The Value of Moral Philosophy
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Introduction to Ethics
p.1 Introduction to Ethics Place: TBD Time: TBD Instructor: Eric de Araujo Office: TBD Email: [email protected] Office Hours: TBD Texts & Materials An Introduction to Moral Philosophy (2018) by Jonathan Wolff. Readings in Moral Philosophy (2018) by Jonathan Wolff. Readings will come from the above text and anthology. Additional readings might be posted on Carmen. Bring either your textbook or appropriate readings to class. Course Description In this introduction to ethics will think about ethical issues like philosophers. First, we will learn how to reason morally and consider challenges to moral theorizing. Ten we will examine some major ethical theories along with some objections to them.Syllabus Once we understand these, we will discuss some ethical debates on particular topics. Course Goals & Objectives A. You will be able to articulate and evaluate major ethical theoriesAraujo by: Articulating main positions within ethical debates, identifying differences between ethical theories, presenting objections to ethical theories, applying ethical theories to cases, and communicating philosophical views to others. B. You will be able to comprehend and critique others' views by: Identifying the main conclusion ofde others' arguments, identifying the support given for a conclusion, evaluating the arguments of others, representing the logical structure of arguments, and determining what evidence is relevant to a conclusion. CourseC. You will be able to contribute to ethical debates by: Articulating main positions within ethical debates, applying ethical theories to cases, constructing an original argument, identifying the main conclusion of others' arguments,Eric identifying the support given for a conclusion, evaluating the arguments of p.2 others, distinguishing moral and non-moral questions, communicating philosophical views to others, and anticipating and defending views from objections. -
Law and the Metaethics of Discord
Katja Maria Vogt, katjavogt.com, Columbia University 1 Law and the Metaethics of Discord, NYU Colloquium in Legal, Political, and Social Philosophy, Draft 08-2020 For: Special issue on the Normativity of Law, Ancient Philosophy Today: Dialogoi Law and the Metaethics of Discord Plato’s Euthyphro, I argue, lays out a metaethics that responds to persistent and unresolved value disagreement, and that is a genuine contender for us today. With this proposal, I reject centuries of scholarship, not to speak of countless anthologies and syllabi in ethics and the philosophy of law.1 The Euthyphro begins with three cases of unresolved value disagreement. These cases are to be adjudicated by the law, which turns out to be difficult. Today if an author starts with three examples, we expect that the subsequent text is going to address them. This, I submit, is the structure of the Euthyphro. Against my reading, discussions of the Euthyphro tend to focus almost exclusively on a brief section in which Plato discusses what is now known as the Euthyphro Problem. Socrates asks whether the gods love the pious because it is pious, or whether the pious is pious because it is loved by the gods. In the idiom of contemporary metaethics, the puzzle may seem to be this: is value attitude-independent or is value conferred by attitudes?2 Alternatively, in the idiom of traditional Divine Command Theory, do the gods —or, does God, since Divine Command Theory tends to be monotheistic—recognize value, or is value conferred by divine approval?3 1 Much of the literature on the Euthyphro focuses on two out of fifteen pages of the dialogue, where the so- called Euthyphro Problem is discussed. -
Rosalind Hursthouse, on Virtue Ethics. Oxford: Oxford University Press, 1999
Rosalind Hursthouse, On Virtue Ethics. Oxford: Oxford University Press, 1999. Pp. x, 275. Reviewed by Gilbert Harman, Department of Philosophy, Princeton Univer- sity Virtue ethics is atype of ethicaltheory in which the notion of virtue or good character plays a central role. This splendid new book describes a “program” for the development of a particular (“Aristotelian”) form of virtue ethics. The book is intended to be used as a textbook, but should be read by anyone interested in moral philosophy. Hursthouse has been a major contributor to the development of virtue ethics and the program she describes, while making use of the many contributions of others, is very much her program, with numerous new ideas and insights. The book has three parts. The first dispels common misunderstandings and explains how virtue ethics applies to complex moral issues. The sec- ond discusses moral motivation, especially the motivation involved in doing something because it is right. The third explains how questions about the objectivity of ethics are to be approached within virtue ethics. Structure Hursthouse’s virtue ethics takes as central the conception of a human be- ing who possesses all ethical virtues of character and no vices or defects of character—”human being” rather than “person” because the relevant char- acter traits are “natural” to the species. To a first approximation, virtue ethics says that a right action is an action among those available that a perfectly virtuous human being would charac- teristically do under the circumstances. This is only a first approximation because of complications required in order accurately to describe certain moral dilemmas. -
