In the “Lecture on ethics”, Wittgenstein declares that ethical statements are essentially nonsense. He later told Friedrich Waismann that it is essential to “speak for oneself” on ethical matters. These comments might be taken to suggest that Wittgenstein shared an emotivist view of ethics—that one can only speak for oneself because there is no truth in ethics, only expressions of opinion (or emotions). I argue that this assimilation of Wittgenstein to emotivist thought is deeply misguided, and rests upon a serious (...) misunderstanding of what is implied by the nonsensicality of ethical claims on Wittgenstein's view. I develop a reading of Wittgenstein's remarks in the “Lecture on ethics” on which ethical statements, despite their nonsensicality, reveal the perspective of the speaker. The purpose of ethical language is to elucidate a speaker's perspective. Such elucidations, and the perspectives they reveal, can be evaluated, criticized, and respected on principled grounds even if, as Wittgenstein insists, no ethical judgment can be (objectively) justified by any fact. I contrast Wittgenstein's comments on ethics with some comments made by Frank Ramsey (from the same period), which appear similar to Wittgenstein's remarks on value. Contra Ramsey's insistence that there is “nothing to discuss” about (or within) ethics, a proper understanding of Wittgenstein's views does not commit us to passing over ethics in silence. (shrink)

Raimond Gaita's example of saintly love, in which the visit of a nun to psychiatric patients has profound effects on him, has been criticised for being an odd and unconvincing example of saintliness. I defend Gaita against four specific criticisms; firstly, that the nun achieves nothing spectacular, but merely adopts a certain attitude towards people; secondly, that Gaita must already have certain beliefs for the example to work; thirdly, that to be acclaimed a saint requires a saintly biography, not just (...) an incidence of good behaviour; and finally, that there is something oppressive about saintly behaviour. I consider that Gaita does indeed leave himself open to criticism on this last point by claiming that saints love impartially. I argue that his description of the example suggests rather that the customs and practices of partial love are at the heart of saintliness and not some form of 'life-denying' impartiality. If I am right, then this has the twofold effect of making saintliness appear achievable by ordinary mortals and explaining our feelings of wonder in the face of such saintly behaviour. (shrink)

I explore what BernardWilliams means by regarding one’s action ‘purely externally, as one might regard anyone else’s action’, and how it links to regret and agent-regret. I suggest some ways that we might understand the external view: as a failure to recognize what one has done, in terms of Williams’s distinction between intrinsic and extrinsic luck, and as akin to Thomas Nagel’s distinction between an internal and external view. I argue that none of these captures what Williams was getting at (...) because they do not allow one to take a view on one’s action. I offer two alternative accounts. One turns around what we identify with, the other concerns what we care about. Both accounts capture how I might regret, rather than agent-regret, my own action. I demonstrate that these accounts can explain the relationship between an insurance payout and the external view, and they can explain the agent-relativity of agent-regret. (shrink)

An influential view of education is that it prepares young people for adult life, usually in the areas of civic engagement, leisure and contemplation. Employment may be a locus for learning some worthwhile skills and knowledge, but it is not itself the possible locus or one of the possible loci of a worthwhile life. This article disputes that view by drawing attention to those aspects of employment that make it potentially an aspect of a worthwhile life. The exercise and development (...) of one's abilities, co-operation with others, self-discovery and the pursuit of excellence are all identified as potential components of a worthwhile life. If such an aspect of life is worth striving for then education should prepare one for it. Objections to this argument are reviewed and ultimately rejected. (shrink)

Should those who get dirty hands be punished? There is strong disagreement among even those who support the existence of such scenarios. The problem arises because the paradoxical nature of dirty hands - doing wrong to do right - renders the standard normative justifications for punishment unfit for purpose. The Consequentialist, Retributivist and Communicative approaches cannot accommodate the idea that an action can be right, all things considered, but nevertheless also a categorical wrong. This paper argues that punishment is indeed (...) appropriate for those who dirty their hands and that there are three normative justifications that can be used to support this claim. These are the justifications from ‘Catharsis’, ‘Recognition of Evil Suffered’ and ‘Causal Responsibility’. Together they provide the sui generis justifications for punishing dirty hands. (shrink)

