Aristotle, Kant, JS Mill and Rawls Raphael Cohen-Almagor
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John Rawls' Theory of Justice As Fairness
ANDREAS FOLLESDAL 20121025 John Rawls' Theory of Justice as Fairness Approximately as appears in Guttorm Floistad, ed. Philosophy of Justice, Contemporary Philosophy, Springer 2014, 311-328 When do citizens have a moral duty to obey the government and support the institutions of society?1 This question is central to political philosophy. One of the 20 century's main response was John Rawls' theory of justice, "Justice as fairness", in the book A Theory of Justice, published 1971. The book Justice as Fairness was an improved and shorter presentation of Rawls' theory, published 2001 with editorial support by Erin Kelly, one of his former students. When asked how rights, duties, benefits and burdens should be distributed, the ideals of freedom and equality often conflict with each other. In domestic politics we often see such conflicts between calls for more individual freedoms and schemes for universal, egalitarian welfare arrangements. It is such conflict between liberty and equality that Rawls attempts to reconcile with his theory of justice. There are three main steps in Rawls' theory of justice. He assumes certain features characteristic of free societies, as well as some specific ideas about how society and people should be understood. Rawls believes that even people with different beliefs can agree with some principles to resolve basic conflicts over the distributional effects of social institutions. Secondly, he draws on the contract theory tradition in political philosophy, arguing that consent in some sense is necessary for the legitimate exercise of state power. Based on the requirement of consent, in a third step Rawls presents certain principles for a just society that citizens should be expected to support. -
Immanuel Kant Was Born in 1724, and Published “Religion Within The
CHAPTER FIVE THE PHENOMENOLOGY AND ‘FORMATIONS OF CONSCIOUSNESS’ It is this self-construing method alone which enables philosophy to be an objective, demonstrated science. (Hegel 1812) Immanuel Kant was born in 1724, and published “Religion within the limits of Reason” at the age of 70, at about the same time as the young Hegel was writing his speculations on building a folk religion at the seminary in Tübingen and Robespierre was engaged in his ultimately fatal practical experiment in a religion of Reason. Kant was a huge figure. Hegel and all his young philosopher friends were Kantians. But Kant’s system posed as many problems as it solved; to be a Kantian at that time was to be a participant in the project which Kant had initiated, the development of a philosophical system to fulfill the aims of the Enlightenment; and that generally meant critique of Kant. We need to look at just a couple of aspects of Kant’s philosophy which will help us understand Hegel’s approach. “I freely admit,” said Kant , “it was David Hume ’s remark [that Reason could not prove necessity or causality in Nature] that first, many years ago, interrupted my dogmatic slumber and gave a completely differ- ent direction to my enquiries in the field of speculative philosophy” (Kant 1997). Hume’s “Treatise on Human Nature” had been published while Kant was still very young, continuing a line of empiricists and their rationalist critics, whose concern was how knowledge and ideas originate from sensation. Hume was a skeptic; he demonstrated that causality could not be deduced from experience. -
Espinalt's Concept of Human WILL and Character and Its
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Revistes Catalanes amb Accés Obert 6 espinaLt’s coNcePt oF humaN Will aNd chaRacteR aNd Its coNsequeNces FoR 1 moRaL educatIoN Carme Giménez-Camins & Josep Gallifa abstract: This article deals with the human will and the individual character and their relevance in the moral sphere. After introducing the conative domain, it argues for the need to have a psychological and educational model of human character. The paper presents Espinalt’s (1920-1993) concepts of will and character and their consequences for education. After having explored human will and understanding the causes for the relative lack of consideration of will by modern psychology, a definition of character is presented as a result of exercising human will. Three different dimensions of character are considered: One more connected with instincts, another with culture, and the most distinctive of individual self-engraving. The third dimension leads to different considerations of education that are briefly explained. The Espinaltian vision is contrasted with other contemporary visions of human will and character. The social and historical forces with an influence on the education of the character are also considered. Finally the paper argues for the centrality of these approaches for a moral education which is based on Aristotelian views. Keywords: Espinalt, Human Will, Moral education, Aristotle, character 1 This paper was received on January 31, 2011 and was approved on March 27, 2011 122 RamoN LLuLL JouRNaL oF aPPLIed ethIcs 2011. Issue 2 INtRoductIoN the neoclassical model of the human psyche Traditionally the human psyche has been divided into three components: Cognition, affect and conation (Hilgard, 1980; Tallon, 1997). -
