Cruelty is such a ubiquitous and at the same time disturbing phenomenon that we take for granted that we understand what it is, and how it impacts the ways in which we think about our humanity as a moral condition—how we understand our moral significance. Cruelty: A Book About Us offers an accessible interrogation of cruelty and humanity, and, most critically, it provides a groundwork for us to raise questions collectively; it is an invitation for us all to (...) join in the dialogue. Through academic studies, literary works, and’ personal stories and observations, this book provokes deeper insights into why cruel acts trouble our usual ways of articulating and addressing wrongness. Mining interdisciplinary sources, it excavates what we may not know we don't know and guides us in conversations about this profoundly evocative and often uneasy subject. (shrink)

This book provides a clear, concise and readable introduction to philosophy in the continental tradition. It is a wide-ranging and reliable guide to the work of such major figures as Habermas, Foucault, Derrida, Heidegger, Sartre and Nietzsche. At the same time, it situates their thought within a coherent overall account of the development of continental philosophy since the Enlightenment. Individual chapters consider the character of modernity, the Enlightenment and its continental critics; the ideas of Marxism, the (...) Frankfurt School and Habermas; hermeneutics and phenomenology; existentialism; structuralism and post-structuralism; and postmodernism. In addition to the thinkers already mentioned, there is extended discussion of the ideas of Kant, Hegel, Dilthey, Husserl, Gadamer, Kierkegaard, De Beauvoir and Lyotard. An Introduction to Continental Philosophy is an invaluable introductory text for courses on continental philosophy as well as courses dealing with major figures or influential approaches within that tradition. It will also be most helpful to students and academics from the many disciplines which have been significantly influenced by continental philosophy in recent years, including politics, sociology, anthropology, psychology, theology, literature and cultural studies. (shrink)

Moral psychology—broadly speaking, the study of how people reason and act morally—has a long and productive history. Initially a subfield of philosophy, it posed groundbreaking questions about the nature of values and virtues, the balance of reason and emotion, and the gap between “is” and “ought.” In the twentieth century, the rise of psychology expanded the a priori philosophical enterprise into an empirical science. In psychology, perspectives of development, social interaction, cognition, and neuroscience brought new understanding and new (...) questions. Over the past few decades, moral psychology has emerged as one of the most vital fields in the human sciences. The Cambridge Handbook of Moral Psychology offers a state-of-the-art guide to this rapidly expanding field. It introduces central questions and recent insights, traces continuing puzzles and debates, and integrates empirical and theoretical perspectives. The interdisciplinary character of the volume reflects the fact that contemporary research in moral psychology is deeply informed by many disciplines and traditions, from its philosophical roots to its latest scientific discoveries in psychology, anthropology, sociology, behavioral economics, and more. (shrink)

Much has been written about Sartre’s contribution to the field of psychology. His phenomenology as whole and his proposal for an existential psychoanalysis in particular, have contributed to the field of humanist psychology in general and existential psychology specifically. Less has been written, however, about Sartre’s contribution to the field of moral psychology apart from the occasional analysis of his notion of “bad faith” or the use, by moral philosophers, of some of his colourful examples to illustrate a (...) point. In this article, I want to examine an issue in contemporary moral psychology in light of Sartre’s philosophy, particularly as he develops it in his early major work, Being and Nothingness. The issue that I wish to address is that of practical reason. In contrast to both the neo-Humean and neo-Kantian positions, I want to explore a Sartrean alternative, which situates moral motivation neither in ordinary empirical desires, nor strictly in practical reason. Moral motivation, on a Sartrean account, is rather to be understood in ontological terms as an expression of the desire to be. (shrink)

In this paper, we elucidate the moral psychology and what we might call the moral sociology of Mencius and of Hume, and we argue for three claims. First, we demonstrate that there are strong similarities between Mencius and Hume concerning some of the principal psychological sources of the virtue of humanity. Second, we show that there are strong similarities between the two concerning some of the principal social sources of the virtue of humanity. Third, we argue that there (...) are related, though weaker, similarities between Mencius and Hume concerning some of the principal cognitive sources of the virtue of humanity. We conclude by suggesting that the number and nature of these similarities demonstrate the need for future research on the conceptual connections between Confucian and Humean moral philosophy, especially on the psychological and social sources of benevolent moral development. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 41.2 (2003) 282-284 [Access article in PDF] Bruce Kuklick. A History of Philosophy in America, 1720-2000. New York: Oxford University Press, 2001. Pp. xiii + 326. Cloth, $30.00. Scott L. Pratt. Native Pragmatism: Rethinking the Roots of American Philosophy. Bloomington: Indiana University Press, 2002. Pp. xviii + 316. Cloth, $49.95. Paper, $21.95. In his earlier works Bruce Kuklick has studied major figures and (...) episodes in the evolution of American thought, most famously the Golden Age of Harvard. In the present book he proposes to tell the whole story. Beginning, as it must, with Jonathan Edwards, Part I traces the long and difficult process by which philosophy gradually distinguishes itself from theology. Part II deals magisterially with the age of pragmatism, from Darwin to Dewey, and Part III with professional philosophy in the twentieth century. Kuklick's account of this latest development, briefly adumbrated in his previous books, is the freshest and (to this retired professional) most engaging part of the narrative. Once philosophy had loosened the bonds that tied it to theology, once sciences like psychology, originally parts of philosophy, had declared independence and set out on their own, and once philosophy's role as counselor to private morals and public policy had been taken over by psychoanalysis, economics, sociology, and political science, philosophers had to discover a new identity for themselves. Inspired by logical positivism and the linguistic ruminations of the late Wittgenstein, professional philosophy came to mean, very largely, a preoccupation with problems of logic, philosophy of language, philosophy of science, and epistemology. The result was that, apart from undergraduate lectures and occasional ventures into the popular media, what philosophers said and wrote, intelligible only to other philosophers, became irrelevant to just about everything of personal and public interest, and even to the traditional concerns of philosophy itself with the nature of reality and the conduct of life.The eventual arrival in the American academy of phenomenology, existentialism, and deconstruction, in spite of their apparent engagement with "real life" and their appeal to undergraduates, only bred another species of professionals and precipitated the familiar antagonism between analytic and continental philosophy. Late in the last century Richard Rorty, a preeminent analytic philosopher, broke ranks, discovered first Heidegger and Derrida, then William James and John Dewey, and declared himself a pragmatist. He characterized philosophy as a single voice in the conversation of the West, which also included literature, literary criticism, the arts, and all the sciences both natural and humane. But he remains a philosopher of language. The pragmatism of the nineteenth century was a low-mimetic [End Page 282] form of the high-mimetic idealism from which it emerged: from Royce to James. Rorty's pragmatism not only takes for granted the (often implicit) materialism and atheism of analytic philosophy, but is itself a new way of understanding and using language. It has been called, inverting James, an old name for a new way of thinking.But I need to correct this overly simple account. As Kuklick is aware, philosophy in America, though it did succeed in detaching itself from theology, has never wholly dissolved its ties to religion. Royce and James in the nineteenth century and Dewey in the twentieth continued to be preoccupied with religious questions, especially with the apparent conflict of religion and science suggested by Darwin's theory. Religious interests survive, barely, in "critical realism." And even though analytic philosophy would seem to be most comfortable with atheism, more than a few thinkers trained in analysis have combined analytic logic and religious faith. Witness the Society of Christian Philosophers. On the whole, however, professional philosophy has been devoid of religious, socio-political, or existential interest. This should not be surprising. All genuine professions serve an end beyond themselves—as medicine serves health, law justice, and theology salvation. But when philosophy becomes a "profession," it has no end but self-preservation, i.e., creating more philosophers and finding jobs for them.One slightly disconcerting feature of Kuklick's... (shrink)

