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Intelligent Virtue

Oxford University Press (2011)

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  1. Adversariality in Argumentation: Shortcomings of Minimal Adversariality and A Possible Reconstruction.Iñaki Xavier Larrauri Pertierra - 2022 - Argumentation 36 (1):17-34.
    Minimal adversariality consists in the opposition of contradictory conclusions in argumentation, and its usual metaphorical expression as a game between combating arguers has seen it be criticized from a number of perspectives: the language used, whether cooperation best attains the argumentative telos of epistemic betterment, and the ideal nature of the metaphor itself. This paper explores primarily the idealization of deductive argumentation, which is problematic due to its attenuated applicability to a dialectic involving premises and justificatory biases that are left (...)
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  • Pollard on Habits of Action.Christos Douskos - 2017 - International Journal of Philosophical Studies 25 (4):504-524.
    Bill Pollard has recently developed an account of habits of action, endeavoring to rehabilitate the traditional notion of habit in a way that can be used to address current philosophical concerns. I argue that Pollard’s account has important shortcomings. The account is intended to apply indiscriminately to both habitual and skilled acts, but this overlooks crucial distinctions. Moreover, Pollard’s account fails to do justice to the various ways in which the idea of habit figures in the explanation and assessment of (...)
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  • Spielraum, Phenomenology, and the Art of Virtue: Hints of an ‘Embodied’ Ethics in Kant.Donald A. Landes - 2016 - International Journal of Philosophical Studies 24 (2):234-251.
    Although the suggestion that Kant offers a significant contribution to Virtue Ethics might be a surprising one, in The Metaphysics of Morals Kant makes virtue central to his ethics. In this paper, I introduce a Merleau-Pontian phenomenological perspective into the ongoing study of the convergence between Kant and Virtue Ethics, and argue that such a perspective promises to illuminate the continuity of Kant’s thought through an emphasis on the implicit structure of moral experience, revealing the insights his perspective contains for (...)
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  • The Significance of the Distinction Between “Having a Life” Vs. “Being Alive” in End-of-Life Care.Gavin G. Enck - 2022 - Medicine, Health Care and Philosophy 25 (2):251-258.
    In end-of-life care discussions, I contend that the distinction between “having a life” vs. “being alive” is an underutilized distinction. This distinction is significant in separating different states of existence conflated by patients, families, and clinicians. In the clinical setting, applying this distinction in end-of-life care discussions aids patients’ and family members’ decision-making by helping them understand that being alive can differ from having a life. Moreover, this distinction helps them decide which state may be the most important to them. (...)
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  • Neonatology in Austria: Ethics to Improve Practice.Michal Stanak - 2020 - Medicine, Health Care and Philosophy 23 (3):361-369.
    In the world of Austrian neonatal intensive care units, the role of ethics is recognized only partially. The normatively tense cases that are at the backdrop of this essay concern the situations around the limit of viability, which is the point in the development of an extremely preterm infant at which there are chances of extra-uterine survival. This essay first outlines the key explicit ethical challenges that are mainly concerned with notions of uncertainty and best interest. Then, it attempts to (...)
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  • Does Clinical Ethics Need a Land Ethic?Alistair Wardrope - 2019 - Medicine, Health Care and Philosophy 22 (4):531-543.
    A clinical ethics fit for the Anthropocene—our current geological era in which human activity is the primary determinant of environmental change—needs to incorporate environmental ethics to be fit for clinical practice. Conservationist Aldo Leopold’s essay ‘The Land Ethic’ is probably the most widely-cited source in environmental philosophy; but Leopold’s work, and environmental ethics generally, has made little impression on clinical ethics. The Land Ethic holds that “A thing is right when it tends to preserve the integrity, stability, and beauty of (...)
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  • Moral Self-Determination: The Nature, Existence, and Formation of Moral Motivation.Randall Curren & Richard M. Ryan - 2020 - Journal of Moral Education 49 (3):295-315.
    This paper addresses three basic questions about moral motivation. Concerning the nature of moral motivation, it argues that it involves responsiveness to both reasons of morality and the value of persons and everything else of value. Moral motivation is thus identified as reason-responsive appropriate valuing. Regarding whether it is possible for people to be morally motivated, the paper relies on self-determination theory (SDT) to show how moral motivation is a likely product of socialization that is need-supportive in modeling appropriate valuing (...)
