I argue that, If one adopts a minimal naturalism (of a kind rejected by moore, Hare, "et al".), One would adopt a methodology which yields conclusions identical to that yielded by intuitionistic methodology (of a kind employed by ross, Prichard, "et al".). I dilate upon the advantages which thus accrue to each theory, And I defend my minimal naturalism against a variety of objections.

Intuitionism has for many years been a poor relation among the various metaethical theories, commonly thought both parochial and irrational. Most recent writers who attempt a survey of ethical theory mention it briefly in an embarrassed sort of way, and then dismiss it in a paragraph or two. John Rawls, however, does not share this common attitude. In his recent book he represents his own theory as being an alternative both to intuitionism and to utilitarianism, and it is apparent from (...) his discussion that he takes both of these latter theories seriously, as having substantial attraction to reasonable men. Those sympathetic to intuitionism have no doubt been cheered by Rawls’ respectful treatment; but they are likely also to have been dismayed by the fact that, because he focuses upon a somewhat unusual understanding of it, he does not make clear how his theory stands in relation to intuitionism in its most general form, nor whether there are varieties of intuitionism consistent with the whole of his theory or at least with important parts of it. I shall try to answer these questions here. (shrink)

This chapter contains sections titled: The Prima Facie Duty to Obey: A Brief History Implications of Catechistic Metaethics for the Duty of Obedience Implications of Commonalist Metaethics for the Duty of Obedience Conclusion References.

In "moral arguments" ("mind", 1958), Philippa foot displayed what she claimed to be a deduction of an evaluative conclusion from a non-Evaluative premise. In "freedom and reason", R m hare attacks foot-Style deductions on two grounds: he first offers a "reductio", Comparing them to a racist deduction; he then offers an explanation of where all of these arguments go awry. I argue in my paper's first part that hare's explanation rests upon a defective criterion of entailment. In passing I show (...) how this counts against certain noncognitivist arguments that purport to show that moral judgments cannot be factual. In the second part I show that foot-Style deductions--And the racist deduction as well--Are either unsound or else superfluous to the naturalist's enterprise. From this I draw certain morals as to what conditions a successful naturalism must satisfy. (shrink)

In the recent spate of philosophers' writing on legal ethics, most contend that lawyers' professional role exposes them to great risk of moral wrongdoing; and some even conclude that the role's demands inevitably corrupt lawyers' characters. In assessing their arguments, I take up three questions: (1) whether philosophers' training and experience give them authority to scold lawyers; (2) whether anything substantive has emerged in the scolding that lawyers are morally bound to take to heart; and (3) whether lawyers ought to (...) defer to philosophers' claims about moral principle. I return a negative answer to each. (shrink)

Kent Greenawalt, Conflicts of Law and Morality New York: Oxford University Press, 1987; xii, 383pp.

Intuitionism has for many years been a poor relation among the various metaethical theories, commonly thought both parochial and irrational. Most recent writers who attempt a survey of ethical theory mention it briefly in an embarrassed sort of way, and then dismiss it in a paragraph or two. John Rawls, however, does not share this common attitude. In his recent book he represents his own theory as being an alternative both to intuitionism and to utilitarianism, and it is apparent from (...) his discussion that he takes both of these latter theories seriously, as having substantial attraction to reasonable men. Those sympathetic to intuitionism have no doubt been cheered by Rawls’ respectful treatment; but they are likely also to have been dismayed by the fact that, because he focuses upon a somewhat unusual understanding of it, he does not make clear how his theory stands in relation to intuitionism in its most general form, nor whether there are varieties of intuitionism consistent with the whole of his theory or at least with important parts of it. I shall try to answer these questions here. (shrink)

Lloyd Weinreb, Oedipus at Fenway Park: What Rights There Are and Why There Are Any Cambridge, MA: Harvard University Press, 1994, viii, 221 pp.

Judith Jarvis Thomson, The Realm Of Rights Harvard University Press, 1990, viii, 383pp.

William H. Simon, The Practice of Justice: A Theory of Lawyers? Ethics Cambridge, MA: Harvard University Press, 1998, viii + 253 pp.