The ‘Other’ can be near to us, or far from us. We are in-relation with both. Given that, we explore whether, from a moral philosophical perspective, the ‘near-other’ is in tension with the ‘far-other’. We argue that we find our relationship with the near-other through a transcendent metaphysical empathy derived from the noumenon, which is manifest in the phenomenon as compassion and justice. We then argue that perceived differences in the phenomenon mean that we do not reliably transfer this empathy (...) for the near-other, to the far-other. Further, empathic and constructive dialogue is made more difficult because of our proclivity to actively engage in ‘othering’ those not-like-us. Properly, moral decision-making is positioned in a space cognizant of the other. Near-otherness makes consensus in the decision-making process easier, while far-otherness makes consensus more difficult. In our post-modern, multicultural and multifaith era, we need to be alert to the other’s perspective, to find a way to have a meaningful dialogue and thus achieve consensus in our moral decision-making. (shrink)

Widely chosen by students of society as an approach under which to labour, emancipatory, liberatory or, otherwise put, critical social thought occupies a position between knowledge and practical action whose coherence is taken for granted on account of the pressing nature of the issues it attempts to deal with. As such it is rarely subjected to scrutiny and the methodological, conceptual and moral challenges it faces are not properly identified. The contribution of this article is to raise these problems into (...) view clearly and unambiguously. This is undertaken via a careful examination of Alice Crary’s recent work, in which she attempts, firstly, to defend a left-Hegelian version of Critical Theory by relating it to the work of Peter Winch and, second, to issue a set of methodologically radical recommendations on employing the sensibility-shaping powers of the literary form. The article aims to deepen our understanding of the fundamental tensions between the Critical Theory and Wittgensteinian traditions, which Crary attempts to bring together and, ultimately, of those crucial features of our moral practices that frustrate the enterprise of critical social thought. (shrink)

In this paper, it is argued that the criticism of the Enlightenment project in education and the disappearance in the philosophy of education discourse of particular educational problems which confront practitioners has resulted in a philosophy of education which — as a kind of Spielerei — begs the question. To revitalize itself, philosophy of education must take up anew its perennial mission, one near to specific educational problems. In explaining how the “I” of the educator can be conceived after postmodernism, (...) this study elaborates the concepts of “integrity” and “particularity” as relevant for education. Education itself is conceived as a personal relation with a real person that aids in developing individuality. It is concluded that this answer is an authoritative and authentic response from one individual to another within a particular situation. (shrink)

Does the rise of artificial intelligence pose a threat to human sources of meaning? While much ink has been spilled on how AI could undercut meaningful human work, John Danaher has raised the stakes by claiming that AI could “sever” human beings from non-work-related sources of meaning—specifically, those related to intellectual and moral goods. Against this view, I argue that his suggestion that AI poses a threat to these areas of meaningful activity is overstated. Self-transformative activities pose a hard limit (...) to AI’s impingement on meaningful human activities. Contra Danaher, I suggest that a wider range of sources for meaning will continue to exist in a world dominated by AI. (shrink)

Ever since Kant asked: “How am I to develop the sense of freedom in spite of the restraint?” in his lecture on education, the tension between necessary educational influence and unacceptable restriction of the child’s individual development and freedom has been considered an educational paradox. Many have suggested solutions to the paradox; however, this article endorses recent discussions in educational philosophy that pursue the need to fundamentally rethink our understanding of education and upbringing. In this article it is argued that (...) it is incomprehensible to describe an intervention of an educator as a constraint on a child’s actions and that such an intervention would be in need of justification; as Kant and many others after him have done. Educational intervention should not be understood as a restriction of a child’s endeavour to learn, because any educational intervention is educational. Furthermore, it is argued that the notion of restraint is based on the concept of human beings as radically separated which lead to the assumption that education is restrictive per se. In contrast, this article argues that indoctrination, manipulation, and coercion are rather phenomena within our educational forms of life. Recognizing the interrelations between human beings should play a constitutive part in the conceptualisation of individual freedom. A bond with others is the foundation upon which a child develops its own identity and an understanding of itself as an agent who can express its own will and takes responsibility for its words and actions. (shrink)