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  • Can We Measure Practical Wisdom?Jason Swartwood - 2020 - Journal of Moral Education 49 (1):71-97.
    ABSTRACTWisdom, long a topic of interest to moral philosophers, is increasingly the focus of social science research. Philosophers have historically been concerned to develop a rationally defensible account of the nature of wisdom and its role in the moral life, often inspired in various ways by virtue theoretical accounts of practical wisdom. Wisdom scientists seek to, among other things, define wisdom and its components so that we can measure them. Are the measures used by wisdom scientists actually measuring what philosophers (...)
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  • Cultivating Virtue in Postgraduates: An Empirical Study of the Oxford Global Leadership Initiative.Jonathan Brant, Michael Lamb, Emily Burdett & Edward Brooks - 2020 - Journal of Moral Education 49 (4):415-435.
    ABSTRACT Although virtue ethics has emerged as an influential ethical theory within the academy, universities have not generally taken up the practical task of virtue cultivation. Some academics even resist the effort altogether. In response, this article presents an early-stage evaluation of one effort to cultivate virtue in postgraduate students, a theoretically derived and empirically measured character development programme at the University of Oxford. The study uses a pre- and post-test experimental design to assess whether participation results in measurable growth (...)
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  • Exemplarist Moral Theory – Some Pros and Cons.Natasza Szutta - 2019 - Journal of Moral Education 48 (3):280-290.
    ABSTRACTThe article makes a number of critical remarks concerning Linda Zagzebski’s exemplarism. On the positive side, I argue that one of its strengths is the focus on motivation as an important factor in moral education whilst, on the negative, I draw attention to two issues. The first is that Zagzebski’s notion of moral exemplars is insufficient since it is too narrow, merely focusing as it does on high standard moral heroes while neglecting more usual moral agents who at least in (...)
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  • The Significance in Using Role Models to Influence Primary School Children’s Moral Development: Pilot Study.Yousra Osman - 2019 - Journal of Moral Education 48 (3):316-331.
    ABSTRACTThis article reports on a pilot study aiming to examine a role-modelling character education project through an Aristotelian framework, by adopting a virtue-led approach. Aristotle famously believed virtues should be taught to children at a young age through habituation, which gradually develops into phronesis-guided virtuosity, and he considered what nowadays is referred to as ‘role modelling’ as having a large influence on children through the emotion of emulation. Therefore, the pilot study aims to answer the question to what extent a (...)
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  • When Life Gets in the Way: Generativity and the Development of Non-Idealized Virtues in Women’s Life Stories.Jack J. Bauer & Peggy DesAutels - 2019 - Journal of Moral Education 48 (1):126-145.
    ABSTRACTThe road to a virtuous life is typically met with roadblocks and detours. Life stories reveal the courses people chart around those roadblocks in their attempts to cultivate virtuous lives in non-idealized circumstances. Life stories feature difficult choices that challenge individuals’ attempts to live out the virtues they most value. In this article we focus on the life stories of two women for whom the virtues of generativity and caring for others serve as deeply personal motives that came at a (...)
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  • Scrooge and Significant Moral Change.Angela Knobel - 2019 - Journal of Moral Education 48 (2):147-164.
    ABSTRACTVirtue theorists commonly assert that significant moral change, such as the cultivation of a virtue or the elimination of a vice, can only occur over a prolonged period of time. Many scholars who make this claim also accept the comparison between virtues and skills. In this article I argue that if one accepts the comparison between virtues and skills, there should be instances in which significant moral change can occur relatively quickly.
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  • Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2020 - Journal of Moral Education 49 (1):98-110.
    ABSTRACTFull virtue and practical wisdom comprise the end of neo-Aristotelian moral development, but wisdom cannot be cultivated straight away through arguments and teaching. Wisdom is integrated with, and builds upon, habituation: the acquisition of virtuous character traits through the repeated practice of corresponding virtuous actions. Habit formation equips people with a taste for, and commitment to, the good life; furthermore it provides one with discriminatory and reflective capacities to know how to act in particular circumstances. Unfortunately, habituation is often understood (...)
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  • A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2020 - Journal of Moral Education 49 (1):111-128.
