Ethical Realism/Moral Realism Ethical Propositions That Refer to Objective Features May Be True If They Are Free of Subjectivis
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Noncognitivism and Autonomy Eamonn Callan
Document generated on 09/23/2021 5:34 p.m. Philosophical Inquiry in Education Noncognitivism and Autonomy Eamonn Callan Volume 23, Number 2, 2016 URI: https://id.erudit.org/iderudit/1070470ar DOI: https://doi.org/10.7202/1070470ar See table of contents Publisher(s) Canadian Philosophy of Education Society ISSN 2369-8659 (digital) Explore this journal Cite this document Callan, E. (2016). Noncognitivism and Autonomy. Philosophical Inquiry in Education, 23(2). https://doi.org/10.7202/1070470ar Copyright ©, 2016 Eamonn Callan This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ Noncognitivism and Autonomy Eamonn Callan, University of Alberta The supposed failure of ethical cognitivism is the beginning of one com mon argument for the ideal of personal autonomy and its supporting social practices. The argument can be summarized as follows. There is no ethical knowledge that could conceivably be available to us, or at least all current claims to such knowledge are doubtful to a degree that makes them untenable. Therefore, experts to whose authority we should defer regarding ethical deci sions simply do not exist. That is tantamount to saying we should act autonomously in making ethical decisions and, if we are to grant the capacity and liberty to make such decisions to others, we need to develop educational and other social practices that nurture the relevant capacity and bestow the necessary liberty. -
DESCRIPTIVE ETHICS in the SUDAN: an EXAMPLE by TORENORD~NSTAM
DESCRIPTIVE ETHICS IN THE SUDAN: AN EXAMPLE by TORENORD~NSTAM The study of ethical beliefs in the Sudan is a fascinating and more or less unexplored field of research. The purpose of this paper is to give an introductory survey of some of the problems and possible lines of research \vithin this field. I shall first give a general outline of the nature of descriptive ethics, as I see it, then I shall highlight somc of the problems in the field by discussing onc particulnr exainple. Finally, I shall bricfly indicate why research of this nature is of speci~il importance in a developing country like the Sudan. The field of descriptive ethics Descriptive ethics can be defined as the description and analysis of the ethics of individuals and groups. Such a brief definition will introduce the nature of the field, but it certainly stands in need of further explanation. This applies partie- ularly to the key word in the definition, the term "ethics," which can be used in a variety of ways with more or less clear meanings. 1 propose to take the term "ethics" in a wide sense so that any view about what is right and wrong, good and bad, praiseworthy and blame~vorthywill count as a inoral vieu.. An individual's ethics is, then, the system comprising all his values and ideals, all his opinions about right and wrong conduct, all his beliefs about deserts and punishment, responsibility and free will, and so on. In short, an individual's ethics. in this sense, consists of his ideal of life: it is the sum total of his personality ideals, his social ideals, his political ideals, Iiis economic ideals, and so forth. -
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. -
The Ideal Observer Theory and Motivational Internalism
The Ideal Observer Theory and Motivational Internalism Daniel Ronnedal¨ Abstract In this paper I show that one version of motivational internalism follows from the so-called ideal observer theory. Let us call the version of the ideal observer theory used in this essay (IOT). According to (IOT), it is necessarily the case that it ought to be that A if and only if every ideal observer wants it to be the case that A. We shall call the version of motivational internalism that follows from (IOT) (moral) conditional belief motivational internalism (CBMI). According to (CBMI), it is necessarily the case that, for every x: if x were an ideal observer, it would be the case that x believes that it ought to be that A only if x wants it to be the case that A. Given that it is necessarily true that no ideal observer has any false beliefs, (IOT) entails (CBMI). Or, so I shall argue. Keywords: the ideal observer theory, motivational internalism, practical reason 1 Introduction In this paper I show that one version of motivational internalism follows from the so-called ideal observer theory. The classical modern formula- tion of the ideal observer theory is [16].1 According to Roderick Firth, If it is possible to formulate a satisfactory absolutist and dis- positional analysis of ethical statements, it must be possible [. ] to express the meaning of statements of the form \x is right" in terms of other statements which have the form: \Any ideal observer would react to x in such and such a way under such and such conditions." [16, 329] The main idea seems to be that an act is right if and only if (iff) it would be approved by any ideal observer, and more generally that an act has Kriterion { Journal of Philosophy, 2015, 29(1): 79{98. -
