Triune Ethics Theory
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Psychology and the Aims of Normative Ethics”
Regina A. Rini (forthcoming). “Psychology and the Aims of Normative Ethics”. To appear in Springer Handbook of Neuroethics (ed. J. Clausen and N. Levy). Psychology and the Aims of Normative Ethics Regina A. Rini University of Oxford [email protected] Abstract: 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. Key words: is/ought gap, moral agency, moral intuition, moral philosophy, ought-implies- can I. Three Central Questions of Normative Ethics It is undeniable that the field of empirical moral psychology has grown dramatically in the last decade, with new experimental techniques allowing us unprecedented understanding of the causal and computational structures of the human moral faculty. Or, at least, it is undeniable that this research contributes to a descriptive project, one of better understanding the facts about who we are and how we think.1 But what might be denied is that these investigations have much to offer to normative ethics, a distinctively prescriptive sort of inquiry.2 The purpose of this chapter is to show why normative ethics - the study of 1 Although this chapter discusses quite a range of psychological findings, it is not intended to be a comprehensive overview of the empirical literature. -
The Reptile Brain, Mammal Heart and (Sometimes Perplexing) Mind of the Juror: Toward a Triune Trial Strategy
THE JURY EXPERT The Reptile Brain, Mammal Heart and (Sometimes Perplexing) Mind of the Juror: Toward a Triune Trial Strategy Jill P. Holmquist Jill Holmquist, J.D. is a trial consultant and President of Forensic Anthropology, Inc. (“FAI”) where she works with Dr. Martin Q. Peterson, one of the pioneers in trial consulting. She is also an attorney licensed in California and Nebraska. FAI provides trial consulting services nationally for plaintiff and defense counsel in cases that range from personal injury suits to complex business transactions and patent infringement suits. In our quest to perfect our trial skills and improve outcomes, lawyers and trial consultants have, for at least 30 years, turned to science. Our understanding of it is incomplete and our implementation imperfect, yet we make progress. But sometimes our incomplete knowledge does a disservice, as does the treatment of the triune brain in David Ball and Don Keenan’s Reptile: The 2009 Manual of The Plaintiff’s Revolution. In the Reptile Manual, the authors frame trial strategy in terms of reptilian survival. Why? Because, they say, (a) jurors see you, plaintiffs’ counsel, “as a menace to their survival”;1 (b) “it is too late to respond with logic alone or even with emotion”;2 and, therefore, (c) to prevail, plaintiffs’ attorneys must frame their cases to activate jurors’ reptilian survival mode.3 In Ball and Keenan’s approach, your (the attorney’s) survival is at stake because jurors think you threaten their survival; therefore, you need to show jurors that the defense is the real threat. You need not be in terror mode, but otherwise the reptilian angle is not a bad trial strategy, but it is a one-dimensional strategy. -
This Thesis Has Been Submitted in Fulfilment of the Requirements for a Postgraduate Degree (E.G
This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: • This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. • A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. • This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. • The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. • When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. The moral theory of Thomas Traherne, with special attention to the pro-formative role of nature in the moral formation of children by Rev. Chad M. Rimmer M.Th., University of Edinburgh, School of Divinity (2010) M.Div., Lutheran Theological Seminary at Gettysburg (2003) B.Sc. (Biology and Chemistry), University of North Carolina at Chapel Hill (1999) Doctor of Philosophy Submitted to New College, School of Divinity in the College of Humanities and Social Sciences of the University of Edinburgh 2014 Thesis Abstract In the mid seventeenth century, Thomas Traherne claimed human beings must retire into creation in order to fully know the virtues, including goodness, peaceableness and care. In this thesis I review Traherne's moral theory in light of recently discovered manuscripts of his work. -
Philosophy 316K Science and Philosophy: Moral Psychology MWF 1:00-2:00 GAR 3.116