    In Aristotelian virtue theories, phronesis is foundational to being good, but to date accounts of how this particularly important virtue can emerge are sketchy. This article plumbs recent thinking in Aristotelian virtue ethics and developmental theorizing to explore how far its emergence can be understood developmentally, i.e., in terms of the growth in ordinary conditions of underlying psychological capacities, dispositions, and the like. The purpose is not to explicate Aristotle, nor to assimilate Aristotelian ideas to cognitive developmental moral theorizing, but (...)
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  • A Systems Perspective on the Role Mentors Play in the Cultivation of Virtue.Jeanne Nakamura & Michael Condren - 2018 - Journal of Moral Education 47 (3):316-332.
    Mentoring during training and the early career is one possible means of cultivating virtue in the practice of science. To examine its perceived impact, we approached virtue and its cultivation using a conceptual framework compatible with virtue ethics: the systems model of good work. We discuss two studies which show that many leading scientists report a wide range of ethical responsibilities and that scientists mentored by moral exemplars absorb ethical commitments from their mentors. A third study found that early-career scientists’ (...)
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  • A Positive Role for Failure in Virtue Education.Nafsika Athanassoulis - 2017 - Journal of Moral Education 46 (4):347-362.
    Discussions of moral education tend to focus either on how the virtuous succeed, or on how the vicious fail on the road to virtue. Stories of success focus, for example, on the role of the virtuous agent, on how to make productive use of literature and on the influential position occupied by peers and family. Accounts of failure, on the other hand, try to, for example, understand the phenomenon of weakness of will, analyse the concept of 'vice' and investigate the (...)
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  • Aristotelian Character Education: A Précis of the 2015 Book.Kristján Kristjánsson - 2016 - Journal of Moral Education 45 (4):481-489.
    This article provides a précis of Kristján Kristjánsson’s 2015 book, Aristotelian Character Education, under discussion in the present issue.
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  • Aristotelian Versus Virtue Ethical Character Education.Randall Curren - 2016 - Journal of Moral Education 45 (4):516-526.
    This review essay examines some central aspects of Kristján Kristjánsson’s book, Aristotelian Character Education, beginning with the claim that contemporary virtue ethics provides methodological, ontological, epistemological, and moral foundations for Aristotelian character education. It considers three different formulations of what defines virtue ethics, and suggests that virtue ethical moral theory has steered character educators away from important aspects of Aristotle’s views on character education. It goes on to suggest a broadening of attention to psychology beyond personality and the psychological status (...)
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  • On the Prospects for Aristotelian Character Education.Daniel Lapsley - 2016 - Journal of Moral Education 45 (4):502-515.
    The prospects for Aristotelian character education is considered. Seven important claims that should win wide acceptance are reviewed; and also two challenges that are impediments. I argue many of the assumptions of ACE turn out not to be distinctive. The conflation of realism and naturalism is ill-considered, and the account of phronesis will need additional clarification to be helpful to educators, as will the specific recommendations on offer. I conclude with a suggestion that Dewey offers a powerful, empirically grounded, educationally (...)
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  • Virtue Acquisition: The Paradox of Striving.Nancy Snow - 2016 - Journal of Moral Education 45 (2):179-191.
    Aristotelian-inspired accounts of virtue acquisition stress guided practice and habituated action to develop virtue. This emphasis on action can lead to the ‘paradox of striving’. The paradox occurs when we try too hard to act well and thereby spoil our efforts. I identify four forms of striving—forcing, impulsivity, overthinking, and holding oneself to too high a standard—and explain how they can cause our actions to miss the virtuous mark. Though neo-Aristotelians can offer remedies for these ills, I turn in the (...)
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  • Motivational Aspects of Moral Learning and Progress.Randall Curren - 2014 - Journal of Moral Education 43 (4):484-499.
    This paper addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won't the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral motivation, perceptiveness, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the (...)
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  • The Future of Research in Moral Development and Education.Darcia Narvaez - 2013 - Journal of Moral Education 42 (1):1-11.
    (2013). The future of research in moral development and education. Journal of Moral Education: Vol. 42, No. 1, pp. 1-11. doi: 10.1080/03057240.2012.757102.
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  • The Meaning of Role Modelling in Moral and Character Education.Wouter Sanderse - 2013 - Journal of Moral Education 42 (1):28-42.
    Character education considers teachers to be role models, but it is unclear what this means in practice. Do teachers model admirable character traits? And do they do so effectively? In this article the relevant pedagogical and psychological literature is reviewed in order to shed light on these questions. First, the use of role modelling as a teaching method in secondary education is assessed. Second, adolescents? role models and their moral qualities are identified. Third, the psychology of moral learners is critically (...)
