Amid the growing interest in the relationship between technology and human flourishing, philosophical perfectionism can serve as a fruitful lens through which to normatively evaluate technology. This paper offers an analytic framework that explains the relationship between technology and flourishing by way of innate human capacities. According to perfectionism, our human flourishing is determined by how well we exercise our human capacities to know, create, be sociable, use our bodies and exercise the will, by engaging in activities that ultimately produce (...) valuable output. The paper introduces technology affordances to this framework, to show how affordances enable or restrict the exercise of human capacities, thereby impacting levels of human flourishing. One implication of this analysis is that it highlights how technology affordances can cause the privation (absence) of flourishing, by impoverishing capacities. The upshot is that privation may bring about robustly bad unflourishing, especially given that technology and its affordances have the power to degrade the human capacities in the long run. By linking how human capacities are shaped by affordances, we can achieve a better understanding of the ethical implications of technology on human flourishing. (shrink)

John Danaher and Sven Nyholm have argued that automation, especially of the sort powered by artificial intelligence, poses a threat to meaningful work by diminishing the chances for meaning-conferring workplace achievement, what they call “achievement gaps”. In this paper, I argue that Danaher and Nyholm’s achievement gap thesis suffers from an ambiguity. The weak version of the thesis holds that automation may result in the appearance of achievement gaps, whereas the strong version holds that automation may result on balance loss (...) in possibilities for workplace achievements, i.e., in the appearance of an overall gappier work landscape. Against the strong version of the achievement gap thesis, I characterize situations where automation may result in boons to meaning-conferring workplace achievements: the appearance of what I call achievement spread and achievement swaps. Nevertheless, Danaher and Nyholm are right to worry about some uses of automation whereby human workers become subservient to AI. But these situations are better framed, I argue, as autonomy gaps rather than achievement gaps. (shrink)

This paper discusses Ernest Sosa's account of knowledge and epistemic normativity. The paper has two main parts. The first part identifies places where Sosa's account requires supplementation if it is going to capture important epistemic phenomena. In particular, additional theoretical resources are needed to explain the way in which epistemic aims are genuinely good aims, and the way in which some forms of reasoning can be epistemically better than others even when they are equally conducive to attaining the truth. The (...) second part focuses on Sosa's claim that there is a kind of belief – judgmental belief – that doesn't merely aim at truth but also aims at aptness, and that this kind of belief is central to our mental lives. The paper raises several concerns about this part of Sosa's account, including the concern that aiming at aptness is overly self-directed, and so is more closely tied to vice than epistemic virtue. (shrink)

Talents often play a significant role in our personal and social lives. For example, our talents may shape the choices we make and the goods that we value, making them central to the creation of a meaningful life. Differences in the level of talents also affect how social institutions are structured, and how social goods and resources are distributed. Despite their normative importance, it is surprising that talents have not yet received substantial philosophical analysis in their own right. As a (...) result, the current literature is rife with conceptual ambiguity: a talent is referred to as all of a skill, potential, ability, capacity, endowment, and a natural gift. In response to this confusion, in this paper I develop an account of what a talent is, based on the debate concerning the metaphysics of ability and dispositions. I argue for a position that I call ‘talent dispositionalism’: S has a talent for skill A in circumstances C iff S has the general disposition to excellently develop and maintain A when, in circumstances C, she tries to excellently develop and maintain A. On this account, a talent is not the skill itself, but a general iterated ability for the excellent development and up-keep of a particular skill, constituted by an agent’s dispositional properties. I defend the account against four objections usually levelled against traditional dispositionalist theories of ability, and highlight some ways the account may influence debates in other areas of philosophical inquiry. (shrink)

The demandingness of a moral prescription is generally understood exclusively in terms of the welfare costs involved in complying with that prescription. I argue that psychological difficulty is a second aspect of demandingness, whose relevance cannot be reduced to that of welfare costs. Appeal to psychological difficulty explains intuitive verdicts about the permissibility of favouring oneself over others, favouring loved ones over strangers, and favouring one’s short-term good over one’s long-term good. There are also significant implications for the morality of (...) addressing severe global poverty. (shrink)

In domains as disparate as playing Go and predicting the structure of proteins, artificial intelligence (AI) technologies have begun to perform at levels beyond which any humans can achieve. Does this fact represent something lamentable? Does superhuman AI performance somehow undermine the value of human achievements in these areas? Go grandmaster Lee Sedol suggested as much when he announced his retirement from professional Go, blaming the advances of Go-playing programs like AlphaGo for sapping his will to play the game at (...) a high level. In this paper, I attempt to make sense of Sedol’s lament. I consider a number of ways that the existence of superhuman-performing AI technologies could undermine the value of human achievements. I argue there is very little in the nature of the technology itself that warrants such despair. (Compare: does the existence of a fighter jet undermine the value of being the fastest human sprinter?) But I also argue there are several more localized domains where these technologies threaten to displace human beings from being able to achieve valuable things at all. This is a particular worry for those in unequal societies, I argue, given the difficulty of many achievements and the corresponding amount of resources needed to achieve great things. (shrink)

Self‐esteem is traditionally regarded as an important human good. But it has suffered a number of injuries to its good name. Critics allege that endeavours to promote self‐esteem merely foster narcissism or entitlement, and urge that we redirect our efforts elsewhere. I argue that such criticisms are symptomatic of a normative decline in how we think and theorize about self‐esteem rather than a defect in the construct itself. After exposing the shortcomings of alternative proposals, I develop an account of self‐esteem (...) that reflects what its supporters have in mind: a valuable form of self‐appraisal worth fostering in others and ourselves. (shrink)