Philosophy 316K Science and Philosophy: Moral Psychology MWF 1:00-2:00 GAR 3.116 “In present-day philosophy an explanation is required how an unjust man is a bad man, or an unjust action a bad one; to give such an explanation belongs to ethics; but it cannot even be begun until we are equipped with a sound philosophy of psychology.” G. E. M. Anscombe “Scientists and humanists should consider together the possibility that the time has come for ethics to be removed temporarily from the hands of the philosophers and biologicized." E. O. Wilson “I do not believe that a moral philosophy can ever be founded on a scientific basis. The valuation of life and all its nobler expressions can only come out of the soul’s yearning toward its own destiny. Every attempt to reduce ethics to scientific formulas must fail. Of that I am perfectly convinced.” Albert Einstein Instructor: Michael Dale Email: [email protected] Office: WAG 421 Office Hours: XXXXXXXX & by appointment 1 Course Description: This particular version of Science and Philosophy will focus on the burgeoning field of moral psychology. The last few decades have seen unprecedented advances in the empirical sciences, particularly neuroscience, psychology, and evolutionary biology. What happens when these empirical findings—many of which undermine or at least come into conflict with our ordinary intuitions about ourselves and the world—run up against the traditionally theoretical discipline of ethics? Can they weigh in on such debates or should they be understood as mere descriptions of the world? For example, can the empirical finding that peoples’ behavior is not so much predicted by their character traits but instead by the situations that they find themselves in undermine virtue ethics, which presupposes the existence of character traits? Or what about morality itself? Can the idea that natural selection shaped our moral beliefs call the objectivity of morality into question? In this class, we attempt to answer these questions. -
Methods, Models, and the Evolution of Moral Psychology
Methods, Models, and the Evolution of Moral Psychology Cailin O'Connor Abstract Why are we good? Why are we bad? Questions regarding the evolution of morality have spurred an astoundingly large interdisciplinary literature. Some significant subset of this body of work addresses questions regarding our moral psychology: how did humans evolve the psychological properties which underpin our systems of ethics and morality? Here I do three things. First, I discuss some methodological issues, and defend particularly effective methods for addressing many research questions in this area. Second, I give an in-depth example, describing how an explanation can be given for the evolution of guilt|one of the core moral emotions|using the methods advocated here. Last, I lay out which sorts of strategic scenarios generally are the ones that our moral psychology evolved to `solve', and thus which models are the most useful in further exploring this evolution. 1. Introduction Why are we good? Why are we bad? Questions regarding the evolution of morality have spurred an astoundingly large interdisciplinary literature with contributions from (at least) biology, sociology, anthropology, psychology, philosophy, and computer science. Some sig- nificant subset of this body of work addresses questions regarding our moral psychology: how did humans evolve the psychological properties which underpin our systems of ethics and morality? Debates in this literature are ongoing, and often heated. One reason for this is that there are a number of methodological problems researchers must tackle in addressing the evolution of moral psychology. Human psychology evolved in the deep past, over the course of millions of years, and as a result of countless interactions between individuals. -
Citations for Scales Included in the Measuring Morality Survey Last
Citations for Scales included in the Measuring Morality Survey Last updated 1-9-13 Note that (almost) all scales are either a) scales in development, or b) shortened versions of published scales. Any scale that was shortened was modified by the scholar who suggested its inclusion on the survey. Citations are typically to the full- versions of these scales. Thus in publications it may be appropriate to refer to these scales as “modified” versions of the scale to avoid confusion with the full versions. Below are citations for each item on the survey. Blanks indicate items for which we currently have no citation information. Cosmopolitanism Identity Measures Santa Clara Strength of Religious Faith Questionnaire, Short-Form Plante, Thomas G., and Marcus T. Boccaccini. 1997. “The Santa Clara Strength of Religious Faith Questionnaire.” Pastoral Psychology 45(5):375–387. Plante, Thomas G., Charlotte L. Vallaeys, Allen C. Sherman, and Kenneth A. Wallston. 2002. “The Development of a Brief Version of the Santa Clara Strength of Religious Faith Questionnaire.” Pastoral Psychology 50(5):359–368. The Rational/Experiential Inventory Moral Relativism Ethics Position Questionnaire Items are taken from the relativism scale of the Ethics Position Questionnaire. Forsyth, Donelson R. 1980. “A Taxonomy of Ethical Ideologies.” Journal of Personality and Social Psychology 39(1):175–184. Lakoff Scales Wehling, Elisabeth, Matthew Feinberg, Laura Saslow, Ingrid Melvaer, and George Lakoff. n.d. “A Moral House Divided: How Idealized Parenting Values Explain Political Ideology.” Dispositional Positive Emotion Scale Shiota, Michelle N., Dacher Keltner, and Oliver P. John. 2006. “Positive emotion dispositions differentially associated with Big Five personality and attachment style.” The Journal of Positive Psychology 1(2):61–71. -
Moral Psychology Fall 2016