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  • Engineered Wisdom for Learning Machines.Brett Karlan & Colin Allen - 2022 - Journal of Experimental and Theoretical Artificial Intelligence.
    We argue that the concept of practical wisdom is particularly useful for organizing, understanding, and improving human-machine interactions. We consider the relationship between philosophical analysis of wisdom and psychological research into the development of wisdom. We adopt a practical orientation that suggests a conceptual engineering approach is needed, where philosophical work involves refinement of the concept in response to contributions by engineers and behavioral scientists. The former are tasked with encoding as much wise design as possible into machines themselves, as (...)
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  • Emotion.Charlie Kurth - 2022 - Routledge.
    Emotions have long been of interest to philosophers and have deep historical roots going back to the Ancients. They have also become one of the most exciting areas of current research in philosophy, the cognitive sciences, and beyond. -/- This book explains the philosophy of the emotions, structuring the investigation around seven fundamental questions: What are emotions? Are emotions natural kinds? Do animals have emotions? Are emotions epistemically valuable? Are emotions the foundation for value and morality? Are emotions the basis (...)
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  • What is a Relational Virtue?Sungwoo Um - 2021 - Philosophical Studies 178 (1):95-111.
    In this paper, I introduce what I call relational virtue and defend it as an important subcategory of virtue. In particular, I argue that it offers a valuable resource for answering questions concerning the value of intimate relationships such as parent-child relationship or friendship. After briefly sketching what I mean by relational virtue, I show why it is a virtue and in what sense we can meaningfully distinguish it from other sorts of virtue. I then describe some distinctive features of (...)
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  • Brothers in Arms: Virtue and Pragma-Dialectics.José Gascón - 2017 - Argumentation 31 (4):705-724.
    Virtue argumentation theory focuses on the arguers’ character, whereas pragma-dialectics focuses on argumentation as a procedure. In this paper I attempt to explain that both theories are not opposite approaches to argumentation. I argue that, with the help of some non-fundamental changes in pragma-dialectics and some restrictions in virtue argumentation theory, it is possible to regard these theories as complementary approaches to the argumentative practice.
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  • Is Situationism Conservatively Revisionary for Ethics?Derick Hughes - 2021 - The Journal of Ethics 26 (1):69-91.
    Psychological situationism is the view that our behavior is ordered by external features of situations as opposed to robust character traits. Philosophical situationists have taken this claim to be conservatively revisionary for ethics; on their view, situationism problematizes only character, not any essential features of our ethical deliberation. Little has been said, however, about how these revisions motivate situationists’ claim that we ought to redirect our attention from cultivating virtues to managing situational influences on behavior. Virtue theorists have typically responded (...)
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  • Practical Structure and Moral Skill.Joshua Shepherd - 2022 - Philosophical Quarterly 72 (3):713-732.
    I argue that moral skill is limited and precarious. It is limited because global moral skill—the capacity for morally excellent behaviour within an über action domain, such as the domain of living, or of all-things-considered decisions, or the same kind of capacity applied across a superset of more specific action domains—is not to be found in humans. It is precarious because relatively local moral skill, while possible, is prone to misfire. My arguments depend upon the diversity of practical structures confronting (...)
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  • Teaching phronesis to aspiring police officers: some preliminary philosophical, developmental and pedagogical reflections.Kristján Kristjánsson - forthcoming - International Journal of Ethics Education:1-17.
    According to Aristotle, the crucial meta-virtue of phronesis is cultivated through teaching and experience. But he remains mostly silent on the details of this developmental picture and its educational ramifications. This article focuses on the ‘taught’ element of phronesis development in the context of police ethics education. I begin by piecing together the developmental trajectory that Aristotle suggests towards full virtue, up to and including phronesis development. I also briefly list ten potential weaknesses of this picture. I then present a (...)
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  • Metaphysics and Methods in Moral Enquiry and Education: Some Old Philosophical Wine for New Theoretical Bottles.David Carr - 2014 - Journal of Moral Education 43 (4):500-515.
    If we reject sentimentalist accounts of the nature of moral motivation and education, then we may regard some form of reason as intrinsic to any genuine moral response. The large question for moral education is therefore that of the nature of such reason—perhaps more especially of its status as knowledge. In this regard, there is evidence of some recent drift in both ethics and theory of moral educational theory towards more instrumental pro-social skill acquisition conceptions of moral reason as more (...)
