Abstract

When questioned about what ought to be done in a particular scenario, students often ignore moral considerations and appeal to what is in an individual’s self-interest. This paper shows how an instructor can use a student’s habitual inclination to think in a self-interested fashion to guide them into thinking about moral considerations. Rather than drawing a sharp distinction between self-interested thinking and moral considerations, a more plausible account contends that self-interested thinking does not function independently of moral considerations. That is, self-interested thinking reveals itself to be incomplete without some normative conception of the self. In addition to arguing and responding to objections to this position, the paper offers pedagogical advice on how instructors can use a student’s thinking about self-interest to guide them into moral thought.