PSYC GU4672: Moral Psychology Fall 2016 PSYC GU4672: Moral Psychology (seminar, 4 points). Fall 2016. Tuesdays, 10:10 AM – 12:00 PM. 405 Schermerhorn Instructor: Larisa Heiphetz ([email protected]) Office hours: By appointment The best way to reach me is via e-mail, and I typically reply to e-mails within 48 hours. I am happy to meet with you throughout the semester to discuss anything related to the course; please e-mail me to set up an appointment. I. Bulletin description II. A full description of the content of the course III. The rationale for giving the course IV. The reading list and weekly syllabus V. Course requirements I. Bulletin description Prerequisites: Two courses in psychology, including at least one course with a focus on social and/or developmental psychology, and permission of the instructor. Review of theories and current research on moral cognition and behavior. Topics include definitions of morality, the development of moral cognition, the role that other aspects of human experience (e.g., emotion, intentions) play in moral judgments, and the relationship between moral psychology and other areas of study (e.g., religious cognition, prejudice and stereotyping, the criminal justice system). II. A full description of the content of the course. How do children learn to distinguish right from wrong? Why do some people act more morally than others, and how is it that the same person can make moral decisions in some circumstances but not others? What does it mean to be “moral”? Questions like these have fascinated scholars and laypeople for centuries. In this seminar, we will discuss a) theories of moral cognition and b) empirical findings on morality in children and adults. -
Psychedelic Unselfing and Moral Perception
Psychedelic Unselfing and Moral Perception A Philosophical Account of the Change of Values Induced by Psychedelic Experiences Juuso Viljami Kähönen University of Helsinki Faculty of Social Sciences Philosophy Master’s Thesis April 2020 Abstract Scientific and scholarly attention to psychedelics has recently faced a resurgence. Recent studies suggest that psychedelic experiences can change values and behavioral dispositions, for example increase appreciation of nature and increase prosocial behavior. For this reason psychedelics have been identified as a promising option for moral neuroenhancement. However, we still struggle to understand these changes in the valuations psychedelics induce, or why exactly they are morally enhancing. In this thesis I construct a philosophical framework to understand these changes. I combine Iris Murdoch and Abraham Maslow’s thinking with empirical studies on psychedelics and experiences of self-transcendence. Psychedelics induce experiences of self-transcendence which involve evaluative changes. I argue that these changes are not random but result from an intelligible process. I first claim that psychedelics in some cases induce unselfing, that is, perspectival and evaluative changes resulting from reduction of salience attributed to oneself. By reducing egoic centering, unselfing opens our attention to the world and can cause perspectival widening from egocentric into more allocentric (other- directed) or cosmocentric (universal) perspective. The second main claim is that the process of unselfing is often connected to sharpened perception of values. The increased attention to the world and reduced egocentric attributions of salience, resulting from unselfing, can widen our evaluative context and make it possible to perceive or grasp intrinsic values better, thus ‘tuning the moral compass’ away from instrumental egocentric mode of evaluation. -
PSY4010 Issues in Psychotherapy Theology Integration
Course Syllabus PSY 4010 Issues in Psychotherapy-Theology Integration Fall 2020 Wednesday's 4:00-7:50pm Semester Units: 3 Instructor: G. Michael Leffel, Ph.D., Professor of Psychology Office hours by appointment OfficePhone: (619) 849-2278 E-mail: [email protected] COURSE DESCRIPTIONAND DESIGN The catalog describes this course as follows: This foundational course clarifies key issues in human nature and prepares the student for developing a worldview that is consistent with their theological and spiritual orientation. It is a detailed study of issues in the integration of theological insights and psychotherapy approaches within the therapeutic setting. The purpose of each class session is to highlight selected topics from the required readings and to supplement this material with related ideas. Students are responsible for all assigned readings, whether or not discussed in class. A "graduate style" discussion format will be used in the course. Each student is expected to have read the assigned readings for class discussion (course Schedule below), and be prepared to think together about the readings in class. COURSE REQUIREMENTSAND EVALUATION A. Weekly Attendance 50 pts Each week's attendance is worth (approx.) 3 pts. B. Weekly Reading Reflections180 pts Graded 0-10 on completeness and thoughtfulnessof your reflection. This is a substantial portion of your grade. Please followdirections on Reading Reflections for when and how to submit forfull credit. C. Essay Mid-Term Exam 150 pts Take home Mid-Term Type-as-You-Read Exam (discussed in class). D. Final Project (Exam) 60 pts You will submit to CANVASyour final project ( exam) afterThanksgiving Break. USE OF TECHNOLOGY In order to be successful in the online environment, you'll need to meet the minimum technology and system requirements; please refer to the Technology and System Requirements information. -
What Makes an Emotion Moral?