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  • The Phronimos as a Moral Exemplar: Two Internal Objections and a Proposed Solution.N. Athanassoulis - forthcoming - Journal of Value Inquiry:1-20.
  • Virtuous People and Moral Reasons.Julia Annas - forthcoming - Ethical Theory and Moral Practice:1-12.
    Do we have a unified pre-theoretical concept of morality? This paper makes a start on the larger argument that we do not, by countering criticisms of virtue ethics on the ground that it does not adequately capture such a pre-theoretical concept. One criticism is discussed and met, namely that the reasons on which virtuous people act fail to have the special force of moral reasons.
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  • Knowledge and Truth in Virtuous Deliberation.David Carr - 2020 - Philosophia 48 (4):1381-1396.
    The overall aim of this paper is to explore the role of knowledge and truth in the practical deliberation of candidate virtuous agents. To this end, the paper considers three criticisms of Julia Driver’s recent defence of the prospect of ‘virtues of ignorance’ or virtues for which knowledge may be considered unnecessary or untoward. While the present essay agrees with the general drift of Driver’s critics that we should reject such virtues construed as traits that deliberately embrace ignorance, it is (...)
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  • Another Dissimilarity Between Moral Virtue and Skills: An Interpretation of Nicomachean Ethics II 4.Javier Echenique - 2018 - In Marcelo Boeri, Y. Kanayama & Jorge Mittelmann (eds.), Soul and Mind in Greek Thought. Psychologial Issues in Plato and Aristotle. Springer. pp. 199-215.
  • Why Being Morally Virtuous Enhances Well-Being: A Self-Determination Theory Approach.Alexios Arvanitis & Matt Stichter - forthcoming - The Journal of Moral Education:1-17.
    Self-determination theory, like other psychological theories that study eudaimomia, focuses on general processes of growth and self-realization. An aspect that tends to be sidelined in the relevant literature is virtue. We propose that special focus needs to be placed on moral virtue and its development. We review different types of moral motivation and argue that morally virtuous behavior is regulated through integrated regulation. We describe the process of moral integration and how it relates to the development of moral virtue. We (...)
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  • Radical Virtue and Climate Action.Benjamin Hole - 2021 - Environmental Ethics 43 (2):99-117.
    Radical virtue serves two distinct purposes: consolation in unfavorable circumstances, and prescription to achieve better ones. This paper maps out the theoretical nuances important for practical guidance. For a Stoic, radical virtue is a way to live well through environmental tragedy. For a consequentialist, it is an instrument to motivate us to combat climate change. For an Aristotelian, it is both. I argue that an Aristotelian approach fares the best, balancing the aim of external success with the aim of living (...)
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  • The Moral Incompetence of Anti-Corruption Experts.Mario I. Juarez-Garcia - 2021 - Res Publica 27 (4):537-557.
    This paper studies the lessons of principled anti-corruption experts who dared to fulfill their duty of justice in highly corrupt societies, through the true story of Ngozi Okonjo-Iweala, the former Finance Minister of Nigeria. My thesis is that when principled anti-corruption experts are epistemic trespassers, they show moral incompetence. Okonjo-Iweala shows moral incompetence in two ways: she misread the opposition to her strategies and misled other honest reformers. Both actions bungled her efforts to eradicate corruption inasmuch as they hindered the (...)
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  • Neo-Aristotelianism: Virtue, Habituation, and Self-Cultivation.Dawa Ometto & Annemarie Kalis - 2018 - In Matthew Dennis & Sander Werkhoven (eds.), Ethics and Self-Cultivation. Historical and Contemporary Perspectives. Routledge.
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  • Virtue Ethics.Rosalind Hursthouse & Glen Pettigrove - 2009 - Stanford Encyclopedia of Philosophy.
    Virtue ethics is currently one of three major approaches in normative ethics. We begin by discussing two concepts that are central to all forms of virtue ethics, namely, virtue and practical wisdom. Then we note some of the features that distinguish different virtue ethical theories from one another before turning to objections that have been raised against virtue ethics and responses offered on its behalf. We conclude with a look at some of the directions in which future research might develop.
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  • Malleable Character: Organizational Behavior Meets Virtue Ethics and Situationism.Santiago Mejia & Joshua August Skorburg - forthcoming - Philosophical Studies.
