Life’s Ethical Symphony

Journal of Philosophy of Education 42 (2):201-218 (2008)
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Abstract

Most modern moral theories are impartialist in character. They perceive the demands of morality as standing in opposition to partial concerns and acting as constraints upon them. In this paper I argue that our partial concerns in general, and our love and concern for others in particular, are not ultimately at odds with the demands of morality, impartially understood, but are the necessary preconditions of our being motivated by impartial morality. If we are to care about morality, we must first care about people and things other than morality. If we are to be educated morally, we must first be educated in the emotions.

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Susan Mendus
University of York

Citations of this work

Motivation as Ethical Self-Formation.Matthew Clarke & Barbara Hennig - 2013 - Educational Philosophy and Theory 45 (1):77-90.

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References found in this work

Happiness and Meaning: Two Aspects of the Good Life.Susan Wolf - 1997 - Social Philosophy and Policy 14 (1):207.
Happiness and meaning: Two aspects of the good life.Susan Wolf - 1997 - Social Philosophy and Policy 14 (1):207-225.
The moral philosopher and the moral life.William James - 1891 - International Journal of Ethics 1 (3):330-354.

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