Embodied Moral Psychology and Confucian Philosophy is a comprehensive and insightful book that shows how some central tenets of Confucian philosophy are supported by contemporary research in psychology. More specifically, Bongrae Seok shows “that Confucian moral philosophy is a philosophical tradition of the embodied moral mind with the potential to develop a viable theory of embodied moral psychology”. He begins part one of his book with a chapter on “What is Embodied Cognition?” saying that it generally (...) refers to “the physical mechanism of a cognitive system, in the processes of gathering, processing, storing, and accessing information”. He.. (shrink)

The purpose of this study is to assess effects of STS(Science and Technology Studies) education in natural science colleges and engineering colleges. STS is an interdisciplinary study includes ethics, history, sociology, policy of science and technology; its main purpose is elaborating students' social perspectives on science and technology. In Korea, however, there is few studies related to STS education to improve its educational effects. Therefore, this study will do exploratory investigation effects of STS education in moral development and (...) epistemological beliefs from view point of educational psychology; moral development will be assessed by DIT(Defining Issues Test), and epistemological beliefs will be assessed by EBI(Epistemic Beliefs Inventory). The results show that, first, there was significant difference between growth in epistemological beliefs of students who attended STS course for semesters and who did not attend STS course at all or attended just once, second, students who attended historical-social based and interdisciplinary STS courses showed significantly grater growth in moral reasoning than students who attended non STS courses or field specified STS courses such as philosophy of science and technology, From the results of investigation, this study will propose some suggestions to improve STS education in Korea. (shrink)

For much of the twentieth century, philosophy and science went their separate ways. In moral philosophy, fear of the so-called naturalistic fallacy kept moral philosophers from incorporating developments in biology and psychology. Since the 1990s, however, many philosophers have drawn on recent advances in cognitive psychology, brain science, and evolutionary psychology to inform their work. This collaborative trend is especially strong in moral philosophy, and these three volumes bring together some of the most innovative work by both (...) philosophers and psychologists in this emerging interdisciplinary field. The neuroscience of morality is in its infancy, with the first brain imaging studies of moral development undertaken only in 2001. The contributors to volume 3 sample the best work in this very new field, discussing a variety of approaches, including functional imaging, lesion studies, abnormal psychology, and developmental neuroscience. Each chapter includes an essay, comments on the essay by other scholars, and a reply by the author of the original essay. Topics include the neural basis of moral emotions and moral judgments as well as comparisons of normal adult moral judgments with those made by children, adolescents, and people with psychopathy, brain damage, and autism. Contributors to volume 3:_ _Abigail Baird, William Casebeer, Cordelia Fine, Nathan Fox, Uta Frith, Jordan Grafman, Joshua Greene, Catherine Hynes, Fatima Azavedo Ignacio, Richard Joyce, Jerome Kagan, Leonard Katz, Kent Kiehl, Jeanette Kennett, Melanie Killen, Daniel Lapsley, Heidi Maibom, Victoria McGeer, John Mikhail, Jorge Moll, Shaun Nichols, Ricardo de Oliveira-Souza, Adina Roskies, Jana Schaich Borg, Katrina Sifferd, Walter Sinnott-Armstrong, Michael Smith, Mark Timmons, Frederick de Vignemont, Paul Whalen, Roland Zahn. (shrink)

Psychological research shows that our emotions and feelings often guide the moral decisions we make about our own lives and the social groups to which we belong. But should we be concerned that out important moral judgments can be swayed by "hot" passions, such as anger, disgust, guilt, shame and sympathy? Aren't these feelings irrational and counterproductive? Using a functional conflict theory of emotions (FCT), Giner-Sorolla proposes that each emotion serves a number of different functions, sometimes inappropriately, and (...) that moral emotions in particular are intimately tied to problems faced by the individuals in a group, and by groups interacting with each other. Specifically, the author suggests that these emotions help us, as individuals and group members, to: Appraise developments in the environment Learn through association Regulate our own behavior Communicate convincingly with others. Drawing on extensive research, including many studies from the author's own lab, this book shows why emotions work to encourage reasonable moral behaviour, and why they sometimes fail. This is the first single-authored volume in the field of psychology dedicated to a separate examination of the major moral and positive emotions. As such, the book is ideal reading for researchers, postgraduates and undergraduates of social psychology, sociology, philosophy and politics. (shrink)