Forgiveness is clearly an important aspect of our moral lives, yet surprisingly Kant, one of the most important authors in the history of Western ethics, seems to have very little to say about it. Some authors explain this omission by noting that forgiveness sits uncomfortably in Kant’s moral thought: forgiveness seems to have an ineluctably ‘elective’ aspect which makes it to a certain extent arbitrary; thus it stands in tension with Kant’s claim that agents are autonomous beings, capable of determining (...) their own moral status through rational reflection and choice. Other authors recognise that forgiveness plays a role in Kant’s philosophy but fail to appreciate the nature of this duty and misrepresent the Kantian argument in support of it. This paper argues that there is space in Kant’s philosophy for a genuine theory of forgiveness and hopes to lay the grounds for a correct interpretation of this theory. I argue that from a Kantian perspective, forgiveness is not ‘elective’ but, at least in some cases, morally required. I claim that, for Kant, we have an imperfect duty of virtue to forgive repentant wrongdoers that have embarked on a project of self-reflection and self-reform. I develop a novel argument in support of this duty by drawing on Kant’s theory of rational agency, the thesis of radical evil, Kant’s theory of moral development, and the formula of humanity. However, it must be noted that this is a conditional duty and Kant’s position also entails that absence of repentance on the part of the wrongdoer should be taken as evidence of a lack of commitment to a project of self-reflection and self-reform. In such cases, Kant claims, we have a perfect duty to ourselves not to forgive unrepentant wrongdoers. I argue that this duty should be understood as one of the duties of self-esteem, which involves the duty to respect and recognise our own dignity as rational beings. (shrink)

Moral reasoning traditionally distinguishes two types of evil:moral and natural. The standard view is that ME is the product of human agency and so includes phenomena such as war, torture and psychological cruelty; that NE is the product of nonhuman agency, and so includes natural disasters such as earthquakes, floods, disease and famine; and finally, that more complex cases are appropriately analysed as a combination of ME and NE. Recently, as a result of developments in autonomousagents in cyberspace, a new (...) class of interesting and importantexamples of hybrid evil has come to light. In this paper, it is called artificial evil and a case is made for considering it to complement ME and NE to produce a more adequate taxonomy. By isolating the features that have led to the appearance of AE, cyberspace is characterised as a self-contained environment that forms the essential component in any foundation of the emerging field of Computer Ethics. It is argued that this goes someway towards providing a methodological explanation of whycyberspace is central to so many of CE's concerns; and it isshown how notions of good and evil can be formulated incyberspace. Of considerable interest is how the propensity for anagent's action to be morally good or evil can be determined evenin the absence of biologically sentient participants and thusallows artificial agents not only to perpetrate evil but conversely to `receive' or `suffer from'it. The thesis defended is that the notion of entropy structure,which encapsulates human value judgement concerning cyberspace ina formal mathematical definition, is sufficient to achieve thispurpose and, moreover, that the concept of AE can be determinedformally, by mathematical methods. A consequence of this approachis that the debate on whether CE should be considered unique, andhence developed as a Macroethics, may be viewed, constructively,in an alternative manner. The case is made that whilst CE issues are not uncontroversially unique, they are sufficiently novel to render inadequate the approach of standard Macroethics such as Utilitarianism and Deontologism and hence to prompt the search for a robust ethical theory that can deal with them successfully. The name Information Ethics is proposed for that theory. Itis argued that the uniqueness of IE is justified by its beingnon-biologically biased and patient-oriented: IE is anEnvironmental Macroethics based on the concept of data entityrather than life. It follows that the novelty of CE issues suchas AE can be appreciated properly because IE provides a newperspective. In light of the discussion provided in this paper, it is concluded that Computer Ethics is worthy of independent study because it requires its own application-specific knowledge and is capable of supporting a methodological foundation, Information Ethics. (shrink)

I start by presenting an intuitively appealing account of forgiveness, ‘the insult account’, which nicely explains the cycle from wrongdoing to forgiveness. We need to respond to wrongdoing by blaming our offenders because they insult us with their actions, 529–55, 2001; Hampton 1988a, b). How can wrongdoing be overcome? Either by the retraction of the insult or by taking necessary steps to correct for the wrong done. Once the insult has been retracted, usually by apology or remorse, forgiveness can come (...) about. Martin The Journal of Philosophy, 107, 534–53, has recently criticized this promising account of forgiveness. My aim here is to defend an improved version of the ‘insult account’. I propose an account of earned forgiveness through apology, which shares features with the ‘insult account’ criticized by Martin, but also improves upon problems found in the ‘insult account’. This new account will successfully solve the puzzle of forgiveness. Drawing on Bovens’ account of apologies, I argue that apologies uniquely earn the wrongdoer’s forgiveness. I finally address a concern about the relation between apologies and forgiveness, recently raised by Hallich Ethical Theory and Moral Practice, 16, 999–1017,. I argue that my expressive view of what the function of apologies is will answer his skepticism about apologies. (shrink)