The Pennsylvania State University the Graduate School College of The
The Pennsylvania State University The Graduate School College of the Liberal Arts EXISTENTIALIST ROOTS OF FEMINIST ETHICS A Dissertation in Philosophy by Deniz Durmus Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2015 The dissertation of Deniz Durmus was reviewed and approved* by the following: Shannon Sullivan Professor of Philosophy Women's Studies, and African American Studies, Department Head, Dissertation Advisor, Co-Chair Committee Sarah Clark Miller Associate Professor of Philosophy, Associate Director of Rock Ethics Institute, Co-Chair Committee John Christman Professor of Philosophy, Women’s Studies Robert Bernasconi Edwin Erle Sparks Professor of Philosophy, African American Studies Christine Clark Evans Professor of French and Francophone Studies, Women’s Studies Amy Allen Liberal Arts Professor of Philosophy, Head of Philosophy Department *Signatures are on file in the Graduate School. ii ABSTRACT My dissertation “Existentialist Roots of Feminist Ethics” is an account of existentialist feminist ethics written from the perspective of ambiguous nature of interconnectedness of human freedoms. It explores existentialist tenets in feminist ethics and care ethics and reclaims existentialism as a resourceful theory in addressing global ethical issues. My dissertation moves beyond the once prevalent paradigm that feminist ethics should be devoid of any traditional ethical theories and it shows that an existential phenomenological ethics can complement feminist ethics in a productive way. The first chapter, introduces and discusses an existentialist notion of freedom based on Simone de Beauvoir and Jean Paul Sartre’s writings. In order to establish that human beings are metaphysically free, I explain notions of in-itself, for-itself, transcendence, immanence, facticity, and bad faith which are the basic notions of an existentialist notion of freedom. -
5. What Matters Is the Motive / Immanuel Kant
This excerpt is from Michael J. Sandel, Justice: What's the Right Thing to Do?, pp. 103-116, by permission of the publisher. 5. WHAT MATTERS IS THE MOTIVE / IMMANUEL KANT If you believe in universal human rights, you are probably not a utili- tarian. If all human beings are worthy of respect, regardless of who they are or where they live, then it’s wrong to treat them as mere in- struments of the collective happiness. (Recall the story of the mal- nourished child languishing in the cellar for the sake of the “city of happiness.”) You might defend human rights on the grounds that respecting them will maximize utility in the long run. In that case, however, your reason for respecting rights is not to respect the person who holds them but to make things better for everyone. It is one thing to con- demn the scenario of the su! ering child because it reduces overall util- ity, and something else to condemn it as an intrinsic moral wrong, an injustice to the child. If rights don’t rest on utility, what is their moral basis? Libertarians o! er a possible answer: Persons should not be used merely as means to the welfare of others, because doing so violates the fundamental right of self-ownership. My life, labor, and person belong to me and me alone. They are not at the disposal of the society as a whole. As we have seen, however, the idea of self-ownership, consistently applied, has implications that only an ardent libertarian can love—an unfettered market without a safety net for those who fall behind; a 104 JUSTICE minimal state that rules out most mea sures to ease inequality and pro- mote the common good; and a celebration of consent so complete that it permits self-in" icted a! ronts to human dignity such as consensual cannibalism or selling oneself into slav ery. -
The Principle of Solidarity : a Restatement of John Rawls' Law Of
DISSERTATION: THE PRINCIPLE OF SOLIDARITY: A RESTATEMENT OF JOHN RAWLS´ LAW OF PEOPLES ZUR ERLANGUNG DES AKADEMISCHEN GRADES DOCTOR PHILOSOPHIAE (DR. PHIL) VON MILICA TRIFUNOVIĆ EINGEREICHT IM DEZEMBER 2011. AN DER PHILOSOPHISCHEN FAKULTÄT I DER HUMBOLDT-UNIVERSITÄT ZU BERLIN PRÄSIDENT DER HUMBOLDT-UNIVERSITÄT ZU BERLIN: PROF. DR. JAN-HENDRIK OLBERTZ DEKAN: PROF. MICHAEL SEADLE GUTACHTER: 1. PROF. DR. VOLKER GERHARDT 2. PROF. DR. WULF KELLERWESSEL TAG DER MÜNDLICHEN PRÜFUNG: 20. JUNI 2012. 1 CONTENT CHAPTER ONE.............................................................................................................................................5 Instead of Introduction: Global Justice Debate- Conceptions and Misconceptions........................................5 1. Global Justice Debate – Conceptions and Misconceptions............................................................5 1.1. CONCEPTUAL ANALYSES....................................................................................................6 1.1.1. Aristotelian Paradigm................................................................................................7 1.1.2. Rawlsian Paradigm ...................................................................................................9 1.1.3. Aristotelian and Rawlsian Paradigm in A Global Context .......................................13 1.2. METHODOLOGICAL ANALYSIS ...........................................................................................21 1.2.1. Political Constructivism in a Global Context............................................................22 -