The publication of this unique three-volume set represents the culmination of years of work by a large number of scholars, researchers, and professionals in the field of moral development. The literature on moral behavior and development has grown to the point where it is no longer possible to capture the “state of the art” in a single volume. This comprehensive multi-volume Handbook marks an important transition because it provides evidence that the field has emerged as an (...) area of scholarly activity in its own right. Spanning many professional domains, there is a striking variety of issues and topics surveyed: anthropology, biology, economics, education, philosophy, psychology, psychiatry, sociology, social work, and more. By bringing together work on diverse topics, the editors have fostered a mutually-beneficial exchange not only between alternative approaches and perspectives, but also between “applied” and “pure” research interests. The Theory volume presents current and ongoing theoretical advances focusing on new developments or substantive refinements and revisions to existing theoretical frameworks. The Research volume summarizes and interprets the findings of specific, theory-driven, research programs; reviews research in areas that have generated substantial empirical findings; describes recent developments in research methodology/techniques; and reports research on new and emerging issues. The Application volume describes a diverse array of intervention projects — educational, clinical, organizational, and the like. Each chapter includes a summary report of results and findings, conceptual developments, and emerging issues or topics. Since the contributors to this publication are active theorists, researchers, and practitioners, it may serve to define directions that will shape the emerging literature in the field. (shrink)

Moral functioning is a defining feature of human personhood and human social life. Moral Psychology provides an integrative and evaluative overview of the theoretical and empirical traditions that have attempted to make sense of moral cognition, prosocial behavior, and the development of virtuous character.This is the first book to integrate a comprehensive review of the psychological literatures with allied traditions in ethics. Moral rationality and decisionmaking; the development of the sense of fairness and justice, (...) and of prosocial dispositions; as well as the notion of moral self and moral identity and their relation to issues of character and virtue are fully discussed in the rich contexts provided by psychological and philosophical paradigms. Lapsley emphasizes parenting and educational strategies for influencing moral behavior, reasoning, and character development, and charts a line of research for the “post-Kohlbergian era” in moral psychology.This book will be an invaluable text for advanced courses in moral psychology, as taught in departments of psychology, education, and philosophy. It will also prove to be a standard reference work for researchers and ethicists alike. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Strangeness of AlterityJolanta Saldukaitytė (bio)The problem of strangeness can be approached from different angles: aesthetic, sociological, psychological, cultural, etc. Strangeness can be found as well in the strangeness of experience: I as stranger to myself, or the strange place I find myself, or the strange people who surround me. These would enable us to uncover the uncanny (Freud, Heidegger), or discuss sociological notions of alienation (Marx) or the (...) aesthetic method of ostranienie (Shklovsky, Brecht), just to mention a few additional accounts of strangeness. The goal of the present essay, however, is not to show various forms and aspects of strangeness, horizontally, as it were, but to address the very meaning of strangeness, intensively or vertically. Even more specifically, the present essay discusses the strange as at once that which comes from the outside and as that which addresses me.In the first part, I present a general notion of strangeness, mainly concentrating on strangeness as what is peculiar or weird. Some studies by Bernhard Waldenfels will be considered here. In the second part, the problem of strangeness is examined in the context of Emmanuel Levinas’s philosophy, primarily in terms of his notion of personal otherness and the question of the link between strangeness and such [End Page 95] alterity. For the latter point of view, juxtaposing the difference and relatedness of strangeness and Levinasian alterity, we ask the question of if and of how alterity is strange.Relative StrangenessFirst let us clarify what we usually or generally call strange. No doubt different languages uncover slightly different aspects, but in most cases in searching for the strange we bring up similar images: distant, unseen places — something like the lands of Gulliver’s Travels — with their unusual inhabitants and weird customs or distant times, past and future, with their unfamiliar communities and peculiar customs. We may even conjure aliens from undiscovered galaxies or fantastical creatures and monsters — unicorns, nymphs, vampires, dragons — or unusual and peculiar animals — a platypus, albino cave-dwelling fish, elephants. Perhaps unexplained earth phenomena, like Stonehenge, or seemingly paranormal events that are the inspiration for cults and imagination. We may encounter David Lynch’s Elephant Man or Victor Hugo’s Hunchback of Notre Dame, or conjure the holy fool, madmen, the third little brother fool Ivan from the European fairytale, or even Prince Myshkin of Dostoyevsky. No doubt all these images do not coincide or cohere. They unveil various different aspects of strangeness: on one hand, we see that strangeness belongs to the realm of the imaginary while, on the other hand, it is part of the world; or, one may say, the latter has existence, or a more stable existence, while the former does not. What gives them a commonality, however, is that in each instance there is some disruption of order, of discourse, a shaking of the established conception of the world and knowledge, going beyond what is familiar, ordinary, and normal. In each case, there is something unusual, weird, peculiar. In each case, there is a putting into question of our aesthetical sensibilities, moral norms or practices, and epistemological knowledge. In other words, using Levinas’s vocabulary, this kind of the strange is a rupture in [End Page 96] the discourse of totality. By “totality” here we understand universalizing order, system, a way of thinking that does not allow otherness, exteriority, anomaly, differences, or, in some sense, strangeness. The univocal discourse of totality, of coherence and consistency without exception, is a discourse of violence because it must suppress even the possibility of ruptures in continuity: the other must be reduced to the same. Totality allows nothing discontinuous: everything must have a place, within, a part, not an exception.The strange as the weird and peculiar, however, opens such a closed universe to discontinuity, variety, and heteronomy. According to Waldenfels, who has developed a phenomenology of the alien/strange with careful precision, strange as weird and peculiar applies to the order of things, to various forms of life and to forms of experience.1 Strangeness understood as difference in kind, as the peculiar, according to Waldenfels, might appear in various forms: (1) everyday strangeness that belongs to or occurs within... (shrink)