In Eichmann in Jerusalem , Hannah Arendt struggled to defend the possibility of judgment against the obvious problems encountered in attempts to offer legally valid and morally meaningful judgments of those who had committed crimes in morally bankrupt communities. Following Norrie, this article argues that Arendt’s conclusions in Eichmann are equivocal and incoherent. Exploring her perspectival theory of judgment, the article suggests that Arendt remains trapped within certain Kantian assumptions in her philosophy of history, and as such sees the question (...) of freedom in a binary way. The article argues that Adorno’s philosophy of freedom provides the resources to diagnose and overcome Arendt’s shortcomings. Adorno’s position provides a way of embracing the antinomical character of judgment, by emphasising the need for elements of reason and nature in the phenomenon of freedom. In Adorno’s lights, judgment becomes an attempt to express a ‘spirit of solidarity’ with the tragic status of the potentially free but actually unfree subject of modernity. (shrink)

This paper examines the possibility of setting a boundary between religion and “pseudo-religion” (or superstition). Philosophers of religion inspired by Ludwig Wittgenstein’s ideas, in particular, insist that religious language-use can be neither legitimated nor criticized from the perspective of non-religious language-games. Thus, for example, the “theodicist” requirement that the existence of evil should be theoretically reconciled with theism can be argued to be pseudo-religious (superstitious). Another example discussed in the paper is the relation between religion and morality. The paper concludes (...) by reflecting on the issue of relativism arising from the Wittgensteinian contention that the religion vs. pseudo-religion division can only be drawn within a religious framework, and on Wittgenstein’s own suggestion that the religious person “uses a picture”. (shrink)

The problem of suffering crucially focuses on meaninglessness. Meaningful suffering—suffering having some “point” or function—is not as problematic as absurd suffering that cannot be rendered purposeful. This issue is more specific than the problem of the “meaning of life” (or “meaning in life”). Human lives are often full of suffering experienced as serving no purpose whatsoever – indeed, suffering that may threaten to make life itself meaningless. Some philosophers—e.g., D.Z. Phillips and John Cottingham—have persuasively argued that the standard analytic methods (...) of philosophy of religion in particular ought to be enriched by literary reading and interpretation, especially when dealing with issues such as this. The problem of evil and suffering can also be explored from a perspective entangling literary and philosophical approaches (Kivistö & Pihlström, 2016). This double methodology is in this paper applied to the problem of evil and suffering by considering an example drawn from Holocaust literature: Primo Levi’s work is analyzed as developing an essentially ethical argument, with a philosophical-cum-literary structure, against theodicies seeking to render suffering meaningful. By means of such a case study, I hope to shed light on the problem of meaningless suffering, especially regarding the moral critique of “theodicist” attempts to interpret all suffering as meaningful. (shrink)

Does remorse imply self-hatred? In this paper, I argue that self-hatred is a false response to one’s wrongdoing because it is corrupted by the vice of pride, which affects the perception of its object. To identify the detrimental operation of pride, I propose to study the process of change of heart and its impediments. I use the example of Kostelnička, from Janáček’s opera Jenůfa, to show that the impediment to remorse is active already as a source of wrongdoing and self-deception. (...) I identify three different aspects of Kostelnička’s pride: social ambition, defensive anger, and moral ambition. I show that it is pride as moral ambition that prevents the wrongdoer’s acknowledgment of her blameworthiness by causing her obsession with her blameless self-image and corrupting her self-love. In the last part of the paper, I reject Kostelnička’s initial self-hatred before her change of heart, because it is not based on an accurate judgement of her agency. Kostelnička’s true remorse is thereupon connected with her inner transformation towards humility and with a reorientation of her attention towards the victim of her wrongdoing, as testified in her plea for forgiveness. The implied moral improvement and reconstitution of her relationship to herself and others opens the way for her coming to terms with her guilt. (shrink)

The “disability paradox” is the idea that for those who become severely disabled, their own quality of life assessment remains at or slightly below the QoL assessments of normal controls. This is a source of skepticism regarding third-person QoL judgments of the disabled. I argue here that this skepticism applies as well to those who are in the minimally conscious state. For rather simple means of sustaining an MCS patient’s life, the cost of being wrong that the patient would not (...) want further support is high. Pair this cost with the reason to be skeptical of third-person judgments, and my argument suggests not withholding food and water from MCS patients. (shrink)

