The first half of this paper is an attemptto conceptualize and understand the paradoxicalnotion of ``passive action''''. The strategy is toconstrue passive action in the context ofemotional behavior, with the purpose toestablish it as a conceivable and conceptuallycoherent category. In the second half of thispaper, the implications of passive action forcausal theories of action are examined. I arguethat Alfred Mele''s defense of causalism isunsuccessful and that causalism may lack theresource to account for passive action.Following Harry Frankfurt, I suggest analternative way (...) of understanding the nature ofaction that can accommodate passive action. (shrink)

Although considered often outdated or useless, Plato’s views on affectivity in general and on emotions in particular offer a great deal of observations recurring in subsequent theories of emotions. Without putting forward a claim about the character of these similarities – either influential or purely anticipating or simply coincidental – some examples are provided to illustrate them. If examples referred to are relevant to the current discussion, then Plato’s views are wrongly taken as valid only for historical research, or worse, (...) neglected completely. They should rather be considered helpful in disentangling aporias inherent to the debate over affectivity. A paper discusses the issue of taxonomy of feelings as well as the place of affectivity within mental states in Plato's work. (shrink)

Current research in affectivity is often dominated by perspectives on the feeling/thinking dichotomy. In the paper first I reconstruct Collingwood’s position on this point as it is presented in his Religion and Philosophy, The Principles of Art, and New Leviathan, and then compare it shortly with Bergson’s view. In total five of Collingwood’s different readings of the feeling/thought relation are brought to light. Finally, I opt for a view that takes feeling and thought to be complementary and inseparable, and I (...) try to explain why and how they are better treated in this way. (shrink)

A critical discussion of R S Peters' account of emotions and their place in education.

Bernadette M Tobin; Richard Peters's Theory of Moral Development, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 15–27, https://doi.

We sometimes blame persons, and we sometimes give them credit for the emotions they feel. We could, for example, speak of feeling hatred, resentment or envy as “reprehensible” in suitable circumstances, or say “He's to blame for feeling that way.” We could speak of feeling sympathy, affection or indignation as “commendable” in suitable circumstances, or say “He deserves credit for feeling that way.” And it is not just that we are assessing such emotion as somehow good or bad — in (...) addition we may reproach or censure a person for the emotions he feels, or we may regard it as a credit to him that he feels as he does. In short, we apportion or impute responsibility to persons sometimes for the emotions they feel, and one important indication of this fact is in the sorts of judgments we can make about emotions. (shrink)

The philosophy of emotions has long been dominated by the view called «cognitivism». According to it, emotions are characterized not by mere physical impulses but by a cognitive evaluation of their object. However, despite their success, cognitive theories have to deal with various objections and are divided on how to answer to them. In this essay I want to defend the form of cognitivism claimed by Martha Nussbaum from the most common criticisms. After a brief summary of her account, I (...) confront some of the objections that have been raised against it. In Section 2 I deal with the classic problem of emotions in infants and animals, which lack linguistic abilities. Later, I confront the potential problem represented by cases in which one’s emotion and reasoned judgment seem to differ: in paragraph 3 I consider irrational phobias and fears, to show how they can be accounted for in terms of judgments and thoughts, and not only of perceptions; in paragraph 4 I deal with the objection that «judgementalist» theories violate the «principle of charity», for they ascribe an excessive irrationality to people. I argue that experimental evidence suggest that it is not implausible to assume that people have contradictory beliefs under conditions of uncertainty, and that perceptual theories of emotion fail to account for some fundamental aspects of these phenomena. Finally, in paragraph 5, I deal with the objection according to which a cognitive-evaluative theory cannot explain the sense of passivity that we commonly experience in emotions. (shrink)

This article argues that Buddhist philosophy offers a plausible theory of the education of the emotions. Emotions are analyzed as cognitive feeling events in which the subject is passive. The education of the emotions is possible if and only if it is possible to evaluate one’s emotional life (the normative condition) and it is possible to satisfy the normative condition through learning (the pedagogical condition). Drawing on the Four Noble Truths of Buddhism, as well as the concepts of conditioned arising, (...) emptiness and anattā, the article presents a view of the education of the emotions that rejects craving for permanence. (shrink)

This paper assesses Michael Brady’s claim that the ‘capture and consumption of attention’ in an emotion facilitates evaluative understanding. It argues that emotional attention is epistemically deleterious on its own, even though it can be beneficial in conjunction with the right epistemic skills and motivations. The paper considers Sartre’s and Solomon’s claim that emotions have purposes, respectively, to circumvent difficulty or maximize self-esteem. While this appeal to purposes is problematic, it suggests a promising alternative conception of how emotions can be (...) teleological. The fact that emotional attention manifests dispositions, which have been habituated by repeated association with pleasure or relief, explains how the emotion can acquire the function of producing pleasure or relief. Hence, the emotion can have ‘non-cognitive function,’ in which its patterns of attention reliably produce beliefs that disregard or distort the truth. Not only is non-cognitive function the default condition of emotion prior to any training, but even those who have successfully trained their emotions often revert back to non-cognitive function when faced with trauma or stress. (shrink)

Aristotelian virtue ethics invests emotions and feelings with much moral significance. However, the moral and other conflicts that inevitably beset human life often give rise to states of emotional division and ambivalence with problematic implications for any understanding of virtue as complete psychic unity of character and conduct. For one thing, any admission that the virtuous are prey to conflicting passions and desires may seem to threaten the crucial virtue ethical distinction between the virtuous and the continent. One recent attempt (...) to sustain this distinction -- considered in this paper -- maintains that the contrary-to-virtue emotions and desires of the virtuous (by contrast with those of the continent) must relinquish their motive power as reasons for action. Following some attention to the psychological status of feelings and emotions -- in particular their complex relations with cognition and reason -- this paper rejects this solution in favour of a more constructive view of emotional conflict. (shrink)

From some perspectives, it seems obvious that emotions and feelings must be both reasonable and morally significant: from others, it may seem as obvious that they cannot be. This paper seeks to advance discussion of ethical implications of the currently contested issue of the relationship of reason to feeling and emotion via reflection upon various examples of affectively charged moral dilemma. This discussion also proceeds by way of critical consideration of recent empirical enquiry into these issues in the literature of (...) so-called emotional intelligence. In this regard, despite ambiguities in their accounts of the relationship of reason to emotion, advocates of emotional intelligence generally incline to therapeutic conceptions of emotional health which are not inconsistent with currently fashionable cognitivist accounts of feeling and emotion. All the same, it is arguable that therapeutic or other strategies which overplay the possibility of cognitive or other resolution of emotional conflict are prey to certain difficulties. First, they underemphasise those passive but identity-constitutive aspects of affect which are not obviously rationally accountable. Secondly, they insufficiently recognise the extent to which emotional conflicts can be significantly implicated in moral diversity. In view of either or both of these points, they may fail to appreciate the moral inappropriateness of attempts to resolve certain forms of emotional conflict or tension. (shrink)

In this project, I explore the ethics of interactive role-playing video games. After explicating a wide range of issues contained in these games, I argue that they belong in the realm of fiction. Using the theory of Response Moralism, I argue that the emotions we feel in response to fictions, which includes role-playing games, are real and morally assessable. I then present an attack on escapism, which I challenge by arguing that evincing virtues and vices is possible within a video (...) game or virtual reality. I end my project with a discussion of the ways in which race and gender are represented in video games, alongside an applied case of response moralism. I make the conclusion that role-playing video games are morally significant works, which are worthy of philosophical attention. (shrink)