Mythical stories are, according to Luce Irigaray, one source where the matrix of repression, desire and correction of the female body is made visible. The Book of Revelation is one of the parts of the Bible told in a typical mythical language framework. It is also one of the most infamous biblical books because of its misogynist approach and repeated use of female stereotypes such as the whore and the pure bride. The purpose of this article is not to deny (...) the validity of this feminist critique, but to open up the meaning of the story of Revelation from an Irigarayan perspective as also to include possibilities of a counter-story where phallocentrism is challenged and finally altered into a new era where women, as well as other previously objectified categories, are aware of themselves as subjects in their own right. (shrink)

Many people who claim to genuinely care about nature still seem reluctant to ascribe intrinsic value to it. Environmentalists, nature friendly people in general, and even environmental activists, often hesitate at the idea that nature possesses value in its own right—value that is not reducible to its importance to human or other sentient beings. One crucial explanation of this reluctance is probably the thought that such value—at least when attached to nature—would be mysterious in one way or another, or at (...) least very difficult to account for. In addition, Bryan Norton’s influential convergence hypothesis states that, from a practical point of view, it makes no or little difference whether we ascribe intrinsic value to nature, given the depth and variety of instrumental value it possesses. In this paper, I argue that people who genuinely care about nature cannot avoid ascribing intrinsic value (in a certain sense) to it, if they want to be able to consistently defend the kind of claims about protecting nature they arguably want to make, i.e., claims to the effect that we ought to protect for instance nature areas and species. The cost of denying intrinsic value in nature is the cost of giving up a crucial resource to philosophically defend such claims. (shrink)

Ever since environmental ethics began to take form as an academic discipline in the early 1970s, the notion of intrinsic value has occupied a prominent position within the field. Recently, however, various types of critique have emerged within EE against invoking this notion. Contrary to these critiques, I argue that appeals to intrinsic value are not problematic, given the reason-implying sense of 'intrinsic value' that is most relevant to EE. I further argue that also those who criticise 'intrinsic-value-talk' in EE (...) actually need this reason-implying concept of intrinsic value. However, once we realise that this is the sense of 'intrinsic value' that is most relevant to EE, it also becomes clear that it is the concept of a reason, rather than that of intrinsic value, that is most important to EE. (shrink)

In a recent article in Utilitas, Gerald Lang suggests a solution to the so-called (WKR problem) for the buck-passing account of value. In two separate replies to Lang, Jonas Olson and John Brunero, respectively, point out serious problems with Lang's suggestion, and at least Olson concludes that the solution Lang opts for is of the wrong kind for solving the WKR problem. I argue that while both Olson and Brunero have indeed identified considerable flaws in Lang's suggestion for a solution (...) to the WKR problem, they have not provided sufficient grounds for dismissing the kind of solution that Lang proposes. I show how a version of this kind of solution can be formulated so as to avoid both Olson's and Brunero's objections. I also raise some worries concerning an alternative solution to the WKR problem suggested by Sven Danielsson and Jonas Olson. (shrink)

Stakeholder participation is an increasingly popular ingredient within environmental management and decision-making. While much has been written about its purported benefits, a question that has been largely neglected is whether decision-making informed through stakeholder participation is actually likely to yield decisions that are morally justified in their own right. Using moral methodology as a starting point, we argue that stakeholder participation in environmental decision-making may indeed be an appropriate means to produce morally justified decisions, the reason being that such participation (...) may constitute an efficient way to satisfy the standard requirements on moral reasoning and moral justification. This finding also emphasizes the importance of identifying those settings most conducive to allowing different stakeholders to both challenge each other’s arguments and to adopt each other’s perspectives in order to make effective use of participation in environmenta... (shrink)

Environmental pragmatists have presented environmental pragmatism as a new philosophical position, arguing that theoretical debates in environmental philosophy are hindering the ability of the environmental movement to forge agreement on basic policy imperatives. Hence, they aim to lead environmental philosophers away from such theoretical debates, and toward more practical—and pragmatically motivated—ones. However, a position with such an aim is not a proper philosophical position at all, given that philosophy (among other things) is an effort to get clear on the problems (...) that puzzle us. (shrink)

