Ayer's Emotivist Theory of Value
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Infinite Ethics
INFINITE ETHICS Nick Bostrom Faculty of Philosophy Oxford University [Published in Analysis and Metaphysics, Vol. 10 (2011): pp. 9-59] [This is the final version. Earlier versions: 2003, 2005, 2008, 2009] www.nickbostrom.com ABSTRACT Aggregative consequentialism and several other popular moral theories are threatened with paralysis: when coupled with some plausible assumptions, they seem to imply that it is always ethically indifferent what you do. Modern cosmology teaches that the world might well contain an infinite number of happy and sad people and other candidate value-bearing locations. Aggregative ethics implies that such a world contains an infinite amount of positive value and an infinite amount of negative value. You can affect only a finite amount of good or bad. In standard cardinal arithmetic, an infinite quantity is unchanged by the addition or subtraction of any finite quantity. So it appears you cannot change the value of the world. Modifications of aggregationism aimed at resolving the paralysis are only partially effective and cause severe side effects, including problems of “fanaticism”, “distortion”, and erosion of the intuitions that originally motivated the theory. Is the infinitarian challenge fatal? 1. The challenge 1.1. The threat of infinitarian paralysis When we gaze at the starry sky at night and try to think of humanity from a “cosmic point of view”, we feel small. Human history, with all its earnest strivings, triumphs, and tragedies can remind us of a colony of ants, laboring frantically to rearrange the needles of their little ephemeral stack. We brush such late-night rumination aside in our daily life and analytic 1 philosophy. -
Social Norms and Social Influence Mcdonald and Crandall 149
Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p. -
What Normative Terms Mean and Why It Matters for Ethical Eory
What Normative Terms Mean and Why It Matters for Ethical eory* Alex Silk University of Birmingham [email protected] Forthcoming in M. Timmons (Ed.), Oxford Studies in Normative Ethics, Vol. Abstract is paper investigates how inquiry into normative language can improve substantive normative theorizing. First I examine two dimensions along which normative language differs: “strength” and “subjectivity.” Next I show how greater sensitivity to these features of the meaning and use of normative lan- guage can illuminate debates about three issues in ethics: the coherence of moral dilemmas, the possibility of supererogatory acts, and the connection between making a normative judgment and being motivated to act accord- ingly. e paper concludes with several brief reections on the theoretical utility of the distinction — at least so-called — between “normative” and “non- normative” language and judgment. e discussions of these specic linguistic and normative issues can be seen as case studies illustrating the fruitfulness of utilizing resources from philosophy of language for normative theory. Get- ting clearer on the language we use in normative conversation and theorizing can help us diagnose problems with bad arguments and formulate better mo- tivated questions. is can lead to clearer answers and bring into relief new theoretical possibilities and avenues to explore. *anks to Eric Swanson and the audience at the Fih Annual Arizona Normative Ethics Work- shop for discussion, and to two anonymous referees for comments. Contents Introduction Weak and strong necessity Endorsing and non-endorsing uses Dilemmas Supererogation Judgment internalism and “the normative” Conclusion Introduction e strategy of clarifying philosophical questions by investigating the language we use to express them is familiar. -
Epistemic Justification, Normative Guidance, and Knowledge
13 Epistemic Justication, Normative Guidance, and Knowledge ∗ ARTURS LOGINS Abstract. Recently, Pascal Engel has defended a version of a compatibilist view in epistemology that combines both an element of externalism and an element of internalism (Engel 2007, 2012). According to this position exter- nalism has to be adopted about knowledge, whereas internalism has to be endorsed concerning epistemic justification. In this paper I argue that consi- derations that, allegedly, motivates Engel’s internalism about epistemic justi- fication, can be explained equally well, or, indeed, even better by a knowledge based externalist account of epistemic justification. ∗This paper is dedicated to Pascal Engel. I would like to express my gratefulness to Pascal for his teaching and support. His work has made an important impact on me. In particular his Engel 2000, and his Engel 2007 contributed largely to my initiation to analytic philosophy and contem- porary epistemology, respectively. The research work that lead to this article was supported by the Swiss National Science Foundation (SNSF) grant number 100015_131794 (project Knowledge, Evidence, and Practice). 