Sentimentalism comes in many varieties: explanatory sentimentalism, judgment sentimentalism, metaphysical sentimentalism, and epistemic sentimentalism. This encyclopedia entry gives an overview of the positions and main arguments pro and con.

The word 'rationalism,' as it appears in philosophical discussions of ethics and morality, signifies at least one of a cluster of theses, each of which connects some aspect of ethical experience to reason or rationality. The most provocative rationalist thesis arises in contemporary discussions in metaethics; and it is this thesis that remains the most likely referent, in contemporary discussions, of the phrase 'moral rationalism.' The thesis is more accurately referred to, however, as metaethical rationalism, since it concerns the provenance (...) and nature of moral obligations, rather than their substance. A strong version of metaethical rationalism maintains that if someone is morally obligated to perform a certain action, then performing that action is what she has the strongest reasons, all things considered, to do. A weaker version of metaethical rationalism claims that if someone is morally obligated to perform a certain action, then performing that action is something that she has a reason to do, even though the reason might not be decisive: another reason, for instance of prudence, might trump the reason she has to act morally. It is rationalism in this metaethical guise that will be the ultimate focus of this essay. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Recent work in cognitive science provides overwhelming evidence for a link between emotion and moral judgment. I review findings from psychology, cognitive neuroscience, and research on psychopathology and conclude that emotions are not merely correlated with moral judgments but they are also, in some sense, both necessary and sufficient. I then use these findings along with some anthropological observations to support several philosophical theories: first, I argue that sentimentalism is true: to judge that something is wrong is to have a (...) sentiment of disapprobation towards it. Second, I argue that moral facts are response-dependent: the bad just is that which cases disapprobation in a community of moralizers. Third, I argue that a form of motivational internalism is true: ordinary moral judgments are intrinsically motivating, and all non-motivating moral judgments are parasitic on these. (shrink)

Cognitive science is a child of the 1950s, the product of a time when psychology, anthropology and linguistics were redefining themselves and computer science and neuroscience as disciplines were coming into existence. Psychology could not participate in the cognitive revolution until it had freed itself from behaviorism, thus restoring cognition to scientific respectability. By then, it was becoming clear in several disciplines that the solution to some of their problems depended crucially on solving problems traditionally allocated to other disciplines. Collaboration (...) was called for: this is a personal account of how it came about. (shrink)

Recent virtue theorists in psychology implicitly assume the truth of motivational internalism, and this assumption restricts the force and scope of the message that they venture to offer as scientists. I aim to contrive a way out of their impasse by arguing for a version of Aristotelian motivational externalism and suggesting why these psychologists should adopt it. There is a more general problem, however. Although motivational externalism has strong intuitive appeal, at least for moral realists and ‘Humeans’ about motivation, it (...) continues to be threatened by Smith’s fetishisation argument and burdened by the inability of its familiar counter-examples to internalism (of the immoral, wicked, listless and amoral persons) to bear full scrutiny. I argue that Aristotle’s example of the continent person (as distinct from the fully virtuous) offers a more persuasive counter-example to internalism. The moral judgements of continent persons do not motivate them intrinsically, yet the continent cannot be counted as practically irrational with regard to morality. If Aristotelian motivational externalism holds true, psychologists can offer full-fledged theories of virtue without the danger of turning the science of psychology into a prescriptive moralism. (shrink)

ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide (...) additional useful statistical information, particularly that associated with the strength of evidence supporting alternative hypotheses, which has not been provided by the classical frequentist approach focusing on P-values. Finally, we introduce several practical guidelines pertaining to how to utilize Bayesian statistics, including the utilization of newly developed free statistical software, Jeffrey’s Amazing Statistics Program, and thresholding based on Bayes Factors, to scholars in the field of moral education. (shrink)

The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses how (...) experimental methods of neuroscience can be applied to studies in human morality. Particularly, the present essay examines how functional and structural neuroimaging methods can contribute to the development of the fields by reviewing the findings of recent social and developmental neuroimaging experiments. Meanwhile, the present essay also considers some limitations embedded in such discussions regarding the relationship between the fields and suggests directions for future studies to address these limitations. (shrink)

Reverse inference in cognitive neuropsychology has been characterized as inference to ‘psychological processes’ from ‘patterns of activation’ revealed by functional magnetic resonance or other scanning techniques. Several arguments have been provided against the possibility. Focusing on Machery’s presentation, we attempt to clarify the issues, rebut the impossibility arguments, and propose and illustrate a strategy for reverse inference. 1 The Problem of Reverse Inference in Cognitive Neuropsychology2 The Arguments2.1 The anti-Bayesian argument3 Patterns of Activation4 Reverse Inference Practiced5 Seek and Ye Shall (...) Find, Maybe6 Conclusion. (shrink)

Examines the theories of Socrates, Kant, Dewey, Piaget, and others to explore the implications of Socrates' question "what is a virtuous man, and what is a virtuous school and society which educates virtuous men.".

Linking the process of rational decision making to emotions, an award-winning scientist who has done extensive research with brain-damaged patients notes the dependence of thought processes on feelings and the body's survival-oriented regulators. 50,000 first printing.

Moral psychology investigates human functioning in moral contexts, and asks how these results may impact debate in ethical theory. This work is necessarily interdisciplinary, drawing on both the empirical resources of the human sciences and the conceptual resources of philosophical ethics. The present article discusses several topics that illustrate this type of inquiry: thought experiments, responsibility, character, egoism v . altruism, and moral disagreement.

In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for (...) educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education. (shrink)

The present study aims to examine the relationship between the cortical midline structures (CMS), which have been regarded to be associated with selfhood, and moral decision making processes at the neural level. Traditional moral psychological studies have suggested the role of moral self as the moderator of moral cognition, so activity of moral self would present at the neural level. The present study examined the interaction between the CMS and other moral-related regions by conducting psycho-physiological interaction analysis of functional images (...) acquired while 16 subjects were solving moral dilemmas. Furthermore, we performed Granger causality analysis to demonstrate the direction of influences between activities in the regions in moral decision-making. We first demonstrate there are significant positive interactions between two central CMS seed regions—i.e., the medial prefrontal cortex (MPFC) and posterior cingulate cortex (PCC)—and brain regions associated with moral functioning including the cerebellum, brainstem, midbrain, dorsolateral prefrontal cortex, orbitofrontal cortex and anterior insula (AI); on the other hand, the posterior insula (PI) showed significant negative interaction with the seed regions. Second, several significant Granger causality was found from CMS to insula regions particularly under the moral-personal condition. Furthermore, significant dominant influence from the AI to PI was reported. Moral psychological implications of these findings are discussed. The present study demonstrated the significant interaction and influence between the CMS and morality-related regions while subject were solving moral dilemmas. Given that, activity in the CMS is significantly involved in human moral functioning. (shrink)