Die Hauptrichtung der französischen Soziologie ist heute noch die Durkheimsche Schule, die C. Bouglé in seinem Buch „Bilan de la Sociologie française contemporaine“ in den Vordergrund stellt. Diese Schule hat weniger im Sinne einer Einzelwissenschaft gewirkt als durch den Einfluss, den sie auf fast alle sozialen Wissenschaften ausgeübt hat. Deswegen sind die verschiedenen Kapitel des Bougléschen Buches den besonderen Disziplinen : Psychologie, Ethnographie, Geschichte, Jura, Nationalökonomie gewidmet, um die Wechselwirkung zwischen ihnen und der Soziologie, die Verbreitung der soziologischen Methode, des (...) soziologischen Gesichtspunkts zu würdigen. Anschliessend an Bouglé versucht Koyré diese Würdigung zusammenzufassen und kritisch zu beleuchten. Trotz ihrer verschiedenen theoretischen Einstellung kommen diese Disziplinen praktisch zu einer fruchtbaren Zusammenarbeit. Schliesslich macht Koyré zwei wichtige Bemerkungen : 1. über die Tendenz der soziologischen Moral, für welche die soziale Kohärenz der höchste Wert wäre, und 2. über die Wiederentdeckung einer besonderen Schicht der Wirklichkeit durch Dürkheim, nämlich die Kollektivvorstellung, die wie der „objektive Geist“ jedem Individuum innerlich und zugleich äusserlich und für alle verpflichtend ist.The dominant tendency in French sociology is still represented by the school of Durkheim, which receives prominent treatment by C. Bouglé in his book,,, Bilan de la Sociologie française contemporaine“. This school has penetrated nearly all the different social sciences and its influence has not been confined to the boundaries of a separate discipline. The different chapters of Bouglé's book, therefore, deal with psychology, anthropology, history, law, and political economy, in order to analyze the interaction between these separate disciplines and the sociological method.The author attempts to develop further the viewpoint advanced by Bouglé and to throw critical light upon it. He makes his observations along two main lines of thought, namely : first, that the focal conception which represents the supreme value for any sociology and its scientific unity is the conception of social coherence ; and second, that there is a particular area of reality rediscovered by Durkheim, namely the collective idea which, like the „objective mind“, represents for each and every individual a bond internal as well as external. (shrink)

For much of the twentieth century, philosophy and science went their separate ways. In moral philosophy, fear of the so-called naturalistic fallacy kept moral philosophers from incorporating developments in biology and psychology. Since the 1990s, however, many philosophers have drawn on recent advances in cognitive psychology, brain science, and evolutionary psychology to inform their work. This collaborative trend is especially strong in moral philosophy, and these volumes bring together some of the most innovative work by both philosophers (...) and psychologists in this emerging interdisciplinary field. The contributors to volume 1 discuss recent work on the evolution of moral beliefs, attitudes, and emotions. Each chapter includes an essay, comments on the essay by other scholars, and a reply by the author of the original essay. Topics include a version of naturalism that avoids supposed fallacies, distinct neurocomputational systems for deontic reasoning, the evolutionary psychology of moral sentiments regarding incest, the sexual selection of moral virtues, the evolution of symbolic thought, and arguments both for and against innate morality. Taken together, the chapters demonstrate the value for both philosophy and psychology of collaborative efforts to understand the many complex aspects of morality. Contributors: William Casebeer, Leda Cosmides, Oliver Curry, Michael Dietrich, Catherine Driscoll, Susan Dwyer, Owen Flanagan, Jerry Fodor, Gilbert Harman, Richard Joyce, Debra Lieberman, Ron Mallon, John Mikhail, Geoffrey Miller, Jesse Prinz, Peter Railton, Michael Ruse, Hagop Sarkissian, Walter Sinnott-Armstrong, Chandra Sekhar Sripada, Valerie Tiberius, John Tooby, Peter Tse, Kathleen Wallace, Arthur Wolf, David Wong Walter Sinnott-Armstrong is Professor of Philosophy and Hardy Professor of Legal Studies at Dartmouth College. (shrink)

For much of the twentieth century, philosophy and science went their separate ways. In moral philosophy, fear of the so-called naturalistic fallacy kept moral philosophers from incorporating developments in biology and psychology. Since the 1990s, however, many philosophers have drawn on recent advances in cognitive psychology, brain science, and evolutionary psychology to inform their work. This collaborative trend is especially strong in moral philosophy, and these three volumes bring together some of the most innovative work by both (...) philosophers and psychologists in this emerging interdisciplinary field. The neuroscience of morality is in its infancy, with the first brain imaging studies of moral development undertaken only in 2001. The contributors to volume 3 sample the best work in this very new field, discussing a variety of approaches, including functional imaging, lesion studies, abnormal psychology, and developmental neuroscience. Each chapter includes an essay, comments on the essay by other scholars, and a reply by the author of the original essay. Topics include the neural basis of moral emotions and moral judgments as well as comparisons of normal adult moral judgments with those made by children, adolescents, and people with psychopathy, brain damage, and autism. Contributors to Volume 3 Abigail Baird, William Casebeer, Cordelia Fine, Nathan Fox, Uta Frith, Jordan Grafman, Joshua Greene, Catherine Hynes, Fatima Azavedo Ignacio, Richard Joyce, Jerome Kagan, Leonard Katz, Kent Kiehl, Jeanette Kennett, Melanie Killen, Daniel Lapsley, Heidi Maibom, Victoria McGeer, John Mikhail, Jorge Moll, Shaun Nichols, Ricardo de Oliveira-Souza, Adina Roskies, Jana Schaich Borg, Katrina Sifferd, Walter Sinnott-Armstrong, Michael Smith, Mark Timmons, Frederick de Vignemont, Paul Whalen, Roland Zahn. (shrink)