169 170 ARTURS LOGINS 1. Introduction Recently, Pascal Engel has defended a version of a compatibilist view in epis- temology that combines both an element of externalism and an element of internalism (Engel 2007, 2012). In short, according to this view, knowledge has to be characterized in externalist terms, whereas epistemic justification and ra- tionality has to be characterized in internalist terms. The externalist view about knowledge that Engel favours integrates a ver- sion of safety account of knowledge that requires that knowledge is safe belief and does not require that a subject has a reflective access top in order for the subject to know thatp (see Engel 2012 : 8). -
Other Moral Theories : Subjectivism, Relativism, Emotivism, Intuitionism, Etc
INTRODUCTION TO ETHICS 30 Other Moral Theories: Subjectivism, Relativism, Emotivism, Intuitionism, etc. 1 Jan Franciszek Jacko Metaethics includes moral theories that contain assumptions which answer some metaphysical and epistemological questions about moral goods and values. The metaphysical questions (such as What are, and how do moral goods and values exist?) are about the nature and existence of moral goods and values. Epistemological questions (such as Can we know moral goods and values? If so, what are the sources of knowledge about them?) regard sources of knowledge about moral goods, values and criteria of moral evaluations.2 Assumptions of ethical subjectivism, relativism, decisionism, emotivism and intuitionism are exemplary answers to these questions. We call their answers “normative assumptions.” There are at least three good reasons to ask and answer such questions. First, without answering them, moral judgments remain ambiguous. For example, if I say, “Action X is wrong,” the judgement has several meanings. To specify its sense, I should clarify my normative assumptions. For example, I can assume metaphysical subjectivism (anti-realism) or realism in metaethics. According to the former assumption, my above judgment about X is not about reality; it is about my or someone’s opinion. In this case, the exact meaning of this judgement is: someone evaluates X as morally wrong. If I assume the counter-assumption of metaphysical realism (anti-subjectivism), I mean that it is true that X has the property of moral wrongness. Second, these assumptions are conductive to peculiar practices. To specify the practice, which follows from moral judgments, one has to determine some normative assumptions. -
Hartian Positivism and Normative Facts: How Facts Make Law II
UCLA UCLA Public Law & Legal Theory Series Title Hartian Positivism and Normative Facts: How Facts Make Law II Permalink https://escholarship.org/uc/item/81q9p7hk Author Greenberg, Mark Publication Date 2006-03-03 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Hartian Positivism and Normative Facts: How Facts Make Law II Mark Greenberg UCLA School of Law and Department of Philosophy I. Introduction In How Facts Make Law and other recent papers,1 I argue that a full constitutive account of the content of the law – of legal facts – must appeal to normative facts. The project of HFML is to defend this position without assuming that legal facts are themselves normative facts. The argument’s engine is a requirement that a constitutive account of legal facts must meet. According to this rational-relation requirement,2 it is not enough for a constitutive account of legal facts to specify non-legal facts that modally determine the legal facts. The constitutive determinants of legal facts must provide reasons for the obtaining of the legal facts (in a sense of “reason” that I develop). In HFML,3 I argue that non-normative, contingent facts – descriptive facts, for short – do not provide such reasons without normative facts.4 In the present paper, I focus on the rational-relation requirement. I deploy it in three related projects. First, I respond to a family of objections that challenge me to explain why normative facts and descriptive facts together are better placed to provide 1 Mark Greenberg, How Facts Make Law, <INSERT CITE FOR HFML IN THIS VOLUME HERE 2006> [hereinafter HFML]. -
