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Reason and Passion

The Monist 61 (2):283-298 (1978)

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  1. On Moral Nose.Fabrizio Turoldo - 2024 - Cambridge Quarterly of Healthcare Ethics 33 (1):102-111.
    There are many authors who consider the so-called “moral nose” a valid epistemological tool in the field of morality. The expression was used by George Orwell, following in Friedrich Nietzsche’s footsteps and was very clearly described by Leo Tolstoy. It has also been employed by authors such as Elisabeth Anscombe, Bernard Williams, Noam Chomsky, Stuart Hampshire, Mary Warnock, and Leon Kass. This article examines John Harris’ detailed criticism of what he ironically calls the “olfactory school of moral philosophy.” Harris’ criticism (...)
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  • Reid and Moral Emotions.Sabine Roeser - 2009 - Journal of Scottish Philosophy 7 (2):177-192.
    The name of Thomas Reid rarely appears in discussions of the history of moral thought. This is a pity, since Reid has a lot of interesting ideas that can contribute to the current discussions in meta-ethics. Reid can be understood as an ethical intuitionist. What makes his account especially interesting is the role affective states play in his intuitionist theory. Reid defends a cognitive theory of moral emotions. According to Reid, there are moral feelings that are the result of a (...)
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  • Thomas Reid and philosophy with children.Fiachra Long - 2005 - Journal of Philosophy of Education 39 (4):599–614.
    This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with children is considered in the (...)
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  • Thomas Reid and Philosophy with Children.Fiachra Long - 2005 - Journal of Philosophy of Education 39 (4):599-614.
    This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils’ thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with children is considered in the (...)
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  • Thomas Reid Today.Esther Engels Kroeker - 2015 - Journal of Scottish Philosophy 13 (2):95-114.
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  • Reid's Non-Humean Theory of Moral Motives.Esther Engels Kroeker - 2018 - Pacific Philosophical Quarterly 99 (S1):205-224.
    Contrary to the widespread view that Reid and Hume agree that reason, alone, is inert, I argue that they disagree on this point. Both accept that reason plays a role in forming moral sentiments, and that affections are components of moral evaluations. However, I show that for Reid moral evaluations (comprised of moral judgments and moral affections) are different from moral motives (which are not comprised of affections). Moral motives for Reid are mind‐independent states of affairs that are grasped by (...)
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