Moral Implications of Darwinian Evolution for Human Reference
Andrews University Digital Commons @ Andrews University Dissertations Graduate Research 2006 Moral Implications of Darwinian Evolution for Human Reference Based in Christian Ethics: a Critical Analysis and Response to the "Moral Individualism" of James Rachels Stephen Bauer Andrews University Follow this and additional works at: https://digitalcommons.andrews.edu/dissertations Part of the Christianity Commons, Ethics in Religion Commons, Evolution Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Bauer, Stephen, "Moral Implications of Darwinian Evolution for Human Reference Based in Christian Ethics: a Critical Analysis and Response to the "Moral Individualism" of James Rachels" (2006). Dissertations. 16. https://digitalcommons.andrews.edu/dissertations/16 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. Andrews University Seventh-day Adventist Theological Seminary MORAL IMPLICATIONS OF DARWINIAN EVOLUTION FOR HUMAN PREFERENCE BASED IN CHRISTIAN ETHICS: A CRITICAL ANALYSIS AND RESPONSE TO THE “MORAL INDIVIDUALISM” OF JAMES RACHELS A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Stephen Bauer November 2006 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3248152 Copyright 2006 by Bauer, Stephen All rights reserved. -
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. -
Moral Sense Theory and the Development of Kant's Ethics
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship@Western Western University Scholarship@Western Electronic Thesis and Dissertation Repository 12-15-2015 12:00 AM Moral Sense Theory and the Development of Kant's Ethics Michael H. Walschots The University of Western Ontario Supervisor Corey Dyck The University of Western Ontario Graduate Program in Philosophy A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Michael H. Walschots 2015 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the History of Philosophy Commons Recommended Citation Walschots, Michael H., "Moral Sense Theory and the Development of Kant's Ethics" (2015). Electronic Thesis and Dissertation Repository. 3383. https://ir.lib.uwo.ca/etd/3383 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. MORAL SENSE THEORY AND THE DEVELOPMENT OF KANT’S ETHICS (Thesis format: Monograph) by Michael H. Walschots Graduate Program in Philosophy A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Michael H. Walschots 2015 Abstract This dissertation investigates a number of ways in which an eighteenth century British philosophical movement known as “moral sense theory” influenced the development of German philosopher Immanuel Kant’s (1724-1804) moral theory. -
Normative Ethics
Normative ethics From Wikipedia, the free encyclopedia Normative ethics is the new "it" branch of philosophical ethics concerned with Ethics classifying actions as right and wrong. Theoretical Normative ethics attempts to develop a set of rules governing human conduct, Meta-ethics or a set of norms for action. It deals with what people should believe to be right Normative · Descriptive Consequentialism and wrong, as distinct from descriptive ethics, which deals with what people do Deontology believe to be right and wrong. Hence, normative ethics is sometimes said to be Virtue ethics prescriptive, rather than descriptive. Ethics of care Good and evil · Morality Moreover, because it examines standards for the rightness and wrongness of actions, normative ethics is distinct from meta-ethics, which studies the nature Applied of moral statements, and from applied ethics, which places normative rules in practical contexts. Bioethics · Medical Engineering · Environmental Human rights · Animal rights Normative ethical theories Legal · Media Business · Marketing Consequentialism (Teleology) argues that the morality of an action is Religion · War contingent on the action's outcome or result. Some consequentialist theories include: Core issues Utilitarianism, which holds that an action is right if it leads to the most value for the greatest number of people (Maximizes value for Justice · Value all people). Right · Duty · Virtue Egoism, the belief that the moral person is the self-interested Equality · Freedom · Trust person, holds that an action is right if it maximizes good for the Free will · Consent self. Moral responsibility Deontology argues that decisions should be made considering the factors Key thinkers of one's duties and other's rights. -
