Research concerning the link between morality and education-related variables is scarce. Thus, the present study addressed this issue by focusing on the connection between moral disengagement and academic engagement and the moderating roles of educational anti-mattering and psychological distress. Our sample comprised 363 university students aged 18 to 29 (M = 20.86, SD = 1.57) from Bachelor’s and Master’s programs. Correlation analysis suggested that academic engagement was negatively associated with psychological distress and educational anti-mattering. Moderation analyses suggested that moral disengagement (...) predicted academic engagement only at high levels of psychological distress (i.e. depression, anxiety, and stress). Educational anti-mattering, however, did not significantly moderate the link between moral disengagement and academic engagement. We discuss the theoretical and practical implications of the results in addressing students’ academic engagement. (shrink)

This paper examines Catharine Trotter Cockburn’s moral philosophy, focusing on her accounts of virtuous conduct, conscience, obligation, and moral character. I argue that Cockburn’s account of virtue has two interlocking parts: a view of what virtue requires of us, and a view of how we come to see this requirement as authoritative. I then argue that while the two parts are ultimately in tension with one another, the tension is instructive. I use Cockburn’s encounter with Shaftesbury’s writings to help bring (...) out this tension in her thought. I conclude that Cockburn’s work marks a bridge in modern moral philosophy from seventeenth-century natural law theory to the naturalism of the eighteenth century— that of Gay, Hume, and Bentham. (shrink)

In the first edition of the Essay, Locke argued that we pursue whatever course of action we judge to be the best option available to us at the time. In other words, we always act under the guise of...

This article examines John Locke’s theory of subjectivity to challenge the recent critical tendency to associate biopolitics and empiricism. Michel Foucault, most notably among modern theorists of biopolitics, proposes that the Lockean man, or an interest-seeking animal, constitutes the paradigm of a person that remains subject to biopower. Such understanding of empiricism by biopolitical theorists is, however, reductive because Locke’s view of human subjectivity is fundamentally equivocal. As I demonstrate by analyzing his discussion of freedom, action, and desire in An (...) Essay Concerning Human Understanding and other writings, Locke admits the possibility for a human being to think and to act freely, although in the process of restricting the capacity for free action. Hence, the theorists’ simplistic view of Locke rather reflects the limits of their own conception of subjectivity, especially their behavioristic premises. As they consider a person as a mere machine of survival without agency and initiative, they preclude the possibility of overcoming biopower at the fundamental level. In demonstrating contradictions and tensions within Locke’s empiricism, this article then proposes the ways in which Locke can show a way beyond the critical impasse in political theory in elucidating the power of acting against the chain of causality. (shrink)

Locke famously claimed that morality was capable of demonstration. But he also refused to provide a system of demonstrative morality. This paper addresses the mismatch between Locke’s stated views and his actual philosophical practice. While Locke’s claims about demonstrative morality have received a lot of attention it is rare to see them discussed in the context of his general theory of demonstration and his specific discussions of particular demonstrations. This paper explores Locke’s general remarks about demonstration as well as his (...) claims about demonstration in natural philosophy, mathematics, and morality. Careful attention to these detailed discussions motivates a reevaluation of Locke’s views on demonstrative knowledge of morality. Specifically, while Locke did believe that some demonstrative moral knowledge might be in-principle available to us he also believed that facts about the difficulty of demonstration meant that this knowledge would in-practice be largely unattainable. (shrink)

In her book Experience Embodied Anik Waldow devotes a chapter to “Locke’s Experimental Persons.” Her chapter aims to show how Locke’s views on persons, personal identity, and moral agency in his Essay concerning Human Understanding build on his esteem-based approach to education that he develops in Some Thoughts concerning Education. After outlining main contributions that Waldow makes in her chapter, I turn to three issues that in my view deserve further consideration. First, I draw attention to the question of how (...) Locke’s esteem-based education can be reconciled with his moral views in the Essay. I propose that the question of how children become persons or moral agents who see their actions bound by divine law is worth examining with more detail. Second, I contrast Waldow’s interpretation of what a Lockean action is with an alternative interpretation and show that this has implications for how we understand the role of consciousness in Locke’s account of persons and personal identity. Third, I take a closer look at Waldow’s view that consciousness has an epistemic function in Locke’s account of persons and personal identity and highlight advantages of also acknowledging a metaphysical function of consciousness. (shrink)