In this article I will address the question of determining the moral limits of reproductive decisions. In so doing I will examine the contributions made by John Harris, who has over the years consistently addressed the ethical implications of advancing reproductive technologies. In addressing these matters, Harris has centred his arguments on the principle of harm and with this in mind has set out a specific theoretical framework from which decisions about disability and causing harm, as in the case of (...) reproductive decisions, can be rationally addressed. This discussion will attempt to question the conceptual scheme that he proposes. The aim here is not to present an alternative theoretical contribution to the morality of reproductive choice. Rather, in the attempt to follow some of the directives in Wittgenstein’s later philosophy, the aim is to demonstrate some of the pitfalls of what Wittgenstein has described as the “craving for generality” in contemporary philosophy. I propose that this craving can distort, in this instance, our ordinary usage of concepts such as harm, suffering and disability and their role in the moral vocabulary of reproductive decision making. (shrink)

The concept of human dignity arguably has great relevance to education as it is mentioned in several human rights and education policy documents on the national and international level, providing their moral justification. However, when the concept is discussed within philosophical research, it is often seen as consisting of two different conceptions – intrinsic dignity and attributed dignity. The paper seeks to challenge this binary through a reconstructive interpretation of Martha Nussbaum’s conception of dignity, proposing inflorescent dignity, as a more (...) fully fledged way of understanding dignity and how it relates to education. Through use of a fictional example, I argue that inflorescent dignity, grounded in intrinsic dignity, has relevance to education because it gives rise to moral, relational, and thus pedagogical, demands on education to be primarily focused on human flourishing as well as the acknowledgement of human actuality and potential, and for this to permeate all levels of education. (shrink)

Cartesian scepticism poses the question of how we can justify our belief that other humans experience consciousness in the same way that we do. Wittgenstein’s response to this scepticism is one that does not seek to resolve the problem by providing a sound argument against the Cartesian sceptic. Rather, he provides a method of philosophical inquiry which enables us to move past this and continue our inquiry without the possibility of solipsism arising as a philosophical problem in the first place. (...) In this paper, I propose that Wittgenstein’s method of dismissing the Cartesian sceptic can also be applied to the problems posed by the ‘moral sceptic’, who denies the truth of all ethical or moral claims. I will argue that in the same way Wittgenstein’s focus on public language enables us to dismiss the traditional problem of other minds, a focus on public moral practices or language-games also enables us to dismiss the idea that moral claims are always ‘meaningless’, ‘false’ or ‘nonsensical’. On this account, the moral sceptic is misguided in much the same way as the solipsist who implicitly admits the existence of other minds in her practices. The moral sceptic who still engages in moral activities also implicitly admits the existence of meaningful moral positions. Wittgenstein’s dismissal of the Cartesian sceptic, as I understand it, can be broadly divided into two parts. The first part is an account of language acquisition. This part outlines how we might come to see other humans as conscious, thinking, feeling beings from a causal perspective. This suggests that we can arrive at an understanding of other minds as a primary perception itself - without needing to posit this perception as a kind of deductive or inductive hypothesis. Secondly, we can see how this relates to an epistemic model of language. This focuses on the role of language as something which consists of rule-governed activities, where the existence of other minds is embedded in our understanding of the world as a kind of grammatical rule, rather than an observational hypothesis. From both these arguments the Cartesian sceptic is,, irrelevant to some forms of philosophical inquiry. This is because the sceptic takes the existence of other minds to be a rational hypothesis/inference when it is not. I suggest that this approach can be applied to moral scepticism if we take certain normative claims as grammatical dispositions, rather than rational or metaphysical propositions. Hence, the moral sceptic who offers a rational or logical critique of these moral foundations is not necessarily saying anything relevant to our practices – the moral stances which they refute as rationally meaningless were never based on purely rational or logical hypotheses in the first place. (shrink)

It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to practice and research philosophy for/with children in schools. The Ontario Philosophy Teachers Association reports (...) that in English-speaking Canada there are over 28,000 senior high school students studying philosophy in over 440 schools, and philosophy is now a Teachable Qualification. In the USA, the Philosophy Learning and Teaching Organization was founded in 2009 to create a network of pre-college philosophy teachers. With the loss of its founders—Matthew Lipman, Ann Margaret Sharp and Gareth Matthews —the Institute for the Advancement of Philosophy for Children is developing a digital archive in P4C. My original article was inspired by the design and pilot of a new philosophy elective for the Victorian Certificate of Education. This initiative garnered considerable interest from the P4C community because many believed that the decision to offer a VCE philosophy elective reflected the effectiveness and popularity of P4C in elementary schools, and the new philosophy elective would establish P4C as an essential prerequisite for the study of philosophy in senior secondary school and at university. In my view, enthusiasts overlooked an important difference in the conception of philosophy informing the new philosophy elective: it introduced students to the theoretical or academic discipline of philosophy, whereas P4C conceived of philosophy as a wisdom tradition—otherwise known as the art of living. (shrink)