Maimonides’ moral psychology undergoes development, which this essay attempts to detail. In the early Shemonah Peraqim (Eight Chapters) Maimonides charts out a seemingly anti-Aristotelian view that underscores the specificity of each part of the human soul and the utter distinctiveness of the human species. Human beings share nothing with non-human animals, prima facie not even the most “animalistic” features. Over time, however, a change in Maimonides’ position is to be noted. In his philosophical magnum opus, the Guide of (...) the Perplexed, Maimonides adopts a more Aristotelian position, understanding human beings as sharing with nonhumananimals certain sub-rational faculties, but differing from them in their ratiocinative capacities. As in Aristotle, human beings turn out to be essentially rational animals. (shrink)

This article presents a view of moral development based on the interdisciplinary study of moral psychology and virtue ethics. It suggests that a successful account of moral development has to go beyond what the developmental psychology and virtue ethics advocate and find ways of incorporating ideas, such as “moral failure” and “unpredictability of life.” It proposes to recognize the concept of moral development as an essential concept for ethics, moral philosophy and (...) philosophy of education, and as a useful tool for anyone who wants to engage constructively in dialogues of religions, cultures and personal interaction. (shrink)

This article presents a view of moral development based on the interdisciplinary study of moral psychology and virtue ethics. It suggests that a successful account of moral development has to go beyond what the developmental psychology and virtue ethics advocate and find ways of incorporating ideas, such as “moral failure” and “unpredictability of life.” It proposes to recognize the concept of moral development as an essential concept for ethics, moral philosophy and (...) philosophy of education, and as a useful tool for anyone who wants to engage constructively in dialogues of religions, cultures and personal interaction. (shrink)

Despite the importance of commitment in moral and political philosophy, there has hitherto been little extended analysis of it. Marcel Lieberman examines the conditions under which commitment is possible, and offers at the same time an indirect argument for moral realism. He argues that realist evaluative beliefs are functionally required for commitment - especially regarding its role in self-understanding - and since it is only within a realist framework that such beliefs make sense, realism about values is a (...) condition for the possibility of commitment itself. His ambitious study addresses questions that are of great interest to analytic philosophers but also makes many connections with continental philosophy and with folk psychology, sociology and cognitive science, and will be seen as a distinctive intervention in the debate about moral realism. (shrink)

_Moral Psychology: Historical and Contemporary Readings_ is the first book to bring together the most significant contemporary and historical works on the topic from both philosophy and psychology. Provides a comprehensive introduction to moral psychology, which is the study of psychological mechanisms and processes underlying ethics and morality Unique in bringing together contemporary texts by philosophers, psychologists and other cognitive scientists with foundational works from both philosophy and psychology Approaches moral psychology from an empirically informed perspective Explores a (...) wide range of topics from passion and altruism to virtue and responsibility Editorial introductions to each section explain the background of and connections between the selections. (shrink)

This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of (...) science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program. (shrink)

New challenges in the development of teaching methods lead to a large number of new tools, methods, and approaches to teaching. The structure and functions of a class as a basic social group in education is being radically transformed, becoming more and more virtual especially in COVID-19/post-covid period. In this regard, this study proposes a model that generalizes the existing trends in changing forms of education towards its digitalization, virtualization and mobility to increase the effectiveness of pedagogical practice. The (...) model is based on Pierre Bourdieu’s model of a social field, which has proven its effectiveness in pedagogy. The study considers the communicative space of the class as an integral structure aimed at the optimal academic, social and moral development of the participants. Considering a physical and communicational expanse of class as a social field that describes the field of cognitive, social, and psychological interaction between participants in the educational process, the study tries to establish its structure, stages of formation and suggests considering examples of partial successful application of similar models in other studies. The proposed model acts as a generalization, combining models and approaches previously used on the basis of the social field theory. The practical application of this model will make possible the classroom learning process more effective in both online and off-line implication and social interaction less conflict and stable. (shrink)

Despite the importance of commitment in moral and political philosophy, there has hitherto been little extended analysis of it. Marcel Lieberman examines the conditions under which commitment is possible, and offers at the same time an indirect argument for moral realism. He argues that realist evaluative beliefs are functionally required for commitment - especially regarding its role in self-understanding - and since it is only within a realist framework that such beliefs make sense, realism about values is a (...) condition for the possibility of commitment itself. His ambitious study addresses questions that are of great interest to analytic philosophers but also makes many connections with continental philosophy and with folk psychology, sociology and cognitive science, and will be seen as a distinctive intervention in the debate about moral realism. (shrink)

The author defines moralisation as cultural processes marked by a rise in moralistic argumentation to a degree which raises questions and doubts of a philosophical and sociological nature. This is developed on in detail in the sections “The moralisation of the world and suffering,” “The moralisation of everyday life and history,” “The moralisation of knowledge” and “The moralisation of human nature.” The closing section of the article, “Moralisation and morality,” focuses on the relation between the described moralistic approach and the (...) changes broadly-understood moral awareness is undergoing in the contemporary world. (shrink)

Wollstonecraft's early works express a coherent view of moral psychology, moral education and moral philosophy which guides the construction of her early fiction and educational works. It includes a valuable account of the relation between reason and feeling in moral development. Failure to recognize the complexity and coherence of the view and unhistorical readings have led to mistaken criticisms of Wollstonecraft's position. Part I answers these criticisms; Part II describes and textually supports her view.