The subject-matter of this essay is the moral status of nature. This subject is dealt with in terms of normative reasons. The main question is if there are direct normative reasons to care for nature in addition to the numerous indirect normative reasons that there are for doing so. Roughly, if there is some such reason, and that reason applies to any moral agent, then nature has direct moral status as I use the phrase. I develop the notions of direct (...) normative reason and direct moral status in detail and identify and discuss the two main types of theory according to which nature has direct moral status: analogy-based nature-considerism and non-analogy-based nature-considerism. I argue for the plausibility of a particular version of the latter, but against the plausibility of any version of the former. The theory that is representative of AN claims that nature has direct moral status in virtue of possessing interests. Proponents of this theory fail to show that nature has interests of the kind that they reasonably want to ascribe to it, and that interests of this kind are morally significant. In contrast to AN, NN comes in a variety of different forms. I elaborate a version of NN according to which there are direct normative reasons to care for nature in virtue of its unique complexity, and its indispensability. I argue that even if these reasons should turn out not to apply to any moral agent, they are still genuine direct normative reasons: there is nothing irrational or misdirected about them. Finally, I show how the question of whether there are direct normative reasons to care for nature is relevant to private and political decision-making concerning nature. This is exemplified with a case from the Swedish mountain region. (shrink)

Ever since environmental ethics began to emerge as a philosophical discipline in the 1970s, one of the most common projects of environmental ethicists has been to formulate theories according to which nature (or some non-human natural entities) possesses intrinsic value. However, from time to time we have seen efforts to refute this project, the claim being that not only are the particular theories suggested flawed, but the very idea of intrinsic value in nature—at least in some allegedly important sense of (...) “intrinsic value”—is in principle indefensible (e.g. Norton 1984; Thompson 1990; Regan 1992; Jamieson 1998). In previous work I have criticized several of these alleged refutations of the view that nature .. (shrink)

This paper explores how preschools can be purposefully designed to aid cultural learning through guided play practices. In recent literature, there has been a renowned interest in the role of the exogenous environment in psychological processes, including learning. The idea that the design of preschools can meaningfully be seen as cultural niche construction and that guided play practices in these environments can aid the preparation for cultural action, is promoted, and a theoretical framework is presented. The empirical data draw from (...) a synthesis from three ethnographic research sites in multilingual communities, and data are used to explore how cultural affordances are used in designed environments as part of guided play practices. The results indicate how niche construction of affordances aid cultural learning and is achieved through both direct guided play interaction between teachers and children, but also in the way of the indirect design of environments that is incorporated in children’s peer play. It is discussed what this means for play research as well as for guided play practices that aim to promote cultural learning. (shrink)

In this paper we consider the ability to master a set of methods for moral reasoning as a form of ethical competence. These methods can be roughly assembled under the headings information, vividness, and coherence. We distinguish between the theoretical characterization of ethical competence and what we take to be its practical role and argue that the ability to master these methods fits the theoretical characterization of such competence as well as fulfils its practical role. An important upshot of this (...) result is that these methods are suitable as a basis for ethics education at various levels, at least when the goal of such education is partly practical: to provide tools for reaching justified moral decisions. Consequently, we encourage ethics educators who teach ethics with this goal to design their educational approaches in such a way that these methods are taught and practiced. (shrink)

In a reply to my recent paper “The Cost of Denying Intrinsic Value in Nature,” Rut Vinterkvist raises an important objection to my claim that environmentalists must ascribe intrinsic value to some natural entities to consistently defend the protectionist views I believe many of them have. To defend this claim, I provided three hypothetical cases, involving threatened natural entities, designed to show that only an intrinsic value of these respective entities could explain a reason to protect them. My claim was (...) that, even in these cases, environmentalists would generally find the natural entities in question protection-worthy. Against this claim, Vinterkvist argues that environmentalists can consistently opt for protection of these entities without ascribing any intrinsic value to them, the idea being that we can argue for protection of the entities on the basis that other people care for them (for whatever reasons, if any). We should protect them, not for their own sake, but for the sake of those who care for them. In this response, I explain why I believe her suggestion—challenging to my argument as it is—does not provide a proper option for environmentalists who want to argue for protection in these and similar cases. (shrink)