In this essay, I demonstrate the value of the Bildungsroman for philosophy of education on the grounds that these narratives raise and explore educational questions. I focus on a short story in the Bildungsroman tradition, Thomas Hardy’s “A Mere Interlude”. This story describes the maturation of its heroine by narrating a series of events that transform her understanding of what it means to lead a human life. I connect her conceptual shift with two paradigms for leading a human life. One (...) stresses the exercise of distinct human capacities like agency and autonomy, whereas the other stresses human vulnerability to fate or moral luck. I conclude by offering important reasons for educators to adopt the later paradigm over the former. (shrink)

In order to articulate an account of erotic love that does not attempt to transcend its personal features, Robert Solomon and Martha Nussbaum lean on the speeches by Aristophanes and Alcibiades in Plato’s Symposium. This leads them to downplay the sense in which love is not only for another person, but also for the good. Drawing on a distinction between relative and absolute senses of speaking about the good, I mediate between two features of love that at first may seem (...) irreconcilable. The first is the sense in which love is deeply personal in character. The second is the sense in which we in love come to articulate ethical demands. With the help of the Diotimian ascent of love that Socrates presents in his speech, I submit that these two can come together in the realization that our personally conditioned responses in love are transformed to accommodate demands that carry an unconditional meaning. (shrink)

This paper examines the relationship between monadic and bipolar forms of normativity. As the distinction is usually drawn, monadic normativity concerns whether a given action is right or wrong while bipolar normativity concerns who, if anyone, is wronged in any putative instance of wrongdoing. My central thesis is that in the moral realm, we do well to discard the notion of monadic normativity altogether and focus instead on the contours and limits of bipolar normativity. For by placing greater weight on (...) the significance of wronging particular others, as opposed to simply doing something wrong, we get a more compelling picture of the distinctive importance of morality and its relationship to other norms that govern our lives. (shrink)

This paper traces the distinction between the claims of love and the claims of morality in the work of Raimond Gaita, and disputes it using examples from Gaita’s work – particularly his use of “decency” in place of morality – which I try to understand better through this scrutiny. I disclose in Gaita’s work the tension between highlighting love and praise of decency and I try to show that the tension between love and decency indeed remains present in his writing, (...) but not as a contrariness of claims from both departments. Though they constitute two different claims, their mixture is imaginable and valuable even if, by taking part in it, the sense of both love and decency changes, which, however, might be seen as an opportunity to open new horizons for working both of them into human life. (shrink)

What does it mean to see someone as human, as a member of humankind? What kind of call for justice is it to demand that a group be seen as human beings? This article explores a fundamental kind of injustice: one of perception and how we respond to our perceptions. Drawing on Cavell, Wittgenstein and Rancière, we elucidate “soul blindness” as a distinct and basic form of injustice. Rancière’s police orders and Cavell’s soul blindness are mutually constitutive; the undoing of (...) police orders entails a politics of soul dawning. Soul dawning entails acknowledging the humanity of others without erasing difference. In the concluding section, we consider white obliviousness to the Black Lives Matters movement as a case of soul blindness. Part of the political import of BLM is its capacity to illustrate how practices of soul blindness in the United States constitute whiteness in a racialized police order. (shrink)

Raimond Gaita’s work in moral philosophy is unusual and important in focusing on the concept of sainthood. Drawing partly on the work of George Orwell, and partly on the life and work of Simone Weil, as well as on further material, I argue that Gaita’s use of this notion to help make sense of the concept of human preciousness is unconvincing, not least because he does not properly explore the figure and psychology of the saint in any detail. I relatedly (...) argue that the notion of human preciousness in question is implausible and, in some ways, sentimental. I also explore Gaita’s concept of “speaking personally” in moral philosophy, and suggest that matters here are a great deal more complicated than he supposes. (shrink)

