substantial question whether this sort of response ought to be accepted and that the inference problem, contra Schaffer, remains a significant problem with important implications for the non-Humean position. I also argue that this discussion indicates grounds to be wary about applying the Schaffer-style strategy of straightforwardly dissolving problems by stipulation to other philosophical problems. (shrink)

According to epistemic reductionism about practical reasons, facts about practical reasons can be reduced to facts about evidence for ought-judgements. We argue that this view misconstrues practical conflicts. At least some conflicts between practical reasons put us in a position to know that an action ϕ is optional, i.e. that we neither ought to perform nor ought to refrain from performing the action. By understanding conflicts of practical reasons as conflicts of evidence about what one ought (...) to do, epistemic reductionism fails to account for this. In conflict cases in which ϕ-ing is optional, epistemic reductionism suggests that we have equally strong evidence for and against assuming that we ought to ϕ, and thus cannot be in a position to know that it is not the case that we ought to ϕ. This is a serious flaw. (shrink)

It causes many difficulties for jurisprudence to define the notion of judicial activism. At the very beginning it had rather a journalistic character, but but over time it has become a serious charge against these judges who act on the basis of their vision of what the law ought to be like rather than what it actually is like. On the ground of the polish legal theory the echoes of the dispute about judicial activism are reflected in the discussions (...) about the nature of legal interpretation. Transposing the problem of activism into the problem of interpretation allows the use of analysis tools that were previously unavailable. One of these tools are concepts emerged on the neopragmatist philosophy of Stanley Fish. Fish tries to describe the nature of the interpretation in the context of reader-response criticism and the concept of interpretive communities. Application of Fish's philosophy in the field of legal theory provides constructive conclusions about the concepts of judicial activism and judicial law-making. (shrink)

The following scenario seems possible: a community uses concepts that play the same role in guiding actions and shaping social life as our normative concepts, and yet refer to something else. As Eklund argues, this apparent possibility poses a problem for any normative realist who aspires to vindicate the thought that reality itself favors our ways of valuing and acting. How can realists make good on this idea, given that anything they might say in support of the privileged status (...) of our normative concepts can be mirrored by the imagined community? E.g., the realist might claim that using our concepts is what we ought to do if we are to describe normative facts correctly, but members of the other community can claim the same about their concepts, using their own concept of ought. A promising approach to this challenge is to try to rule out the possibility of alternative normative concepts, by arguing that any concepts that have the same normative role must share a reference as well. In this paper I argue that normative quasi-naturalism, a view that combines expressivism about normative discourse with a naturalist metaphysics of normativity, supports referential normativity and solves the problem of alternative normative concepts. (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)

Many of us agree that we ought not to wrong future people, but there remains disagreement about which of our actions can wrong them. Can we wrong individuals whose lives are worth living by taking actions that result in their very existence? The problem of justifying an answer to this question has come to be known as the non-identity problem.[1] While the literature contains an array of strategies for solving the problem,[2] in this paper I will (...) take what I call the harm-based approach, and I will defend an account of harming—which I call the existence account of harming—that can vindicate this approach. -/- Roughly put, the harm-based approach holds that, by acting in ways that result in the existence of individuals whose lives are worth living, we can harm and thereby wrong those individuals. An initially plausible way to try to justify this approach is to endorse the non-comparative account of harming, which holds that an event harms an individual just in case it causes her to be in a bad state, such that the state’s badness does not derive from a comparison between that state and some alternative state that the individual would or could have been in. However, many philosophers argue that the non-comparative account of harming is inadequate,[3] and one might be tempted to infer from this that any harm-based approach to the non-identity problem will fail. My proposal, which I call the existence account of harming, will show that this inference is faulty: we can vindicate the harm-based approach without relying on the non-comparative account of harming. (shrink)

Many accounts of political liberalism contend that reasonable citizens ought to refrain from invoking their disputed comprehensive beliefs in public deliberation about constitutional essentials. Critics maintain that this ‘refraining condition’ puts pressure on citizens to entertain skepticism about their own basic beliefs, and that accounts of political liberalism committed to it are resultantly committed to a position – skepticism about conceptions of the good – that is itself subject to reasonable disagreement. Discussions in the epistemology of disagreement have tended (...) to reinforce this critique, which has come to be known as political liberalism’s skeptical problem. This paper responds to the skeptical problem by providing a novel rationale to the refraining condition, which I call the burden of total experience. Such a burden emphasizes that full communication of the basis of individual belief is not always possible, even between epistemic peers. Accepting the burden of total experience allows individuals to recognize the reasonableness of the refraining condition in a way that stops the slide to skepticism, all while avoiding, or so I argue, relying on a problematically controversial explainer for disagreement. (shrink)