Environmental Ethics − Professional Issues Based On: Lawrence M
ETHICS, PROFESSIONALISM AND CRITICISM OF THE SOURCES Professional Ethics Course MIMA LECTURE Information about the course: http://www.idt.mdh.se/kurser/cd5590 Gordana Dodig-Crnkovic http://www.idt.mdh.se/kurser/ethics/ Department of Computer Science and Electronics [Website provides ethics resources including case studies and Mälardalen University contextualised scenarios in applied/professional ethics, working examples of applied ethical problems used in teaching to highlight 15 August 2007 relevant ethical principles, materials on informed consent, confidentiality, assessment, privacy, trust and similar. ] 1 2 CONTENT – Identifying Ethical Issues Identifying Ethical Basic Moral Orientations Ethical Relativism, Absolutism, and Pluralism Issues Immanuel Kant The Ethics of Duty (Deontological Ethics) Utilitarianism Rights Justice The Ethics of Character: Virtues and Vices Egoism Moral Reasoning and Gender Environmental Ethics − Professional Issues Based on: Lawrence M. Hinman, Ph.D. − Criticism of the Sources Director, The Values Institute − Conclusions University of San Diego 3 4 Ethics and Morality Ethics and Morality Etymology The terms ethics and morality are often used Morality and ethics have same roots, mores which interchangeably - indeed, they usually can mean the means manner and customs from the Latin and same thing, and in casual conversation there isn't a etos which means custom and habits from the Greek. problem with switching between one and the other. However, there is a distinction between them in Robert Louden, Morality and Moral Theory philosophy! 5 6 Ethics and Morality Ethics and Morality Strictly speaking, morality is used to refer to what we Morality: first-order set of beliefs and practices about would call moral standards and moral conduct while how to live a good life. -
The Theory of Justice
Syllabus of the course: The Theory of Justice Утверждена Академическим советом ООП Протокол № 1от «31» августа 2018 г. Pre-requisites This course is based on knowledge and competences which were provided by the following disciplines: ● History of Philosophy ● General Ethics ● Analytic Ethics ● Political Philosophy ● Political Science Course Type: Elective Learning Objectives The objective of the course make the students familiar with the major contemporary theories of justice and the development of the necessary analytic skills of evaluation of any normative conception of justice as well as the capacity to participate in the public discourse on justice, which is about to emerge. Course Plan Ethics, Morality, Justice Language, Logic and Meaning of Justice Utilitarian Theory of Justice The Theory of Justice of John Rawls The Justice of Political Liberalism Libertarian Theory of Justice by Robert Nozick Justice by Agreement by David Gauthier Marxism as a Theory of Justice Feminism and Justice Communitarian Critique of Justice Just War Theory The Russian Historical Discourse of Justice 1. Ethics, Morality, Justice Ethics. The meaning of Ethics and Morality. Ethical Theory, General Ethics and Individual Ethics. The History of Morality. The Sociology of Morality. The Psychology of Morality. The stages of moral growth. Moralism, Immoralism, Amoralism. Human nature. Ethical skepticism. Metaethics. Theories of Metaethics. Naturalism. Emotivism. Universal Prescriptivism. Intuitivism. The nature of moral concepts. Good and Evil. Moral Relativism. Sentimentalism. Normative Morals. Moral Theory. Egoism. Psychological Egoism. Religious Ethics. Convention. Particularism. Teleological Ethics. Consequentialism. Utilitarianism. Hedonism. Deontology. Kant’s categorical imperative. Virtue Ethics. Morality and Rationality. Negative versus Politive Rights and Duties. Elitism. Applied Ethics. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
The Moral Philosophy of Francis Hutcheson
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 Philosophy of Francis Hutcheson by John D. Bishop Ph.D. University of Edinburgh 1979 Contents Page 1. Introduction 1 i. Hutcheson's Philosophical Writings 4 ii. Locke's Influence 7 2. Theory of Human Nature i. Sensation 9 ii. Affections a. Internal Sensations 14 b. Passions 21 c. Desires 23 d. Desire and Motivation 32 e. Free-will 45 iii. Reason 51 3. The Moral Sense i. Introduction 53 ii. Intuitionist Aspects a. Analogy With the External Senses 54 b. Relationship Between Goodness & Benevolence 61 c. Whose Moral Sense? 67 d. Moral Error 71 iii. Justification of Approval 78 iv. Moral Sense and Pleasure and Pain 88 v. Moral Sense and Motivation 99 vi. S mnmary 102 Page 4. Benevolence i. First Version 105 ii.