Nothing was more important to Tolstoy than character development. For him, the purpose of life is to grow morally. The purpose of literature — as all art — is to aid that growth. Abstract philosophy and pedantic scholarship are therefore redundant. Indeed, even the psychological novel is a distraction. Moral truths are self-evident. They are always simple. They are expressed by the humble. They are known by the meek. To become good, all we need to do is peel (...) back the layers of hypocrisy and deceit that have overwrought us. Moral truths are known all over the world, but they are forgotten or covered up. There is nothing like a folktale, a pithy aphorism, or the words of a farm laborer or child to point this out. We may be surprised by what we already know and how deceived we were. All Tolstoy's varied endeavors, his literature, pedagogic theory and philosophy, center on moral conversion and its only legitimate motivation: love. Tolstoy's affront on modern civilization, documented vehemently in his later works sought to teach this lesson. This was a view of character development that had wide ranging impact all over the world, influencing many of the most famous thinkers, educators, and activists of the twentieth century. Tolstoy's stories continue to enthrall and inspire moral transformation. In this article Daniel Moulin explains why. (shrink)

This article is a speculative review of psychology’s approach to the cultural and civilizational determinants of the development of human identity. It discusses the relation between human freedom and necessity as it is determined by culture and its alternative suggestions concerning normative human existence. As his point of departure the author adopted Feliks Koneczny’s quincunx philosophy of history together with its five basic categories of existence. One can try to transpose these categories into the factors which constitute human intra-psychic (...) space and also into measures of description of the mechanics of human behavior. Attention is drawn to the fact that, in this context, the axiological shortcomings of psychology are exposed, especially the deliberate refusal to evaluate behavior in terms of good and evil or the exclusion of ethics, moral obligations, conscience and responsibility from psychological discourse. (shrink)

This article is a speculative review of psychology’s approach to the cultural and civilizational determinants of the development of human identity. It discusses the relation between human freedom and necessity as it is determined by culture and its alternative suggestions concerning normative human existence. As his point of departure the author adopted Feliks Koneczny’s quincunx philosophy of history together with its five basic categories of existence. One can try to transpose these categories into the factors which constitute human intra-psychic (...) space and also into measures of description of the mechanics of human behavior. Attention is drawn to the fact that, in this context, the axiological shortcomings of psychology are exposed, especially the deliberate refusal to evaluate behavior in terms of good and evil or the exclusion of ethics, moral obligations, conscience and responsibility from psychological discourse. (shrink)

_Continental Philosophy: A Contemporary Introduction_ is ideal for students coming to the topic for the first time. It introduces the origins and development of the tradition, tracing it from Kant to the present day. Taking a clear thematic approach, Andrew Cutrofello introduces and assesses continental philosophy’s relation to fundamental questions in philosophy, such as ethics, humanism, phenomenology, politics and metaphysics, centring the book around the following questions: What is knowledge? What is moral obligation? For what should we (...) hope? What is ‘man’? What is critique? Andrew Cutrofello’s style is lively and engaging. He also introduces the major as well as the lesser-known thinkers of the continental tradition: from Kant, Mill and Nietzsche and Husserl to Heidegger, Merleau-Ponty, Sartre Levinas, Bataille and Kristeva. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Inventing Philosophy’s Other: Phenomenology in America by Jonathan StrassfeldGregory FloydSTRASSFELD, Jonathan. Inventing Philosophy’s Other: Phenomenology in America. Chicago: The University of Chicago Press, 2022. 363 pp. Cloth, $95.00; paper, $30.00Recent years have witnessed an increase in scholarly attention paid to the intellectual history and development of socalled Continental philosophy. That attention has turned to not only key figures and philosophical schools but also to the historical (...) factors, social conditions, and institutions that have aided, hindered, and otherwise directed its itinerary across the European continent and eventual migration to the “new world.” Edward Baring’s Converts to the Real: Catholicism and the Making of Continental Philosophy (Harvard University Press, 2019) is a well-researched and intricate account of the European development of phenomenology’s growth from “a provincial philosophy of southwest Germany into a movement that spanned Europe.” Baring argues convincingly that European networks of Catholic scholars and institutions were essential to the dissemination of the ideas and works of early phenomenologists, and his work offers a salutary reappraisal of neoscholasticism as a vibrant, internally diverse, and philosophically sophisticated movement attentive to and engaged in the dominant questions of its day. The various contributors to the 2020 volume, The Catholic Reception of Continental Philosophy in North America (University of Toronto Press) take up the story as it begins again amid American and Canadian Catholic institutions of higher learning. They offer an extended account of the historical, institutional, and conceptual relationships between Catholicism and Continental philosophy on North American soil up to the present day.To these, Jonathan Strassfeld’s Inventing Philosophy’s Other: Phenomenology in America offers a necessary complement. Strassfeld tells another and essential side of the story focused on eleven “elite” universities—Harvard in particular—and the way in which American scholars in the first half of the century and European émigrés in the second half set the conditions for an at times fruitful at times fraught engagement with Continental thought in America. Key to that analysis is the contention that in the first half of the twentieth century, Harvard and other leading institutions that would later become bastions of analytic philosophy were the first to take interest in phenomenology sending scholars to study with its founders and engaging a tradition that they [End Page 366] “encountered as a work in progress” and as possessing natural points of contact with various strands of American philosophy such as new realism, critical realism, pragmatism, and the philosophy of language.Strassfeld then documents the reversal of that early philosophical pluralism and the foreclosure of the possibility of philosophical integration due to the rapid ascendancy of analytic philosophy between 1950 and 1969, showing that foreclosure to be neither a necessary outcome nor the triumph of a superior philosophical approach: “[B]oth the intra-university mandates of new interdisciplinary formations and changing inter-university dynamics of hiring and promotion after World War II transformed the ecosystem of philosophical reproduction catalyzing the rise of analysis and decline of humanistic pluralism in American philosophy.”The consequence of the decrease in faculty specializing in phenomenological and Continental areas from elite institutions was twofold. First, Continental philosophy increasingly “relied on a network of departments and organizations that were defined by the resistance to the practice and influence of mainstream American philosophy.” Second, it became of increasing interest to nonphilosophical disciplines such as sociology, psychology, geography, architecture, and anthropology, which sought to transcend culturally ascendant forms of scientific reductivism. In both ways, Strassfeld argues, Continental thought became “an unassimilated other” within the American academy.In telling this story, Inventing Philosophy’s Other uses a distinctive alphanumeric structure. One set of numbered chapters introduces the essential doctrines and early figures of phenomenology and chronicles its varied transpositions on American soil. These numbered chapters are punctuated by a set of shorter alphabetic chapters that present portraits of American-born or expatriated phenomenologists. The dual structure of the work tells the story of phenomenology in America along two axes: an intellectual history of ideas, institutions, and social practices as well as an interpenetrating history of constitutive figures.A major strength of Strassfeld’s work is that he brings a historian’s care... (shrink)