John P. Burgess Department of Philosophy Princeton University Princeton, NJ 08544-1006, USA [email protected]
John P. Burgess Department of Philosophy Princeton University Princeton, NJ 08544-1006, USA [email protected] LOGIC & PHILOSOPHICAL METHODOLOGY Introduction For present purposes “logic” will be understood to mean the subject whose development is described in Kneale & Kneale [1961] and of which a concise history is given in Scholz [1961]. As the terminological discussion at the beginning of the latter reference makes clear, this subject has at different times been known by different names, “analytics” and “organon” and “dialectic”, while inversely the name “logic” has at different times been applied much more broadly and loosely than it will be here. At certain times and in certain places — perhaps especially in Germany from the days of Kant through the days of Hegel — the label has come to be used so very broadly and loosely as to threaten to take in nearly the whole of metaphysics and epistemology. Logic in our sense has often been distinguished from “logic” in other, sometimes unmanageably broad and loose, senses by adding the adjectives “formal” or “deductive”. The scope of the art and science of logic, once one gets beyond elementary logic of the kind covered in introductory textbooks, is indicated by two other standard references, the Handbooks of mathematical and philosophical logic, Barwise [1977] and Gabbay & Guenthner [1983-89], though the latter includes also parts that are identified as applications of logic rather than logic proper. The term “philosophical logic” as currently used, for instance, in the Journal of Philosophical Logic, is a near-synonym for “nonclassical logic”. There is an older use of the term as a near-synonym for “philosophy of language”. -
Brilliant Star: Moral Character Development
MORAL AND CHARACTER DEVELOPMENT 1 Moral and Character Development Gordon Vessels and William Huitt Citation: Vessels, G., & Huitt, W. (2005). Moral and character development. Paper presented at the National Youth at Risk Conference, Savannah, GA, March 8-10. Retrieved [date], from http://www.edpsycinteractive.org/papers/chardev.pdf Moral character development has been a topic of concern for thousands of years. It was central to the development of American schooling, but lost favor in the middle of the 20th century. Over the last several decades there has been increased attention paid to the importance of moral character as central to the purpose of schooling. This paper reviews the most important theories related to moral character development and suggests methods for including it in the school setting. The development of moral character has been the subject of philosophical and psychological investigation since Aristotle theorized three levels of moral character development: an ethics of fear, an ethics of shame, an ethics of wisdom (Kraut, 2001). Philosophers, psychologists, and educators as diverse as John Locke, John Stuart Mill, Herbert Spencer, Emile Durkheim, and John Dewey, and as ancient as Confucius, Plato, and Aristotle have viewed the development of moral character as the primary purpose of schooling (Purpel & Ryan, 1976). From the beginning of American public education in the 1600s until the first third of the 20th century, our nation’s educators, working closely with parents and the community, performed this moral-educational role with commitment (McClellan, 1992). In the middle of the 20th century, moral character education in the schools (hereafter used interchangeably with the term character education) began to decline as a result of increased cultural diversity, perplexing and seemingly prohibitive First Amendment decisions, uncertainty about what values to teach and how to teach them, a preoccupation with social movements, and a Cold War emphasis on increasing academic achievement (Vessels & Boyd, 1996; Wynne & Walberg, 1997). -
Immoral Acts and Their Resultant Effect Among the Muslim Society: an Islamic Exposition
International Journal of Scientific and Research Publications, Volume 9, Issue 4, April 2019 440 ISSN 2250-3153 Immoral Acts and their Resultant Effect among the Muslim Society: An Islamic Exposition Dr. Attahir Shehu Mainiyo1 Department of Islamic Studies, Usmanu Danfodiyo University, Sokoto [email protected] [email protected] +234 80 60060 197 +234 80 35534 192 Ahmad Bello Gidadawa, Admin and General Services, Office of the Head of service, Cabinet Office, Sokoto +2347066666577 DOI: 10.29322/IJSRP.9.04.2019.p8857 http://dx.doi.org/10.29322/IJSRP.9.04.2019.p8857 Abstract: High moral standard is said to be a core pillar which ensures prosperity of individuals and the society generally. Man therefore, is born with a moral sense which clearly enables him to differentiate between right and wrong, good and bad. That is why it is not out of place to say a society, shrouded in immoral acts is certain to breed wayward and unscrupulous elements. In order to actually submit to the good morality, one must speak the truth, keep promises, respect family ties, and help the poor, less privileged and weak ones. This possibly has not been unconnected with the fact that the Muslims took their guidance from the teachings of the Prophet Muhammad (S.A.W2.). Sadly enough, these moral qualities that ought to be imbibed by all and sundry diminish or were drastically absent among the Muslim society today. In order to get out of the bondage of servitude of one’s desire to commit certain immoral acts, everyone in the society desires efficient knowledge and skill, societal norms and values. -