Normative Surrender
Michigan Journal of International Law Volume 9 Issue 1 1988 Normative Surrender Jerome B. Elkind University of Wyoming, College of Law Follow this and additional works at: https://repository.law.umich.edu/mjil Part of the Human Rights Law Commons, International Law Commons, and the Public Law and Legal Theory Commons Recommended Citation Jerome B. Elkind, Normative Surrender, 9 MICH. J. INT'L L. 263 (1988). Available at: https://repository.law.umich.edu/mjil/vol9/iss1/9 This Article is brought to you for free and open access by the Michigan Journal of International Law at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of International Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. Normative Surrender Jerome B. Elkind* INTRODUCTION In the published papers of a recent colloquium on the life and works of Hugo Grotius, the observation was made that Grotius attempted to steer a path between "Utopian idealism which had no chance of exercising any influence on the actual behavior of States, and Machiavellian realism which would have amounted to total surrender to their will and whim."' Concern for the distinction between idealism and realism, an issue even at the dawn of the era of power politics, is very much a current issue. In the world of modem international law doctrine there is no greater scorn than that reserved by self-professed "realists" for those whom they choose to regard as "idealists." In the cynical atmosphere of the late twentieth century, it is fashionable to be a realist. -
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. -
Normative and Descriptive Aspects of Management Education: Differentiation and Integration
Journal of Educational Issues ISSN 2377-2263 2015, Vol. 1, No. 1 Normative and Descriptive Aspects of Management Education: Differentiation and Integration Gavriel Meirovich (Corresponding author) Department of Management, Bertolon School of Business, Salem State University 352 Lafayette Street, Salem, MA 01930, United States Tel: 978-543-6948 Fax: 978-542-6027 E-mail: [email protected] Received: April 7, 2015 Accepted: May 27, 2015 Published: June 3, 2015 doi:10.5296/jei.v1i1.7395 URL: http://dx.doi.org/10.5296/jei.v1i1.7395 Abstract This study advocates strongly for clear differentiation and synthesis of descriptive and normative approaches in management education. There is a certain isolation of normative and descriptive theoretical frameworks presented in management courses. Normative frameworks in management explain how organizations should be managed, while descriptive frameworks show how they actually are managed. Significant portions of what we teach in the business curriculum are predominantly descriptive; other parts are mostly normative, or prescriptive. If these domains are not sufficiently connected, the relevance of both approaches diminishes. When one piece of material explains only the current reality without providing tools to improve it, while another piece prescribes steps for improvement that are not grounded in a particular context, students lose interest in both. The paper presents various modes of differentiation and integration between two realms and pertinent ways to recalibrate management courses. Keywords: Normative and descriptive framework, Differentiation, Integration 1. Introduction The purpose of business education is preparing future business professionals for successful careers and meaningful lives. The continued rise of its cost poses difficult questions about the relevance of contemporary business education in general and management education in particular. -
RICHARD HARE 07 Hare 1226 15/11/2004 10:29 Page 117
07 Hare 1226 15/11/2004 10:29 Page 116 RICHARD HARE 07 Hare 1226 15/11/2004 10:29 Page 117 Richard Mervyn Hare 1919–2002 RICHARD HARE left behind at his death a long essay titled ‘APhilosophical Autobiography’, which has since been published.1 Its opening is striking: I had a strange dream, or half-waking vision, not long ago. I found myself at the top of a mountain in the mist, feeling very pleased with myself, not just for having climbed the mountain, but for having achieved my life’s ambition, to find a way of answering moral questions rationally. But as I was preening myself on this achievement, the mist began to clear, and I saw that I was surrounded on the mountain top by the graves of all those other philosophers, great and small, who had had