The distinction between anthropocentric and non-anthropocentric theories, together with the more fine-grained distinction between anthropocentrism, biocentrism and ecocentrism, are probably two of the most frequently occurring distinctions in the environmental ethics literature. In this essay I draw attention to some problematic aspects of the terminology used to draw these distinctions: the 'centrism-terminology'. I argue that this terminology is ambiguous and misleading, and therefore confusing. Furthermore, depending on which interpretation it is given, it is also either asymmetric and non-inclusive, or superfluous. (...) Although I find it unlikely that the centrism-terminology will be abandoned, I end the essay by providing a suggestion for an alternative way to categorise theories in environmental ethics. (shrink)

The subject-matter of this essay is the moral status of nature. This subject is dealt with in terms of normative reasons. The main question is if there are direct normative reasons to care for nature in addition to the numerous indirect normative reasons that there are for doing so. Roughly, if there is some such reason, and that reason applies to any moral agent, then nature has direct moral status as I use the phrase. I develop the notions of direct (...) normative reason and direct moral status in detail and identify and discuss the two main types of theory according to which nature has direct moral status: analogy-based nature-considerism (AN) and non-analogy-based nature-considerism (NN). I argue for the plausibility of a particular version of the latter, but against the plausibility of any version of the former. -/- The theory that is representative of AN claims that nature has direct moral status in virtue of possessing interests. Proponents of this theory fail to show (i) that nature has interests of the kind that they reasonably want to ascribe to it, and (ii) that interests of this kind are morally significant. In contrast to AN, NN comes in a variety of different forms. I elaborate a version of NN according to which there are direct normative reasons to care for nature in virtue of (i) its unique complexity, and (ii) its indispensability (to all moral agents). I argue that even if these reasons should turn out not to apply to any moral agent, they are still genuine direct normative reasons: there is nothing irrational or misdirected about them. -/- Finally, I show how the question of whether there are direct normative reasons to care for nature is relevant to private and political decision-making concerning nature. This is exemplified with a case from the Swedish mountain region. (shrink)

According to a popular critique of environmental ethics, the view that nature has intrinsic value faces an insurmountable demarcation problem. This critique was delivered in a particularly forceful manner two decades ago by Janna Thompson in her paper “A Refutation of Environmental Ethics.” However, the demarcation problem, albeit a real problem, is not insurmountable. Thompson’s argument draws on the claim that the possibility of environmental ethics depends on the possibility that nature can be demarcated with respect to some allegedly morally (...) significant property or set of properties. Her own view of nature’s moral significance is equally dependent on that possibility. Therefore, if the demarcation problem were insurmountable, that would imply a refutation of her own view on nature’s moral significance as well. (shrink)

Dealing with ethical issues is a central aspect of many professions. Consequently, ethics is taught to diverse student groups in universities and colleges, alongside philosophy students. In this paper, we address the question of how ethics is best taught to such “non-philosophy” student groups. The standard way of introducing ethics to non-philosophy students is to present them with a set of moral theories. We refer to this approach as the “smorgasbord approach”, due to the impression it is likely to make (...) on non-philosophy students approaching ethics as an academic discipline for the first time. This approach invites the assumption that adopting an ethical position is mainly a matter of choosing from this smorgasbord of different theories. We argue that this approach is problematic for several reasons, both theoretical and practical, and we suggest a methodsbased approach – focusing on methods for moral reasoning – as a more fruitful alternative. The main purpose of this paper is to explain and defend this methods-based approach to teaching ethics to non-philosophy students. In so doing, we also consider and meet some expected objections to this approach. (shrink)

En uppsättning yrkesetiska principer sätter ramar och ger riktlinjer för lärares verksamhet, men ofta är sådana principer i sig själva inte tillräckliga för att ge den vägledning som krävs för att lösa konkreta etiska problem. För det krävs också att läraren besitter färdigheter relevanta för att hantera etiska frågor, i synnerhet en förmåga till etiskt resonerande.