The purpose of the text is to demonstrate a distinction between good or virtue and evil or vice, introduced by Hannah Arendt on the grounds of the novel by Hermann Melville Billy Budd. I analyze this distinction in relation to the life story of Romulus Gaita, the hero of the autobiographical novel My father Romulus, written by the Australian ethicist Raimond Gaita. The first paragraph deals with the said distinction, indicating the re-evaluation of such concept as virtue and vice in (...) Melville’s novel and his understanding of virtue. Then, I make an attempt to answer the question of why Gaita writes about his father using a category of character instead of virtue. Then, I reflect on the relationship between virtue, character, goodness and Romulus’s mental illness. Finally, I answer the question about the metaphysical foundation on which Gaita forms his conviction about the superiority of Good and goodness over virtue, and I show what particular components make up the ethics of goodness assumed by Romulus. (shrink)

What is a moral argument? A straightforward answer is that a moral argument is an argument dealing with moral issues, such as the permissibility of killing in certain circumstances. I call this the thin sense of ‘moral argument’. Arguments that we find in normative and applied ethics are almost invariably moral in this sense. However, they often fail to be moral in other respects. In this article, I discuss four ways in which morality can be absent from moral arguments in (...) the thin sense. If these arguments suffer from an absence of morality in at least one of these ways, they are not moral arguments in what I will call the thick sense of ‘moral argument’. Because only moral arguments in the thick sense could possibly qualify as proper responses to moral problems, the absence of morality in thin arguments means that these arguments will fail to give us a reason to do whatever they claim that we ought to do, even if we see no independent reason to question the truth of the premises or the logical validity of the argument. (shrink)

It is often assumed that moral questions ask for answers in the way other questions do. In this article, moral and non-moral versions of the question ‘Should I do x or y?’ are compared. While non-moral questions of that form typically ask for answers of the form ‘You should do x/y’, so-called ‘narrow answers’, moral questions often do not ask for such narrow answers. Rather, they ask for answers recognizing their delicacy, the need for a deeper understanding of the meaning (...) of the alternatives and the fact that moral decisions are, as Gaita formulates it, ‘non-accidentally and inescapably’ the agent’s to make. In short, moral questions often ask for a kind of answer that is highly different from the kind of answer non-moral questions ask for. In presupposing the ideal answer to a moral question to be a narrow answer, moral philosophers have tended to overlook this. (shrink)

I examine the ‘momentous’ choices that one makes early in life – about career or spouse, for example – and I ask what it means to regret such choices at the end of one’s life. I argue that such regrets are almost meaningless because of the difficulty of imaginatively accessing a much earlier self. I then contrast long-term regret to remorse, and argue that the two are qualitatively different experiences because remorse involves another person as victim.

Contemporary moral philosophy assumes an account of what it means to legitimately change one’s mind in ethics, and I wish to challenge this account by enlarging the category of the legitimate. I am just as eager to avoid illegitimate mind-changing brought on by deceit or brainwashing, but I claim that legitimacy should be defined in terms of transparency of method. A social reformer should not be embarrassed to admit that he acquired many beliefs about justice while reading Dickens. As such, (...) appeals to the heart and the imagination are just as legitimate, within limits, as appeals to the mind; and showing can be as legitimate as telling. To demonstrate this, I consider the example of a vegetarian trying to ‘convert’ a carnivore. I then ask what it means when the carnivore claims to have been previously mistaken. (shrink)

Many attacks against the anthropocentric prejudice that nonhuman animals have a slight or impoverished ethical subjecthood are also attacks on the humanistic idea of human moral uniqueness. This essay examines a way of overturning that anthropocentric prejudice by deploying certain conceptual resources of an expansive ethical humanism. Although this may appear to be a strange route to that destination, the suggestion is raised that this approach might significantly enrich our conception of nonhumans as ethical subjects.

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

In the concluding lines of Part Three of The Claim of Reason, Stanley Cavell writes: ‘If the moralist is the human being who best grasps the human position, teaches us what our human position is, better than we know, in ways we cannot escape but through distraction and muddle, then our first task in subjecting ourselves to judgment is to tell the moralist from the moralizer’. Cavell then proceeds to characterize the moralizer as one who is ‘speaking in the name (...) of a position one does not occupy, confronting others in positions of which one will not imagine the acknowledgement’. Beginning with an exposition of Cavell’s notion of ‘moral position’, I will offer an interpretation of the distinction he draws between the moralist and the moralizer; I will then explain how the moral philosopher’s use of morally significant words may come to resemble the moralizer’s; and then I will argue that contemporary English-speaking moral philosophy as represented by the recent debates concerning ‘moral testimony’, or ‘moral deference’, has been failing its moralist aspirations, and that, by Cavell’s lights, the morality reflected in those debates is, in essence, that of the moralizer. (shrink)