Character Education in Islamic Perspective
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 2, ISSUE 2, FEBRUARY 2013 ISSN 2277-8616 Character Education in Islamic Perspective Dindin Jamaluddin Abstract: - The purpose of the article is to explained the characters education in the perspective of Islam as a fundamental human lives. The method of analysis used is study of literature juxtaposed with actual phenomena that happen to community. The analysis and discussion shows that character education is essential to the national education curriculum implemented. Index Terms: - Character, Education, Islamic Perspective. ———————————————————— 1 INTRODUCTION Because of the love of Allah, man is not left without his In recent years, the study of civil society and the concern of direction and guidance on the value of how to say and behave. national education are the hot topics which are being If these values are obeyed, it will be a beautiful fence that will discussed. Slogan after slogan echoed, tried to raise “the new keep those who obey it from sliding to the abyss of deviation Indonesia”. Various concepts appears try to make the Ideal of negative behavior, not only for himself, but for the Indonesia come to reality. With the current globalization, community and environment. Abdul Hamid al-Shaidi al-Zantani education in Indonesia faced with enormous challenges. asserts that people need hidayah al-din that illuminates his These challenges often imply a shift in the religious and reasons, his knowledge, and his will. If everything is left to the cultural values that have existed in the midst of society. May 2, ability of his reason alone, he would be misguided, if 2010, Minister of National Education (now Minister of National everything is left to his knowledge alone, certainly he will not Culture and Education) declares the start of the national understand and will not comprehend. -
Chapter 7 Moral-Character Education
289 Chapter 7 Moral-Character Education Daniel Lapsley and David Yeager Moral-Character Education This chapter addresses one of the foundational issues that confront parents and educators: What is to be done about the moral character formation of children? Few would doubt that raising children of strong moral character is a highly desirable goal for socialization. Most parents would be disappointed if their children entered adulthood with only slight acquaintance with moral norms, dispositions, or emotions, or evinced these qualities only on occasion. But not only parents. The development of moral character is also a broadly shared goal that animates the work of socialization agents in every contextual setting that involves children, including schools and churches, youth organizations and other community institutions. Indeed, the concern over the proper induction of the younger generation by the older into the norms and canons of good conduct is probably a universal of the human experience. Yet the terms of reference for moral character education (MCE) is broadly contested whatever the basic agreement on the desirability of its goals (Goodman & Lesnick, 2001). Historically, the terms moral education and character education have pointed to different psychological traditions, ethical theories, curricular objectives and pedagogical preferences. Whether one is a moral educator or a character educator is thought to reveal something about one’s paradigmatic allegiances, about where one stands in terms of certain defining issues that sorts one into rival camps, with each camp having its own professional society (e.g., Association for Moral Education, the Character Education Partnership) and professional journal (e.g., Journal of Moral Education, Journal of Research in Character Education). -
The Virtuous Person As Norm in Aristotle's Moral Theory
Fayetteville State University DigitalCommons@Fayetteville State University Government and History Faculty Working Papers College of Arts and Sciences Fall 2010 The irV tuous Person as Norm in Aristotle’s Moral Theory Gregory B. Sadler Fayetteville State University, [email protected] Follow this and additional works at: http://digitalcommons.uncfsu.edu/govt_hist_wp Recommended Citation Sadler, Gregory B., "The irV tuous Person as Norm in Aristotle’s Moral Theory" (2010). Government and History Faculty Working Papers. Paper 11. http://digitalcommons.uncfsu.edu/govt_hist_wp/11 This Article is brought to you for free and open access by the College of Arts and Sciences at DigitalCommons@Fayetteville State University. It has been accepted for inclusion in Government and History Faculty Working Papers by an authorized administrator of DigitalCommons@Fayetteville State University. For more information, please contact [email protected]. The Virtuous Person as Norm in Aristotle’s Moral Theory Gregory B. Sadler ([email protected]) Assistant Professor, Department of Government and History, Fayetteville State University (Draft in progress: not to be quoted from or cited without the author’s permission. Copyright 2008 by Gregory B. Sadler) Despite widespread and perennial tendencies towards oversimplification, both on the parts of philosophers and other academics or intellectuals, and on the parts of other people less explicitly concerned with and formed by academic and intellectual discourses and activities, our moral lives always remain irreducibly complex. Our moral theorizing, our attempts to provide more illumination, intelligibility, and consistency to our moral lives and their constitutive elements, takes place against the backdrop and within the context of this complexity. Whether explicitly and consciously articulated or only implicitly worked out through action and desire, whether closely focused on a particular situation, action, or choice or extended to questions and matters broader in scope, our practical reasoning is similarly situated. -