Uncertainty is a pervasive feature in natural resource management. Adaptive management, an approach that focuses on identifying critical uncertainties to be reduced via diagnostic management experiments, is one favored approach for tackling this reality. While adaptive management is identified as a key method in the environmental management toolbox, there remains a lack of clarity over when its use is appropriate or feasible. Its implementation is often viewed as suitable only in a limited set of circumstances. Here we restructure some of (...) the ideas supporting this view, and show why much of the pessimism around AM may be unwarranted. We present a new framework for deciding when AM is appropriate, feasible, and subsequently successful. We thus present a new paradigm for adaptive management that shows that there are no categorical limitations to its appropriate use, the boundaries of application being defined by problem conception and the resources available to managers. In doing so we also separate adaptive management as a management tool, from the burden of failures that result from the complex policy, social, and institutional environment within which management occurs. (shrink)

Education for sustainable development (ESD) is nowadays internationally considered an important aspect of the overall education of children and young people in the world. It is included among the goals of the UN 2030 Agenda for Sustainable Development. Besides its content – sustainable development – ESD is also characterized by its emphasis on a democratic and participatory educational procedure. In this paper, we show how both these aspects of ESD – its content and procedure – reveal the importance of bringing (...) ethical considerations into ESD, as well as provide challenges for ethics teaching in ESD. (shrink)

The feminist critical deconstruction of Western culture and theology written by Luce Irigaray could be said to represent a certain branch of ecofeminist perspectives on religion. The article analyses the symbolic structures of suppression of women, body and nature and the exaltation of spirit, culture and the androcentric God, inherent in four hymns included in the new supplement to the book of hymns in the Lutheran Church of Sweden. The analysis shows that these symbolic structures are visible also in these (...) more recent hymns, even though they can be said to also consider and bring out women's experiences. Despite their `feminist' approach, they have not, on any deeper level, affected the subordination of women and the nature-given. (shrink)

Environmentalists care about nature. Often, they reason and act as if they consider nature to be valuable for its own sake, i.e., to have non-instrumental value. Yet, there is a rather widespread reluctance, even among environmentalists, to explicitly ascribe such value to nature. One important explanation of this is probably the thought that it would be mysterious in one way or another if nature possessed such value. In addition, Bryan Norton’s influential convergence hypothesis states that, from a practical point of (...) view, it makes no or little difference whether we ascribe non-instrumental value to nature, given the depth and variety of instrumental value that it possesses. In this paper we provide a counterfactual argument, applying to anyone who genuinely cares about nature, for endorsing non-instrumental value in it. Even if we accept, for the sake of argument, something like the convergence hypothesis, relying on nature’s instrumental value for preservational purposes is risky business for environmentalists. We also briefly consider the mysteriousness-objection to non-instrumental value in nature. We show that with respect to most accounts of non-instrumental value, there is nothing particularly mysterious about nature possessing such value. (shrink)

Ever since environmental ethics began to emerge as an academic discipline in the early 70’s, critical voices have been raised against what by many has been considered its project, namely to establish the direct moral importance of some non-human, non-sentient, non-conscious natural entities. We can distinguish between two main lines of this critique; one that is practical, or pragmatic (claiming that there are pragmatic reasons – given certain practical, “environmentalist” goals – to avoid this project), and one that is theoretical. (...) Here I am interested in the latter, theoretical critique. This critique has appeared in many different forms, but all versions that I know of suffer from one of three flaws: (1) They apply only to some versions (not the most plausible ones) of the environmental ethics project (or they do not apply to any actual version of it); (2) they are not critiques against this project specifically, but against any normative ethical view (i.e. any view according to which there are moral reasons to do (or refrain from doing) this or that); (3) they simply beg the question against those who defend some version of this project. Among the critiques that suffer from (1) we find, e.g., allegations of misanthropy and “ecofascism” (or more generally, various critiques according to which the environmental ethics project has unacceptable normative implications). Among those that suffer from (2) we find, e.g., the critiques according to which the very notion of intrinsic value is untenable and ought to be abandoned. And among those that suffer from (3) we find, e.g., the critique according to which the central notion of moral importance is not intrinsic value, but moral standing (which is supposed to pertain only to sentient creatures). I give examples of each of these critiques and explain why they fail. My conclusion is that it is very doubtful that a successful critique of the environmental ethics project can be formulated, and that each environmental ethical theory, therefore, should be judged on its own merits. (shrink)

Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values. In this paper we are interested in the educational task of mediating such values in societies imbued with individualist values and attitudes. As a background we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide. The results from WVS reveal that Swedes in general stand out (...) as remarkably individualist with respect to their reported value judgements. Hence, Sweden constitutes our example of an individualist society, i.e., a society whose members to a large extent share an individualist evaluative profile. One important feature of such an individualist evaluative profile is a tendency to regard questions of value as largely a private matter and to downplay the importance of ethics in general. Against this background we investigated the evaluative outlook of 134 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individualist and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative profile and the educational task of mediating a set of basic values. This tension, it is argued, poses special challenges for teachers and the teacher education in societies on the individualist side of the scale. (shrink)

In a recent keynote speech Paul Standish noted ‘there is agreement in judgments. But how the response to those judgments is realised is always cultural’. Making judgments about what constitutes ‘crisis’ for children is not necessarily agreed universally, though clearly there are some commonalities across many countries, as evident in United Nations on the Convention of the Rights of the Child agreements. This article examines the local rhetoric and reality of ‘crisis’ for children in countries across the world. What constitutes (...) a crisis for children, and how this plays out in the contexts of nine countries is explored by the authors based on the insights of each countries’ Chapter representatives. Policies will be juxtaposed with provision based on the experiences of OMEP members reporting from their various contexts. Taken together they provide a contextualised perspective on ‘crisis’ and its relationship to a non-absolutist foundation to children’s rights. The article concludes that what constitutes crisis from a global perspective warrants consideration in the context of local reality—in this locale the concept of every child as having access to ‘rights’ is far from realisation. (shrink)

Using the World Values Survey (WVS) as a background the paper discusses a tension between the general evaluative outlook of Swedish teacher students and the educational values established by The Swedish National Agency for Education (SNAE). According to the results from WVS, which maps evaluative differences between approximately 80 countries in the world, Sweden stands out as a country that rejects traditional values and embraces so called secular self-expression values. However, the values established by SNAE include both traditional values, such (...) as “sharing a common cultural heritage”, and secular self-expression values, such as “individual freedom and integrity”. Against this background we conducted a survey of 179 Swedish teacher students in order to investigate the relation between their evaluative outlook and the values they are supposed to convey to their pupils as established by SNAE. The result of the survey indicates that these students do not differ in any significant respect from the Swedish population in general as regards secular vs traditional evaluations. The fact that the traditional values emphasized by SNAE seem to be scarcely represented among the teacher students, makes questionable whether they will be present in their future teaching. On the assumptions that there are important educational values among the traditional as well as the secular self-expression ones, and that values are reproduced within an educational system, we argue that there is reason to take the imbalance in the evaluative outlook of the students seriously. (shrink)

Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims (...) to explain the difference between the dominating moral pedagogical models and develop new approaches to teaching ethics. The present paper is based on a survey of Swedish teacher students and religious education teachers for which we have borrowed two of Jonathan Haidts examples. We discuss the New Synthesis in relation to the results of the surveys and the ethical dimension of the teaching profession. We argue that these results indicate a need for teacher students and teachers to consciously reflect on their values and methods for approaching ethics in education. (shrink)