An argument that moral psychology can benefit from closer integration with the social sciences, offering a novel ethical theory bridging the two.

Brian Leiter draws on empirical psychology to defend a set of radical ideas from Nietzsche: there is no objectively true morality, there is no free will, no one is ever morally responsible, and our conscious thoughts play almost no significant role in our actions. Nietzsche emerges as not just a great philosopher but a prescient psychologist.

Research on ‘moral learning’ examines the roles of domain-general processes, such as Bayesian inference and reinforcement learning, in the development of moral beliefs and values. Alert to the power of these processes, and equipped with both the analytic resources of philosophy and the empirical methods of psychology, ‘moral learners’ are ideally placed to discover the contributions of nature, nurture and culture to moral development. However, I argue that to achieve these objectives research on (...) class='Hi'>moral learning needs to overcome nativist bias, and distinguish two kinds of social learning: learning from and learning about. An agent learns from others when there is transfer of competence—what the learner learns is similar to, and causally dependent on, what the model knows. When an agent learns about the social world there is no transfer of competence—observable features of other agents are just the content of what-is-learned. Even learning from does not require explicit instruction. A novice can learn from an expert who is ‘leaking’ her morality in the form of emotionally charged behaviour or involuntary use of vocabulary. To the extent that moral development depends on learning from other agents, there is the potential for cultural selection of moral beliefs and values. (shrink)

A brief history of environmental consciousness in the western world places our views in perspective and provides a context for understanding the maze of related and unrelated thoughts, philosophies, and practices that we call “environmentalism”. Environmental ethics is a collection of independent ethicalgeneralizations, not a tight, rationally ordered set of rules. Environmental ethics is a collection of interrelated independent tendencies - a process field that is brought together for a long time. Ethics really results from people’s perceptions, attitudes and behaviour. (...) Society is facing many important decisions about the useof science and technology. These decisions affect the environment, human health, society and international policy. To resolve these issues, and develop principles to help us make decisions we need to involve anthropology, sociology, biology, medicine, religion, psychology, philosophy, and economics; we must combine the scientific rigour of biological data, with the values of religion and philosophy to develop a world-view. The goal of environmental ethics is not to convince us that we should be concerned about the environment. Instead of it, environmental ethics focuses on the moral foundation of environmental responsibility, and how far this responsibility extends. The challenge of duty-based eco-centrism is to explain how conflicts are to be resolved between human‐centered duties and environment-centered ones. An adequate duty-based approach to environmental obligation requires prioritizing environmental duties according to a ranked importance of the various ecosystems in question. Conflicts between prioritized environmental and human duties, then, can only be resolved on a case by case basis. Although eco-centrism fails as a normative theory, eco-centrism may have merit as a way of expressing emotionaloutrage at environmental damage and demanding change. (shrink)

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his (...) acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)

This book provides a philosophical assessment of the idea of personhood advanced in popular self-help literature. It also traces, within academic philosophy and philosophical scholarship, a self-help culture where the self is brought forth as an object of improvement and a key to meaning, progress and profundity. Unlike other academic treatments of the topic of self-help, this book is not primarily concerned with providing a critique of popular self-help and self-transformative practices. Rather, it is concerned with how they work to (...) shape contemporary forms and ideals of moral personhood and are conductive to moral renegotiation and change. The book consists of two parts with somewhat different argumentative strategies. Part 1 consists of an overview and reassessment of popular self-help literature and its sociological and journalistic critics, written from a moral philosophical perspective. Part 2 opens with discussion of the current attraction, among a range of philosophers, to self-transformative themes. The chapters assess the strand of self-transformative philosophy found in the work of Ludwig Wittgenstein, Michel Foucault, Pierre Hadot, Stanley Cavell and Iris Murdoch. Finally, the book concludes with a discussion of the theme of social change and moral renegotiation in contemporary societies, which is a central but underestimated undercurrent in discussions on contemporary self-transformative practices. The book's dual perspective-on both popular self-help and self-transformative currents in philosophy-enables a cultural and moral philosophical analysis of contemporary ethical ideals of personhood, as well as reflection on the literatures available for its development. The Making of the Good Person will be of interest to scholars and advanced students working in moral philosophy, history of philosophy, psychology, sociology and literary studies. (shrink)