What Makes an Emotion Moral? by Mara L. Bollard A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Philosophy) in the University of Michigan 2018 Doctoral Committee: Professor Daniel Jacobson, Chair Professor Sarah Buss Professor Peter A. Railton Associate Professor Chandra Sripada Mara L. Bollard [email protected] ORCID iD: 0000-0002-2416-948X © Mara L. Bollard 2018 Acknowledgements I could not have completed this dissertation without the support of many people, and I regret that I cannot properly express my gratitude to everyone who helped shape this project, and my time in graduate school, in these few short pages. First of all, tremendous thanks are due to my committee members: Daniel Jacobson, Sarah Buss, Peter Railton, and Chandra Sripada, all of whom played no small role in my decision to come to Michigan in the first place, and have continued to intellectually enthrall, challenge, and encourage me ever since. I am especially grateful to my advisor, Dan Jacobson, whose guidance, humor, and unflagging support got me, and this project, across the finish line. Special thanks, too, to Chandra Sripada, who has been a cheerful and constant advocate of my work, my teaching, and the Mind and Moral Psychology Working Group. The research and writing of this dissertation was supported by a Mellon Recruitment Award, a Rackham One-Term Dissertation Fellowship, a Sweetland Dissertation Writing Institute Fellowship, and numerous Rackham Conference Travel Grants. I am grateful for incisive and helpful feedback on these chapters from members of the University of Michigan Mind and Moral Psychology Working Group, the University of Michigan Graduate Student Working Group, the 2016 University of Michigan Candidacy Seminar, and the 2017 Sweetland Dissertation Writing Institute. -
The Fragmentation of Moral Psychology: Reason, Emotion, Motivation and Moral Judgment in Ethics and Science Christopher Zarpentine
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 The Fragmentation of Moral Psychology: Reason, Emotion, Motivation and Moral Judgment in Ethics and Science Christopher Zarpentine Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE FRAGMENTATION OF MORAL PSYCHOLOGY: REASON, EMOTION, MOTIVATION AND MORAL JUDGMENT IN ETHICS AND SCIENCE BY CHRISTOPHER ZARPENTINE A Dissertation submitted to the Department of Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring 2011 The members of the committee approve the dissertation of Christopher Zarpentine defended on March 29, 2011. ______________________________ Alfred R. Mele Professor Directing Dissertation ______________________________ John Kelsay University Representative ______________________________ David McNaughton Committee Member ______________________________ Michael Ruse Committee Member Approved: ______________________________ J. Piers Rawling, Chair, Department of Philosophy The Graduate School has verified and approved the above-named committee members. ii Writing this dissertation made me realize how much I have learned from my parents. I dedicate this work to them. iii ACKNOWLEDGEMENTS It would be true to say that this project started my very first semester of graduate school. Back in 2004, Eddy Nahmias and Zach Ernst taught the fMRI papers by Josh Greene and colleagues. I’m grateful to them for setting me on this path. But a project like this doesn’t get completed without a lot of help along the way. I should first thank my committee members: John Kelsay and David McNaughton—both of whom were pinch-hitters, stepping in to replace Frank Marlowe and Josh Gert, whose own career paths led a different way—and my advisor and committee chair, Al Mele, who has been absolutely irreplaceable. -
Moral Grammar Erica Roeder and Gilbert Harman
Moral Grammar Erica Roeder and Gilbert Harman The approach to generative grammar originating with Chomsky (1957) has been enormously successful within linguistics. Seeing such success, one wonders whether a similar approach might help us understand other human domains besides language. One such domain is morality. Could there be universal generative moral grammar? More specifically, might it be useful to moral theory to develop an explicit generative account of parts of particular moralities in the way it has proved useful to linguistics to produce generative grammars for parts of particular languages? Should moral theorists attempt to develop a theory of moral universals that is analogous to the theory of universal grammar in linguistics? Can moral theorists develop a “principles and parameters” account of possible moralities inspired by the principles and parameters approach to language in current linguistics? Could there be a “minimalist” program for moral theory inspired by the minimalist program in linguistics? There will be two main parts to our discussion of these questions. The first will focus on the analogy between generative grammar and moral theory. The second will focus on analogies between universal grammar and theories of moral universals. In the first part, we give some background and indicate how we are going to understand morality and moral theory. We describe certain aspects of generative grammar and how claims about generative grammars are tested, allowing for a distinction between “competence” and “performance”. We then try to say what a corresponding “generative moral grammar” would be and how it would be tested. We next discuss a number of objections to the analogy between moral theory and generative grammar and indicate possible responses.