Teachers frequently face ethical problems in their everyday practice – ranging from pedagogical choices affecting their pupils to pressing conflicts that need to be solved – and they are expected to respond to such problems in a professional manner. Given the centrality of the ethical dimension to the teaching profession, an important question is how teachers tend to approach such problems. While some studies have been carried out regarding how teachers in particular approach ethical problems, there are interesting studies revealing (...) how people in general tend to respond ethically to situations involving ethical aspects that evoke strong emotional reactions. Aiming to fill parts of this gap, the present paper is based on a survey of Swedish teacher students and religious education (RE) teachers for which we have borrowed two examples from such general studies (carried out by Jonathan Haidt among others). These examples were chosen on the basis that one of them clearly represent a social taboo in a Swedish context while the other one does not. Letting the teacher students and RE teachers respond to both examples give us an indication of whether there is any significant difference in their approach to an example evoking a strong emotional reaction as opposed to a more neutral one. It is clear from our survey that there is such a difference: the respondents generally make rationally motivated judgments when confronted with the neutral example, while most of them seem to rely on gut feeling in the more provoking case. If these results can be taken as an indication of how teacher students and teachers tend to respond to real life situations, a provoking or emotionally laden context is likely to enhance the risk of making ethical choices which are not based on rational reasoning. We argue that these results emphasize the importance for teacher students as well as already practicing teachers to study, and cultivate the ability for, moral reasoning. (shrink)

Drawing on work of the past decade, this volume brings together articles from the philosophy, history, and sociology of science, and many other branches of the biological sciences. The volume delves into the latest theoretical controversies as well as burning questions of contemporary social importance. The issues considered include the nature of evolutionary theory, biology and ethics, the challenge from religion, and the social implications of biology today (in particular the Human Genome Project).

Mimesis as Make-Believe is important reading for everyone interested in the workings of representational art.

This chapter defends the property dualism argument. The term “semantic premise” mentioned is used to refers to an assumption identified by Brian Loar that antiphysicalist arguments, such as the property dualism argument, tacitly assume that a statement of property identity that links conceptually independent concepts is true only if at least one concept picks out the property it refers to by connoting a contingent property of that property. It is argued that, the property that does the work in explaining the (...) possibility of a posteriori identities need not be a first-order property of the referent in question. On his view, the property dualism argument requires only a weaker semantic premise, which allows that the property in question be a higher order property. A refined version of the property dualism argument is formulated, which uses the weaker premise, and defends the argument against various objections. (shrink)

This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.

In Working Virtue: Virtue Ethics and Contemporary Moral Problems, leading figures in the fields of virtue ethics and ethics come together to present the first ...

Two problems are considered here. One relates to who has moral status, and the other relates to who has moral responsibility. The criteria for mattering morally have long been disputed, and many humans and nonhuman animals have been considered “marginal cases,” on the contested edges of moral considerability and concern. The marginalization of humans and other species is frequently the pretext for denying their rights, including the rights to health care, to reproductive freedom, and to bodily autonomy. There is broad (...) agreement across cultural and philosophical traditions about the capacities and responsibilities of moral agents. I propose an inclusive and expansive way of thinking about moral status, situating it not in the characteristics or capacities of individuals, but in the responsibilities and obligations of moral agents. Moral agents, under this view, are not privileged or entitled to special treatment but rather have responsibilities. I approach this by considering some African communitarian conceptions of moral status and moral agency. I propose that moral agency can also be more expansive and include not just individual moral agents but collective entities that have some of the traits of moral agents: power, freedom, and the capacity to recognize and act on the demands of morality and acknowledge and respect the rights of others. Expanding who and what is a moral agent correspondingly extends moral responsibility for respecting rights and fostering the conditions for the health and well-being of humans and animals onto the collective entities who uniquely have the capacity to attend to global-scale health threats such as pandemics and human-caused climate change. (shrink)

This chapter presents an opinionated account of how to understand the contributions of experience, especially with respect to the role of cognitive science, in developing and assessing metaphysical theories of reality. I develop a methodological basis for the idea that, independently of work in experimental philosophy focused on explications of concepts, contemporary metaphysical theories with a role for experiential evidence can be fruitfully connected to empirical work in psychology, especially cognitive science. My argument is not that cognitive science should replace (...) the metaphysician’s use of a priori theorizing and ordinary experience as a guide to metaphysical reality. Rather, we should enrich our perspective on a priori theorizing and ordinary experience as a guide to metaphysical reality by drawing on any relevant work in cognitive science. (shrink)