Rethinking Feminist Ethics
RETHINKING FEMINIST ETHICS The question of whether there can be distinctively female ethics is one of the most important and controversial debates in current gender studies, philosophy and psychology. Rethinking Feminist Ethics: Care, Trust and Empathy marks a bold intervention in these debates by bridging the ground between women theorists disenchanted with aspects of traditional ‘male’ ethics and traditional theorists who insist upon the need for some ethical principles. Daryl Koehn provides one of the first critical overviews of a wide range of alternative female/ feminist/feminine ethics defended by influential theorists such as Carol Gilligan, Annette Baier, Nel Noddings and Diana Meyers. She shows why these ethics in their current form are not defensible and proposes a radically new alternative. In the first section, Koehn identifies the major tenets of ethics of care, trust and empathy. She provides a lucid, searching analysis of why female ethics emphasize a relational, rather than individualistic, self and why they favor a more empathic, less rule-based, approach to human interactions. At the heart of the debate over alternative ethics is the question of whether female ethics of care, trust and empathy constitute a realistic, practical alternative to the rule- based ethics of Immanuel Kant, John Stuart Mill and John Rawls. Koehn concludes that they do not. Female ethics are plagued by many of the same problems they impute to ‘male’ ethics, including a failure to respect other individuals. In particular, female ethics favor the perspective of the caregiver, trustor and empathizer over the viewpoint of those who are on the receiving end of care, trust and empathy. -
Korsgaard.John Rawls's Theory of the Good
John Rawls’s Theory of the Good Christine M. Korsgaard I. Introduction In A Theory of Justice, John Rawls works out a theory of the good, with a view to establishing three conclusions important to his theory of justice. The first is that his chosen unit of distribution, primary goods, are indeed good, and good in the way he defines them to be— they are things that citizens have reason to want no matter what else they want. The second is that it is good-for a person to be a just person, at least if the person lives in a well-ordered society, one that is effectively regulated by a publicly accepted conception of justice.1 Importantly, Rawls, like Plato before him, aims to show, not that being a just person promotes our interests independently defined, but that being a just person is good as an end, a good thing to be for its own sake. And the third is that a just society in Rawls’s sense is also a good society for its citizens to live in—again, not because it promotes our given aims, but for its own sake. Those last two claims—that a just society is good-for its citizens and that it is good to be a just person if you live in one, are needed in order to establish what Rawls call “congruence,” the harmony of the right and the good.2 That in turn is necessary to show that a society under Rawls’s conception of justice would be, as he calls it “stable”: that is, it would generate its own support, in the sense that those who lived under the Rawlsian system of justice would find reason 1 I have hyphenated good-for (and bad-for) since one of the issues treated in this essay will be the distinctness of, the relations between, the idea of “good” and the idea of “good-for.” 2 Rawls, A Theory of Justice. -
Moral Theories Course Leader
PHIL 101: Conceptual Foundations of Bioethics: Moral Theories Course Leader: Stavroula Tsinorema Semester: 1st (7 ECTS) Course Type: Required Objectives: The aims of this course unit are (a) to bring students in contact with the theoretical basis of Bioethics, through training in the methodologies and analytical tools of moral reasoning, (b) to provide them with the basic categories which show the conceptual links between the frameworks of moral philosophy and normative bioethical reasoning, (c) to equip them with the appropriate theoretical frameworks in order to be able to investigate critically and, where possible, to resolve specific moral problems deriving in biomedical research, its application in clinical contexts, health care and environmental policy. The overall aim is to enable students to develop core skills for the conduct of normative analysis and reasoning in Bioethics. Content: The normative resources for moral argument and justification in Bioethics are found in moral philosophy and philosophical theories of ethics. This course unit will survey some of the principle philosophical approaches in addressing a number of bioethical controversies and bring appropriate perspectives from ethical theories to bear on case studies in Bioethics. Topics include: 1) Philosophical ethics and its relation to Bioethics. 2) Classical approaches. Ethics and metaphysics. Ontological approaches to ethics. 3) Modern classical approaches to ethics. Theories of Scottish Enlightenment. Moral sentiments and the ethics of work: David Hume and Adam Smith. 4) Immanuel Kant: The ethics of form. 5) Jeremy Bentham and John Stuart Mill. Utilitarianism. 6) Contemporary moral theories: - Contractarian and constructivist theories. John Rawls, Jurgen Habermas, Onora O’ Neill Postgraduate Prospectus 17 - Virtue ethics, ethics of care, feminism, communitarianism 7) Theories of a deflatory kind and moral scepticism. -