Hypothetical trolley problems are widely used to elicit moral intuitions, which are employed in the development of moral theory and the psychological study of moral judgments. The scenarios used are outlandish, and some philosophers and psychologists have questioned whether the judgments made in such unrealistic and unfamiliar scenarios are a reliable basis for theory-building. We present two experiments that investigate whether differences in moral judgment due to the role of the agent, previously found in a standard trolley scenario, persist when (...) the structure of the problem is transplanted to a more familiar context. Our first experiment compares judgments in hypothetical scenarios; our second experiment operationalizes some of those scenarios in the laboratory, allowing us to observe judgments about decisions that are really being made. In the hypothetical experiment, we found that the role effect reversed in our more familiar context, both in judgments about what the actor ought to do and in judgments about the moral rightness of the action. However, in our laboratory experiment, the effects reversed back or disappeared. Among judgments of what the actor ought to do, we found the same role effect as in the standard hypothetical trolley scenario, but the effect of role on moral judgments disappeared. (shrink)

Epistemology is often a problem for libertarianism. Many libertarian texts assume that they need to do more than explain and defend the libertarian conjecture. Instead, they try to offer epistemological support for it (whether empirically or morally); which falsificationism and, more broadly, critical rationalism explains is not possible. Moreover, they often mistake this attempt at support for an explanation of libertarianism (which ought to include an abstract theory of liberty and how it relates to liberty in practice). Therefore, (...) when a criticism of falsificationism appears on a libertarian website it seems useful to reply to it (even though no discussion of libertarianism itself is involved). (shrink)

In recent decades, it has been argued that the modern concept of forgiveness is absent from Aristotle’s conception of συγγνώμη as it appears in his Rhetoric and Nicomachean Ethics. In this paper, I argue that Aristotle’s view is more modern than it might appear. I defend the idea that Aristotle’s treatment of συγγνώμη, when seen in conjunction with his theory of ethical decision, involuntary action, and character alteration, commits him to a cognitive and emotional theory of forgiveness that is both (...) well-grounded and thoroughly modern. I go on to claim that Aristotle’s view of συγγνώμη helps to solve at least four controversial problems about the nature of forgiveness raised by modern philosophers: how one can forgive a wrong without condoning it, whether forgiveness is a duty, whether moral luck requires us to forgive more widely, and whether forgiveness ought to be unconditional. (shrink)

In the last two decades, a robust consensus has emerged among philosophers of science, whereby political, ethical, or social values must play some role in scientific inquiry, and that the ‘value-free ideal’ is thus a misguided conception of science. However, the question of how to distinguish, in a principled way, which values may legitimately influence science remains. This question, which has been dubbed the ‘new demarcation problem,’ has until recently received comparatively less attention from philosophers of science. In this (...) paper, I appeal to Rawls’s theory of justice (1971) on the basis of which I defend a Rawlsian solution to the new demarcation problem. As I argue, the Rawlsian solution places plausible constraints on which values ought to influence scientific inquiry, and, moreover, can be fruitfully applied to concrete cases to determine how the conflicting interests of stakeholders should be balanced. After considering and responding to the objection that Rawls’s theory of justice applies only to the “basic structure” of society, I compare the Rawlsian solution to some other approaches to the new demarcation problem, especially those that emphasize democratic criteria. (shrink)

In the small but growing literature on the philosophy of country music, the question of how we ought to understand the genre’s notion of authenticity has emerged as one of the central questions. Many country music scholars argue that authenticity claims track attributions of cultural standing or artistic self-expression. However, careful attention to the history of the genre reveals that these claims are simply factually wrong. On the basis of this, we have grounds for dismissing these attributions. Here, I (...) argue for an alternative model of authenticity in which we take claims about the relative authenticity of country music to be evidence of ‘country’ being a dual character concept in the same way that it has been suggested of punk rock and hip-hop. Authentic country music is country music that embodies the core value commitments of the genre. These values form the basis of country artists’ and audiences’ practical identities. Part of country music’s aesthetic practice is that audiences reconnect with, reify, and revise this common practical identity through identification with artists and works that manifest these values. We should then think of authenticity discourse within country music as a kind of game within the genre’s practice of shaping and maintaining this practical identity. (shrink)

In Morals from Motives, Michael Slote proposed an agent-based approach to virtue ethics in which the morality of an action derives solely from the agent’s motives. Among the many objections that have been raised against Slote’s account, this article addresses two problems associated with the Kantian principle that ought implies can. These are the problems of “deficient” and “inferior” motivation. These problems arise because people cannot freely choose their motives. We cannot always choose to act from good motives; nor (...) can we always avoid acting from bad ones. Given this, Slote’s account implies that we sometimes cannot do what we ought to do, contrary to Kant’s principle. In this article, I propose an alternative agent-based account which, I argue, circumvents these problems. While people cannot choose their motives, they can choose their intentions. By characterizing virtuous action, as I do, in terms of good intentions rather than in terms of good motives, the conflict between what people can do and what they ought to do is resolved. (shrink)