There is broad agreement in aesthetics that some artworks are greater than others despite bearing equivalent (or lesser) aesthetic value. One explanation of this difference in artistic value is that creation of the greater artwork represents a greater achievement. The aim of this article is to refine this explanation and to defend it against recent criticisms. First, I present a prima facie case in favor of the achievement explanation. Second, I draw on the history of photography to motivate three objections (...) to it: namely, that it wrongly excludes (1) lucky, (2) easy, and (3) failed creations from being artistically great. Third, I present my refined version of the achievement explanation and show how it avoids these objections. On my view, an artistic achievement consists in creating a work it would have been especially hard for comparable artists to create. Finally, I raise and address several additional objections. In responding to these objections, I argue, among other things, that my explanation of artistic value enhances our understanding of good-bad art: specifically, it allows us to see how good-bad art is artistically great despite being aesthetically flawed. (shrink)

We engage with the nature and the value of achievement through a critical examination of an argument according to which biomedical “enhancement” of our capacities is impermissible because enhancing ourselves in this way would threaten our achievements. We call this the argument against enhancement from achievement. We assess three versions of it, each admitting to a strong or a weak reading. We argue that strong readings fail, and that weak readings, while in some cases successful in showing that enhancement interferes (...) with the nature or value of achievement, fail to establish that enhancement poses an unusual threat to achievement. (shrink)

A common intuition is that the more difficult it is for someone to do the right thing, the more praiseworthy she is for succeeding and the less blameworthy she is for failing. Here, I call this the ‘Difficulty Thesis’ and argue that the Difficulty Thesis is false. In Section 2, I briefly describe what I mean by ‘difficulty’ and the Difficulty Thesis. The Difficulty Thesis has strong prima facie appeal, however, why exactly difficulty is morally relevant remains an open and (...) interesting philosophical question. I discuss this briefly in Section 3. Then, in Section 4, I argue that the Difficulty Thesis is in fact false. That is, difficulty is not relevant to degrees of praise- and blameworthiness. In Section 5, I offer several explanations for why many are fooled by the illusion of relevance of Difficulty. I argue that difficulty is, at best, an imperfect heuristic with regard to evaluations of praise- and blameworthiness. I also argue that while difficulty is not relevant to praiseworthiness and blameworthiness, difficulty is relevant to practices of praise and blame. I conclude, then, that the Difficulty Thesis ought to be rejected. (shrink)

There is a growing body of scholarship on the ethics of autonomous vehicles. Yet the ethical discourse has mostly been focusing on the behavior of the vehicle in accident scenarios. This paper offers a different ethical prism: the implications of the autonomous vehicle for human well-being. As such, it contributes to the growing discourse on the wider societal and moral implications of the autonomous vehicle. The paper is premised on the neo-Aristotelian approach which holds that as human beings, our well-being (...) depends on developing and exercising our innate human capacities: to know, understand, love, be sociable, imagine, create and use our bodies and use our willpower. To develop and exercise these capacities, our environments need to provide a range of opportunities which will trigger the development and exercise of the capacities. The main argument advanced in the paper is that one plausible future of the autonomous vehicle—a future of single-rider autonomous vehicles—may effectively reduce the opportunities to develop and exercise our capacities to know, be sociable and use our willpower. It will therefore be bad for human well-being, and this provides us with a moral reason to resist this plausible future and search for alternative ones. (shrink)

A great achievement makes one’s life go better independently of its results, but what makes an achievement great? A simple answer is—its difficulty. I defend this view against recent, pressing objections by interpreting difficulty in terms of competitiveness. Difficulty is determined not by how hard the agent worked for the end but by how hard others would need to do in order to compete. Successfully reaching a goal is a valuable achievement because it is difficult, and it is difficult because (...) it is competitive. Hence, both virtuosic performances and lucky successes can be valuable achievements. (shrink)

Plausibly, one important part of a good life is doing work that makes a contribution, or a positive difference to the world. In this paper, however, I explore contribution pessimism, the view that people will not always have adequate opportunities for making contributions. I distinguish between three interestingly different and at least initially plausible reasons why this view might be true: in slogan form, things might become too easy, they might become too good, or we might be too late. Now, (...) one response to these problems might be to deliberately attempt to undo them. However, I claim that this solution is intuitively misguided, and argue that explaining this supports a holistic approach to the value of contributions. Finally, I argue that if contribution pessimism is correct, it could provide an explanation of some widely held intuitions about issues in population ethics, with implications about the practical issue of how much priority we should give to addressing risks of human extinction. (shrink)

While investigating the value of achievements, Dunkle claims that lucky achievements are possible. For instance, if a person does great works, then it is possible that the works have the status of achievements, even if luck plays a crucial role in doing the great works. Rather than examining Dunkle’s claim, this paper proceeds discussion under the assumption that lucky achievements are possible. In particular, based on this assumption, this paper suggests a new approach to the nature of achievement named the (...) Comparative Value Approach. According to the comparative value approach, a product can have the status of an achievement if the product is valuable in an achievement-relevant domain, and in that domain the product is valuable more than most other items which either have been achieved or can be achieved by others. This paper shows that the comparative value approach successfully explains the cases of achievements, including the cases of lucky achievements. Besides this reason, this paper provides three more reasons to show that the comparative value approach is a feasible view of achievements. The comparative value approach can accommodate the fact that there are various kinds of achievements; the approach can explain the relation between the nature of achievement and the achievement-value of a product; and the approach can show why in determining the status of a product it matters that for average people achieving a similar kind of product is sufficiently difficult. Based on these four reasons, this paper concludes that the comparative value approach is a plausible understanding of achievements. (shrink)