The question 'Why should I obey the law?' introduces a contemporary puzzle that is as old as philosophy itself. The puzzle is especially troublesome if we think of cases in which breaking the law is not otherwise wrongful, and in which the chances of getting caught are negligible. Philosophers from Socrates to H.L.A. Hart have struggled to give reasoned support to the idea that we do have a general moral duty to obey the law but, more recently, the greater number (...) of learned voices has expressed doubt that there is any such duty, at least as traditionally conceived. (shrink)

Background In Canadian jurisdictions without specific legislation pertaining to research consent, the onus is placed on researchers to determine whether a child is capable of independently consenting to participate in a research study. Little, however, is known about how child health researchers are approaching consent and capacity assessment in practice. The aim of this study was to explore and describe researchers' current practices. Methods The study used a qualitative descriptive design consisting of 14 face-to-face interviews with child health researchers and (...) research assistants in Southern Ontario. Transcribed interviews were analysed for common themes. Results Procedures for assessing capacity varied considerably from the use of age cutoffs to in-depth engagement with each child. Three key issues emerged from the accounts: (1) requirements that consent be provided by a single person thwarted researchers' abilities to support family decision-making; (2) little practical distinction was made between assessing if a child was capable, versus determining if study information had been adequately explained by the researcher; and (3) participants' perceived that review boards' requirements may conflict with what they considered ethical consent practices. Conclusion The results suggest that researchers' consent and capacity knowledge and skills vary considerably. Perceived discrepancies between ethical practice and ethics boards' requirements suggest the need for dialogue, education and possibly ethics board reforms. Furthermore we propose, where appropriate, a ‘family decision-making’ model that allows parents and their children to consent together, thereby shifting the focus from separate assent and consent procedures to approaches that appropriately engage the child and family. (shrink)

Even after multiple cycles of ABET accreditation, many engineering programs are unsure of how much curriculum content is needed to meet the requirements of ABET’s Criterion 3.f (an understanding of professional and ethical responsibility). This study represents the first scholarly attempt to assess the impact of curriculum reform following the introduction of ABET Criterion 3.f. This study sought to determine how much professional and ethical responsibility curriculum content was used between 1995 and 2005, as well as how, when, why, and (...) to what effect changes in the amount of content occurred. Subsequently, the study sought to evaluate if different amounts of curriculum content generated differing student outcomes. The amount of curriculum content used by each of the participating programs was identified during semi-structured interviews with program administrators and a review of ABET Self-Study documents. Quantitative methods were applied to determine if a relationship existed between the curriculum content and performance on a nationally administered, engineering-specific standardized examination. The findings indicate a statistical relationship, but a lack of structure between the amount of required content in the curriculum and performance on the examination. Additional findings were also generated regarding the way that programs interpret the Criterion 3.f feedback generated during accreditation visits. The primary impact of this study is that it dispels the myth that more courses or course time on professionalism and ethics will necessarily lead to positive engineering education outcomes. Much of the impetus to add more curriculum content results from a lack of conclusive feedback during ABET accreditation visits. (shrink)

All of our information about the world is derived from the function of our senses, and thus they are the principal source of all our knowledge. This was recognized explicitly by early Greek philosophers, remained an important point of discussion for nineteenth‐century philosophers, and continues to be a key issue for present‐day philosophers, psychologists, and neuroscientists. It is a key issue in cognitive science because, by initiating the processes that store and evaluate information, sensory information transmission can be considered a (...) cognitive initiator. In a very real sense, who we are and how we see the world are the result of the experiences that are mediated by our sensory systems. These are some of the reasons why the study of sensory systems has occupied such a prominent place in modern cognitive neuroscience. (shrink)

A collection of articles centering around the analysis of the category of possibility. Most have been previously published; an English translation of one, "Scienza e Liberta," appeared in this Review V, p. 361. The treatment is in the contemporary existentialist manner, freedom being presented as based upon possibility, as existentially relevant, as finite and conditioned, yet effective in human affairs. Possibility and freedom, and their interrelation, are discussed from the point of view of their function and value within the philosophical, (...) scientific, artistic, historical and linguistic disciplines. The last three articles deal with the problem in relation to Dewey, Wittgenstein and Croce respectively. --M. B. (shrink)