    This paper introduces a body of research on Organizational Behavior and Industrial/Organizational Psychology (OB/IO) that expands the range of empirical evidence relevant to the ongoing character-situation debate. This body of research, mostly neglected by moral philosophers, provides important insights to move the debate forward. First, the OB/IO scholarship provides empirical evidence to show that social environments like organizations have significant power to shape the character traits of their members. This scholarship also describes some of the mechanisms through which this process (...)
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  • Wisdom as an Expert Skill.Jason D. Swartwood - 2013 - Ethical Theory and Moral Practice 16 (3):511-528.
    Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...)
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  • Practical Skills and Practical Wisdom in Virtue.Matt Stichter - 2016 - Australasian Journal of Philosophy 94 (3):435-448.
    ABSTRACTThis paper challenges a frequent objection to conceptualizing virtues as skills, which is that skills are merely capacities to act well, while virtues additionally require being properly motivated to act well. I discuss several cases that purport to show the supposed motivational difference by drawing our attention to the differing intuitions we have about virtues and skills. However, this putative difference between virtue and skill disappears when we switch our focus in the skill examples from the performance to the performer. (...)
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  • It Just Feels Right: An Account of Expert Intuition.Ellen Fridland & Matt Stichter - 2020 - Synthese 199 (1-2):1327-1346.
    One of the hallmarks of virtue is reliably acting well. Such reliable success presupposes that an agent is able to recognize the morally salient features of a situation, and the appropriate response to those features and is motivated to act on this knowledge without internal conflict. Furthermore, it is often claimed that the virtuous person can do this in a spontaneous or intuitive manner. While these claims represent an ideal of what it is to have a virtue, it is less (...)
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  • Aristotle and Expertise: Ideas on the Skillfulness of Virtue.Noell Birondo - 2021 - Ethical Theory and Moral Practice 24 (2):599-609.
    Many philosophers working on virtue theory have resisted the idea that the virtues are practical skills, apparently following Aristotle’s resistance to that idea. Bucking the trend, Matt Stichter defends a strong version of this idea in The Skillfulness of Virtue by marshaling a wide range of conceptual and empirical arguments to argue that the moral virtues are robust skills involving the cognitive-conative unification of Aristotelian phronêsis (‘practical intelligence’). Here I argue that Aristotle overlooks a more delimited kind of practical intelligence, (...)
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  • Comments on Stichter’s The Skillfulness of Virtue. [REVIEW]Mark Alfano - 2020 - Ethical Theory and Moral Practice 24 (2):549-554.
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  • Educating the Reasonable: Political Liberalism and Public Education.Frodo Podschwadek - 2021 - Springer.
    Offering the first developed account of political liberal education, this book combines a thorough analysis of the theoretical groundwork of political liberal education with application-oriented approaches to contemporary educational challenges. Following in depth engagement with the shortcomings of Rawls’ theory and addressing some key objections to neutrality-based restrictions in education, the volume moves on to provide an insightful discussion of topics such as same-sex relations in sex-education, the position of migrant children and the rights of religious parents to determine the (...)
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  • Moral Lessons From Psychology: Contemporary Themes in Psychological Research and Their Relevance for Ethical Theory.Henrik Ahlenius - 2020 - Stockholm: Stockholm University.
    The thesis investigates the implications for moral philosophy of research in psychology. In addition to an introduction and concluding remarks, the thesis consists of four chapters, each exploring various more specific challenges or inputs to moral philosophy from cognitive, social, personality, developmental, and evolutionary psychology. Chapter 1 explores and clarifies the issue of whether or not morality is innate. The chapter’s general conclusion is that evolution has equipped us with a basic suite of emotions that shape our moral judgments in (...)
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  • May Kantians Commit Virtual Killings That Affect No Other Persons?Tobias Flattery - 2021 - Ethics and Information Technology 23 (4):751-762.
    Are acts of violence performed in virtual environments ever morally wrong, even when no other persons are affected? While some such acts surely reflect deficient moral character, I focus on the moral rightness or wrongness of acts. Typically it’s thought that, on Kant’s moral theory, an act of virtual violence is morally wrong (i.e., violate the Categorical Imperative) only if the act mistreats another person. But I argue that, on Kant’s moral theory, some acts of virtual violence can be morally (...)
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