the same ambition, and thought they had achieved it. And I have come to see, reflecting on my dream, that, ever since, the hard-working philo- sophical worms had been nibbling away at their systems and showing that the achievement was an illusion. Yet his imagination could also be less modest: a gaggle of moral philoso- phers is trapped beneath the earth in a smoke-filled chamber; they talk at cross purposes, and refuse to take the way out into the open air that he alone has discovered. It was his ambition to have united elements from Aristotle, Kant, and Mill in a logically cogent way that solved the funda- mental problems of ethics (though with unfinished business); and he usu- ally believed himself to have achieved this. -
ARISTOTLE and the IMPORTANCE of VIRTUE in the CONTEXT of the POLITICS and the NICOMACHEAN ETHICS and ITS RELATION to TODAY Kyle Brandon Anthony Bucknell University
Bucknell University Bucknell Digital Commons Honors Theses Student Theses 2010 ARISTOTLE AND THE IMPORTANCE OF VIRTUE IN THE CONTEXT OF THE POLITICS AND THE NICOMACHEAN ETHICS AND ITS RELATION TO TODAY Kyle Brandon Anthony Bucknell University Follow this and additional works at: https://digitalcommons.bucknell.edu/honors_theses Part of the Philosophy Commons Recommended Citation Anthony, Kyle Brandon, "ARISTOTLE AND THE IMPORTANCE OF VIRTUE IN THE CONTEXT OF THE POLITICS AND THE NICOMACHEAN ETHICS AND ITS RELATION TO TODAY" (2010). Honors Theses. 21. https://digitalcommons.bucknell.edu/honors_theses/21 This Honors Thesis is brought to you for free and open access by the Student Theses at Bucknell Digital Commons. It has been accepted for inclusion in Honors Theses by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. Table of Contents Introduction 1 Chapter 1 What does it mean to live a good life? 7 The virtuous life 8 Ethical virtue 13 Bravery as an ethical virtue 20 Justice 22 Chapter 2 The Politics and the ideal polis 28 Development of a polis 29 Features of an ideal polis 32 What does it mean to be a citizen of a polis? 40 Aristotle’s views on education 42 Social groups in a polis who are not recognized as citizens 45 Non-ideal political systems 51 Chapter 3 Connections between the Politics and the Ethics 57 Chapter 4 Difficulties in applying Aristotle’s theories to a modern setting 68 Conclusion Where do we go from here? 87 Bibliography 89 iv Acknowledgements First off, I have to thank God, as He helped me endure this project and gave me the courage to press on when I became frustrated, angry, and ready to quit. -
Is, Ought, and Objectivity in Hume's Social Science Stephen G
Bryn Mawr College Scholarship, Research, and Creative Work at Bryn Mawr College Political Science Faculty Research and Scholarship Political Science 1980 "Cool Reflexion" and the Criticism of Values: Is, Ought, and Objectivity in Hume's Social Science Stephen G. Salkever Bryn Mawr College, [email protected] Let us know how access to this document benefits ouy . Follow this and additional works at: http://repository.brynmawr.edu/polisci_pubs Part of the Political Science Commons Custom Citation Salkever, Stephen G. "'Cool Reflexion' and the Criticism of Values: Is, Ought, and Objectivity in Hume's Social Science." American Political Science Review 74 (1980): 70-77. This paper is posted at Scholarship, Research, and Creative Work at Bryn Mawr College. http://repository.brynmawr.edu/polisci_pubs/17 For more information, please contact [email protected]. "Cool Reflexion"and the Criticismof Values: Is, Ought,and Objectivityin Hume's SocialScience STEPHENG. SALKEVER Bryn MawrCollege Is the fact/value distinction incompatiblewith the possibility of a social science which is both objectiveand evaluative(or normative)?Does support of the latterrequire rejection of the former and vice versa? This article presents an indirect argument against the incompatibilityof the fact/value distinction and an objectively evaluativesocial science. My procedureis to show that David Hume, whose is/ought distinction is the locus classicusof the fact/value distinction, is committed both to the view that valuescannot be derivedfrom facts and to the view that social science is not (and should not be) value-neutral.Furthermore, Hume's position is free from any logical flaws. My conclusion is that it is false to say that the fact/value distinction entails a value-neutralsocial science, and that it is thereforeutterly unnecessaryfor criticsof such a science to waste their time attemptingto "bridgethe gap" betweenfacts and values.