When the Kingdom of God Became the Kingdom of Ends: Altruism’S Development Into a Normative Ideal
When the Kingdom of God Became the Kingdom of Ends: Altruism’s Development into a Normative Ideal A Senior Honor Thesis Presented in partial fulfillment of the requirements for graduation with distinction in Political Science in the College of Social and Behavioral Sciences by Benjamin T. Jones The Ohio State University December 10, 2006 Project Advisors: John M. Parrish, Department of Political Science (Loyola Marymount University) Michael A. Neblo, Department of Political Science (The Ohio State University) Table of Contents Abstract ii Acknowledgements iii Introduction 1 The Paradox at the Heart of Altruism 4 Defining Altruism and Normativity 6 What Are We Looking For? 11 Roadmap of What’s to Come 14 Part I Towards a Problem: The Ancient Debate over Public Life 17 Eudaimonia and Ancient Ethics 18 Plato and Aristotle 24 Epicurus and the Stoics 40 A Solution from an Unlikely Source 47 Augustine’s Reconciliation of the Two Cities 55 Conclusion 63 Part II Self-Love’s Fall from Grace: How Normative Altruism Developed out of the Augustinian Tradition 65 Entangled in Self-love: Augustine’s Normative Argument 67 Augustine Goes Secular 75 Kant’s Problematic Solution 83 Reworking Kant—And Altruism 89 Conclusion 91 Part III The Problems with Normative Altruism 93 Two Conceptions of Altruism 93 Evidence for Altruism on a Descriptive Level 95 Motivational Barriers to Normative Altruism 113 Changing the Way We Talk About Altruism 121 Conclusion 126 Bibliography 131 i Abstract In contemporary moral philosophy, altruism holds a place of prominence. Although a complex idea, the term seeps into everyday discourse, by no means confined to the esoteric language of philosophers and psychologists. -
Love As a Moral Emotion* J. David Velleman
Love as a Moral Emotion* J. David Velleman INTRODUCTION Love and morality are generally assumed to differ in spirit. The moral point of view is impartial and favors no particular individual, whereas favoring someone in particular seems like the very essence of love. Love and morality are therefore thought to place con¯icting demands on our attention, requiring us to look at things differently, whether or not they ultimately require us to do different things.1 The question is supposed to be whether a person can do justice to both perspectives. Some philosophers think that one or the other per- * The theme of this article was suggested to me by Harry Frankfurt's ``Autonomy, Necessity, and Love'' (in Vernunftbegriffe in der Moderne, ed. Hans Friedrich Fulda and Rolf- Peter Horstmann [Klett-Cotta, 1994], pp. 433± 47). I ®rst attempted to state the theme in a paper entitled ``Frankfurt on Love and Duty,'' written for a conference organized by RuÈdi- ger Bittner in the spring of 1996, at the Zentrum fuÈr interdiziplinaÈre Forschung, in Biele- feld, Germany. Some of that paper is reproduced here. Also contained here is material from a commentary on Henry S. Richardson's Practical Reasoning about Final Ends (Cambridge: Cambridge University Press, 1994); my commentary was presented at a session of the So- ciety for Informal Logic at the 1995 meetings of the American Philosophical Association (APA) Eastern Division. Earlier versions of this article were read to the philosophy depart- ments at Arizona State University; Harvard; Princeton; University of California, Los Ange- les; University College London; and to a discussion group that meets at Oriel College, Ox- ford, under the auspices of David Charles. -
Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic
BearWorks MSU Graduate Theses Fall 2018 Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic Colby D. Reed Missouri State University, [email protected] As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the Adult and Continuing Education Commons, Arts and Humanities Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Humane Education Commons, Language and Literacy Education Commons, and the Liberal Studies Commons Recommended Citation Reed, Colby D., "Critical Pedagogy and the Ethics of Care: How Values Affect the Classroom Dynamic" (2018). MSU Graduate Theses. 3325. https://bearworks.missouristate.edu/theses/3325 This article or document was made available through BearWorks, the institutional repository of Missouri State University. The work contained in it may be protected by copyright and require permission of the copyright holder for reuse or redistribution. For more information, please contact [email protected]. CRITICAL