It is almost unanimously accepted that Kant denies resultant moral luck—that is, he denies that the lucky consequence of a person’s action can affect how much praise or blame she deserves. Philosophers often point to the famous good will passage at the beginning of the Groundwork to justify this claim. I argue, however, that this passage does not support Kant’s denial of resultant moral luck. Subsequently, I argue that Kant allows agents to be morally responsible for certain kinds of lucky (...) consequences. Even so, I argue that it is unclear whether Kant ultimately endorses resultant moral luck. The reason is that Kant does not write enough on moral responsibility for consequences to determine definitively whether he thinks that the lucky consequence for which an agent is morally responsible can add to her degree of praiseworthiness or blameworthiness. The clear upshot, however, is that Kant does not deny resultant moral luck. (shrink)

Philosophers often consider problems of free will and moral luck in isolation from one another, but both are about control and moral responsibility. One problem of free will concerns the difficult task of specifying the kind of control over our actions that is necessary and sufficient to act freely. One problem of moral luck refers to the puzzling task of explaining whether and how people can be morally responsible for actions permeated by factors beyond their control. This chapter explicates and (...) assesses skeptical, compatibilist, and libertarian approaches to moral luck. First, I argue that what makes the above problems of free will and moral luck distinct is largely their emphasis on different kinds of luck. Second, I describe and evaluate skeptical arguments from constitutive and circumstantial luck that it is impossible to act freely. Third, I explicate and assess various support and implication relationships between various kinds of compatibilism and libertarianism, on the one hand, and causal, constitutive, circumstantial, and resultant moral luck, on the other. (shrink)

This book is a small handbook designed to give Institutional Review Board (IRB) members the information they need to protect the rights and welfare of research subjects in a way that is both effective and efficient. The chapters of this book are short and to the point. Topic-specific chapters list the criteria IRB members should use to determine how to vote on specific kinds of studies and offer practical advice on what IRB members should do before and during full-committee meetings.

Of knowledge and probability: a quick tour of part 3, book 1. Of knowledge ; Of probability; and of the idea of cause and effect ; Why a cause is always necessary? ; Of the component parts of our reasonings concerning causes and effects ; Of the impressions of the senses and memory ; Of the inference from the impression to the idea ; Of the nature of the idea, or belief ; Of the causes of belief ; Of the (...) effects of other relations, and other habits ; Of the influence of belief ; Of the probability of chances ; Of the probability of causes ; Of unphilosophical probability ; Of the idea of necessary connexion ; Rules by which to judge of causes and effects ; Of the reason of animals -- Hume on unphilosophical probabilities -- Hume's skepticism with regard to reason -- Of skepticism with regard to the senses -- Of the ancient and modern philosophy -- The soul and the self -- The conclusion of book 1 -- Two openings and two closings. (shrink)

This innovative volume presents an insightful philosophical portrait of the life and work of Arthur Schopenhauer. Focuses on the concept of the sublime as it clarifies Schopenhauer’s aesthetic theory, moral theory and asceticism Explores the substantial relationships between Schopenhauer’s philosophy and Buddhism, Hinduism, and Christianity Defends Schopenhauer’s position that absolute truth can be known and described as a blindly striving, all-permeating, universal “Will” Examines the influence of Asian philosophy on Schopenhauer Describes the relationships between Schopenhauer’s thought and that of Hegel, (...) Nietzsche, and Wittgenstein. (shrink)

Studies the books of Spinoza to clarify some of his central ideas on man, society, and government.

Introduction -- Knowing at the level of sympathy -- The drama of schooling/the schooling of drama -- The challenging world of educational leadership -- Cultivating a perspective on learning -- Building an ethical school -- Working within the geography of human development -- Foundational qualities of an ethical person -- The moral dimension of human resource development -- The ethics of teaching -- Cultivating a mature community -- The complexity of ethical living and learning.

This article argues that we could improve the design of research protocols by developing an awareness of and a responsiveness to the social contexts of all the actors in the research enterprise, including subjects, investigators, sponsors, and members of the community in which the research will be conducted. ?Social context? refers to the settings in which the actors are situated, including, but not limited to, their social, economic, political, cultural, and technological features. The utility of thinking about social contexts is (...) introduced and exemplified by the presentation of a hypothetical case in which one central issue is limitation of the probability of injury to subjects by selection of individuals who are not expected to live long enough for the known risks of the study to become manifest as harms. Benefits of such considerations may include enhanced subject satisfaction and cooperation, community acceptance, and improved data quality, among other desirable consequences. (shrink)

This paper develops a view of the content of perceptual states that reflects the cognitive significance those states have for the subject. Perhaps the most important datum for such a theory is the intuition that experiences are ‘transparent’, an intuition promoted by philosophers as diverse as Sartre and Dretske. This paper distinguishes several different transparency theses, and considers which ones are truly supported by the phenomenological data. It is argued that the only thesis supported by the data is much weaker (...) than those typically considered in the literature, and has no obvious implications for the existence of sensory intermediaries. It does, however, have implications for the content of perceptual experience. It is argued that combining the first personal project with the transparency intuition yields an error theory of perception. The counterintuitive implications of this error theory are mitigated, however, by an account of perceptual beliefs which allows for them to be true even if the perceptual states are non-veridical. (shrink)

"This book is a sorely needed corrective. Animal Spirits is an important--maybe even a decisive--contribution at a difficult juncture in macroeconomic theory.

This handbook examines what education would look like if it prepared gifted students to transform the world—to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as “gifted.” The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. (...) They do not view “giftedness” merely as a transaction whereby, in exchange for being labeled as “gifted,” they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs. enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back—in using one’s gifts to create a better world? (shrink)