The paper argues that metaphysical thought, or thought in whose context our general framework of sense is under scrutiny, involves, legitimates, and requires a variety of informal analogues of the ‘true contradictions’ supported in some paraconsistent formal logics. These are what we can call informal ‘legitimate logical inadequacies’. These paradoxical logical structures also occur in deeply pluralist contexts, where more than one, conflicting general framework for sense is relevant. The paper argues further that these legitimate logical inadequacies are real or (...) inherent in sense itself rather than conventional, shows how they can feature in argumentative practice in these metaphysical and pluralist contexts, and discusses some of their implications for metaphysical truth and for philosophical inquiry and disagreement. (shrink)

Fogelin’s Wittgensteinian view of deep disagreement as allowing no rational resolution has been criticized from both argumentation theoretic and epistemological perspectives. These criticisms typically do not recognize how his point applies to the very argumentative resources on which they rely. Additionally, more extremely than Fogelin himself argues, the conditions of deep disagreement make each position literally unintelligible to the other, again disallowing rational resolution. In turn, however, this failure of sense is so extreme that it partly cancels its own meaning (...) as a failure of sense. Consequently, it paradoxically opens new possibilities for sense and therefore rationally unexpected resolutions. (shrink)

The paper proposes with Davidson that the talk of metaontology is literally meaningless, but with Wittgenstein that it is so in a way that grants a unique type of insight. More specifically, it argues both that Davidson’s arguments have a cogency that is hard to dismiss, and also that, since his own arguments are metaontological, they are self-referential, and consequently in turn undermine their own meaning as well. The paper argues further that metaontological statements cannot be avoided. Consequently, this kind (...) of statement constitutes an unavoidable self-referential paradox that means what it also excludes as capable of meaning. The result is a reinstatement of the meaning of ontological insight and in fact, the paper argues, a deep enrichment and also a particularly cogent justification of it. In addition, the logical peculiarity of the paradox involved has further useful consequences for the outcome of this justification, including a mutually illuminating commonality with some versions of metaethics. (shrink)

Over several decades, Cora Diamond has articulated a distinctive way of thinking about ethics. Prompted by a recent critique of Diamond, we elucidate some of the main themes of her work, and reveal their power to reconfigure and deepen moral philosophy. In concluding, we suggest that Diamond’s moral philosophical practice can be seen as one plausible way of fleshing out what Wittgenstein might have meant by his dictum that “ethics is transcendental”.

Polemizując z poglądami niektórych filozofów moralności, autor broni tezy, iż jednoznacznie dobrzy ludzie mogą być pewni spokoju swej duszy.

The social intuitionist approach to moral judgments advanced by social psychologist Jonathan Haidt presupposes that it is possible to provide an explanation of the human moral sense without normative implications. By contrast, Iris Murdoch’s philosophical work on moral psychology suggests that every description of morality necessarily involves evaluative features that reveal the thinker’s own moral attitudes and implicit philosophical pictures. In the light of this, we contend that Haidt’s treatment of the story about Julie and Mark, two siblings who decide (...) to have casual, protected, and in his view harmless sex, provides a too simplistic picture of what is involved in understanding human morality. Despite his aim to explain the roots of moral judgments, he fails to provide a deeper understanding of morality in two different respects. First, he does so by suggesting that his story contains all the relevant information needed to take a moral stand on it, and by rejecting as irrelevant the wider human context in which questions about sexual and family relations arise. Second, he simplifies the responses of the people who are subject to his experiment by disregarding their various reasons for disapproving and by equating understanding human morality with explaining an impersonal psychological process. (shrink)

Language suggestive of natural law ethics, similar to the Catholic understanding of ethical foundations, is prevalent in a number of disciplines. But it does not always issue in a full-blooded commitment to objective ethics, being undermined by relativist ethical currents. In law and politics, there is a robust conception of "human rights", but it has become somewhat detached from both the worth of persons in themselves and from duties. In education, talk of "values" imports ethical considerations but hints at a (...) subjectivist view of them. In the psychology and sociology of drug use, ethically thin concepts of "harm minimisation" and "selfimage" dominate discussion and distract attention from the virtue of temperance and the training of character. A more forceful assertion of an ethics based on the worth of persons in these cases would be most desirable. Arguments against objectivity in the fundamentals may be replied to by examining the parallel between ethics and the discipline whose objectivity has been least challenged by relativist arguments, mathematics. (shrink)