Moral Character Evaluation: Testing Another's Moral-Cognitive Machinery T ⁎ Clayton R
Journal of Experimental Social Psychology 87 (2020) 103906 Contents lists available at ScienceDirect Journal of Experimental Social Psychology journal homepage: www.elsevier.com/locate/jesp ☆ Moral character evaluation: Testing another's moral-cognitive machinery T ⁎ Clayton R. Critchera, , Erik G. Helzerb, David Tannenbaumc a University of California, Berkeley, United States of America b The Johns Hopkins Carey Business School, United States of America c University of Utah, United States of America ARTICLE INFO ABSTRACT Keywords: People evaluate the moral character of others not only based on what they do, but also on what leads them to do Moral evaluation it. Because an agent's state of mind is not directly observable, people typically engage in mindreading—attempts Person perception at inferring mental states—when forming moral evaluations. The present paper identifies a general target of such Mental state inference mental state inference, mental occurrents—a catchall term for the thoughts, beliefs, principles, feelings, concerns, Mental occurrents and rules accessible in an agent's mind when confronting a morally relevant decision. Moral mental occurrents Theory of mind are those that can provide a moral justification for a particular course of action. Whereas previous mindreading research has examined how people reason back to make sense of an agent's behavior, we instead ask how inferred moral mental occurrents (MOs) constrain moral evaluations for an agent's subsequent actions. Our studies distinguish three accounts of how inferred MOs influence moral evaluations, show that people rely on inferred MOs spontaneously (instead of merely when experimental measures draw attention to them), and identify non- moral contextual cues (e.g., whether the situation demands a quick decision) that guide inferences about MOs. -
Philosophy of the Social Sciences Blackwell Philosophy Guides Series Editor: Steven M
The Blackwell Guide to the Philosophy of the Social Sciences Blackwell Philosophy Guides Series Editor: Steven M. Cahn, City University of New York Graduate School Written by an international assembly of distinguished philosophers, the Blackwell Philosophy Guides create a groundbreaking student resource – a complete critical survey of the central themes and issues of philosophy today. Focusing and advancing key arguments throughout, each essay incorporates essential background material serving to clarify the history and logic of the relevant topic. Accordingly, these volumes will be a valuable resource for a broad range of students and readers, including professional philosophers. 1 The Blackwell Guide to Epistemology Edited by John Greco and Ernest Sosa 2 The Blackwell Guide to Ethical Theory Edited by Hugh LaFollette 3 The Blackwell Guide to the Modern Philosophers Edited by Steven M. Emmanuel 4 The Blackwell Guide to Philosophical Logic Edited by Lou Goble 5 The Blackwell Guide to Social and Political Philosophy Edited by Robert L. Simon 6 The Blackwell Guide to Business Ethics Edited by Norman E. Bowie 7 The Blackwell Guide to the Philosophy of Science Edited by Peter Machamer and Michael Silberstein 8 The Blackwell Guide to Metaphysics Edited by Richard M. Gale 9 The Blackwell Guide to the Philosophy of Education Edited by Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish 10 The Blackwell Guide to Philosophy of Mind Edited by Stephen P. Stich and Ted A. Warfield 11 The Blackwell Guide to the Philosophy of the Social Sciences Edited by Stephen P. Turner and Paul A. Roth 12 The Blackwell Guide to Continental Philosophy Edited by Robert C. -
Moral Identity and the Development of Moral Character
Provided for non-commercial research and educational use only. Not for reproduction, distribution or commercial use. This chapter was originally published in the book The Psychology of Learning and Motivation, Vol 50, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non- commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who know you, and providing a copy to your institution’s administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution’s website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's permissions site at: http://www.elsevier.com/locate/permissionusematerial From: Darcia Narvaez and Daniel K. Lapsley, Moral Identity, Moral Functioning, and the Development of Moral Character. In Daniel M. Bartels, Christopher W. Bauman, Linda J. Skitka, and Douglas L. Medin, editors, The Psychology of Learning and Motivation, Vol 50, Burlington: Academic Press, 2009, pp.237-274. ISBN: 978-0-12-374488-3 © Copyright 2009 Elsevier Inc. Academic Press. Author's personal copy CHAPTER EIGHT Moral Identity, Moral Functioning, and the Development of Moral Character Darcia Narvaez and Daniel K. Lapsley Contents 1. Introduction 238 2. Moral Self-Identity 239 2.1. Ethical Theory and Moral Development 239 2.2. Blasi on Moral Identity 241 2.3. Personality Theory 243 3. Development of Moral Self-Identity 248 3.1.