For much of the twentieth century, philosophy and science went their separate ways. In moral philosophy, fear of the so-called naturalistic fallacy kept moral philosophers from incorporating developments in biology and psychology. Since the 1990s, however, many philosophers have drawn on recent advances in cognitive psychology, brain science, and evolutionary psychology to inform their work. This collaborative trend is especially strong in moral philosophy, and these three volumes bring together some of the most innovative work by both (...) philosophers and psychologists in this emerging interdisciplinary field. The contributors to volume 2 discuss recent empirical research that uses the diverse methods of cognitive science to investigate moral judgments, emotions, and actions. Each chapter includes an essay, comments on the essay by other scholars, and a reply by the author of the original essay. Topics include moral intuitions as a kind of fast and frugal heuristics, framing effects in moral judgments, an analogy between Chomsky's universal grammar and moral principles, the role of emotions in moral beliefs, moral disagreements, the semantics of moral language, and moral responsibility. Walter Sinnott-Armstrong is Professor of Philosophy and Hardy Professor of Legal Studies at Dartmouth College. Contributors to volume 2: Fredrik Bjorklund, James Blair, Paul Bloomfield, Fiery Cushman, Justin D'Arms, John Deigh, John Doris, Julia Driver, Ben Fraser, Gerd Gigerenzer, Michael Gill, Jonathan Haidt, Marc Hauser, Daniel Jacobson, Joshua Knobe, Brian Leiter, Don Loeb, Ron Mallon, Darcia Narvaez, Shaun Nichols, Alexandra Plakias, Jesse Prinz, Geoffrey Sayre-McCord, Russ Shafer-Landau, Walter Sinnott-Armstrong, Cass Sunstein, William Tolhurst, Liane Young. (shrink)

Childhood looms large in our understanding of human life as it is a phase through which all adults have passed. Childhood is foundational to the development of selfhood, the formation of interests, values and skills and to the lifespan as a whole. Understanding what it is like to be a child, and what differences childhood makes, are essential for any broader understanding of the human condition. The Routledge Handbook of the Philosophy of Childhood and Children is an outstanding reference (...) source to the key topics, problems and debates in this exciting subject and is the first collection of its kind. Comprising over thirty chapters by a team of international contributors the Handbook is divided into five parts: ¿ Being a child ¿ Childhood and moral status ¿ Parents and children ¿ Children in society ¿ Children and the state. Questions covered include: What is a child? Is childhood a uniquely valuable state, and if so why? Can we generalize about the goods of childhood? What rights do children have, and are they different from adults¿ rights? What gives people a right to parent? What role, if any, ought biology to play in determining who has the right to parent a particular child? What kind of rights can parents legitimately exercise over their children? What roles do relationships with siblings and friends play in the shaping of childhoods? How should we think about sexuality and disabilility in childhood, and about racialised children? How should society manage the education of children, and what values should inform such practices? What is a good school? How are children¿s lives affected by being taken into social care? The Routledge Handbook of the Philosophy of Childhood and Children is essential reading for students and researchers in philosophy of childhood, political philosophy and ethics as well as those in related disciplines such as education, psychology, sociology, social policy, law, social work, youth work, neuroscience and anthropology. (shrink)

Moral Psychology: Historical and Contemporary Readings is a much-needed collection of essays on issues of moral psychology. The aim of the book is to present the reader with a comprehensive view of both the history and foundations of moral psychology as well as the discipline's position in academia and its relationship with other disciplines, such as psychology, neuroscience, and evolutionary biology, all of which involve empirical investigation of human capabilities and behavior. This collection is well organized into (...) five distinct parts. Each part has a helpful editorial introduction that not only summarizes the main themes of the debate assigned to that part, but also provides brief summaries of each of the subsequent essays in that section. The selected papers are presented in chronological order, thus illustrating the development of the debate. First, an historical piece of philosophy is presented to demonstrate the original questions of the section's theme. The historical pieces are followed by more-recent articles or selections written by scientists concerning similar topics. Finally, each part concludes with articles written by contemporary moral psychologists. These final articles often make mention of the historical texts or the scientific articles preceding those papers. This dialectic style of presentation successfully gives the reader the context and progression of the debate while still highlighting the "live" questions that are, in a sense, left as an exercise for the reader as well as future academics. (shrink)

This volume offers twelve original essays that explore the moral quagmire that is the emotion of amusement. It considers its moral psychology a range of perspectives, going as far back as ancient Chinese and Greek philosophy up to the most current psychological and sociological findings.

This anthology offers a unique collection of contributions focusing on the discussion about the so-called dual-process theories within the field of moral psychology. In general, dual-process theories state that in cognitive systems, two sorts of processes can be differentiated: an affective, associative process and an analytical, rule-based process. This distinction recently entered the debate on the relationship between intuitive and rational approaches to explaining the phenomenon of moral judgment. The increasing interest in these theories raises questions concerning their (...) general impact on social contexts. The anthology aims at presenting stepping-stones of an analysis of the merits and drawbacks of this development. For that purpose, the authors discuss general questions concerning the relationship between ethics and empirical sciences, methodological questions, reassessments of established terminology and societal implications of dual-process theories in moral psychology. (shrink)

Husserl focused perhaps more than any other philosopher on the relationship between philosophy and psychology. This problem was important to him because the European project of universal science must include sciences of consciousness that address questions of meaning, value and purpose so crucial for humanity. This paper provides a sketch of the later Husserl’s thinking on this issue in order to clarify the relationships among transcendental philosophy as the mother of the sciences, psychology as the foundational mental science, and the (...) various regional sciences of persons. Radicalizing and extending the transcendental tradition to free philosophy from naturalism, Husserl developed methods and fundamental concepts for understanding consciousness in its distinctive world constituting function. In parallel fashion, Husserl traced the historical failures of psychology to its naturalistic philosophy, from which he liberated the discipline by means of phenomenological reflections on the intentional property of its subject matter. This pure focus on mental processes resulted in the clarification of the transcendental phenomenological foundation of psychology as well as a recognition of the paradoxical manner in which psychological processes are both world constituting and mundanely present in the lives of persons. The apperceptive synthesis of transcendental consciousness and mundane embodiment in the identification of the person is proposed as essential for a non-naturalistic, intentional psychology, which provides appropriate concepts and the method of intentional analysis for such sciences of persons as sociology, history, literary studies, and religious studies. The problems, means, and inevitable inadequacies of communicating transcendental insights in language are discussed. Analysis of the complexity of living persons discloses their transcendental dimension in the manifolds their mundane activities and in their products, including use, cultural, and art objects as well as social institutions. Attention is drawn to resources in phenomenology beyond Husserl and in the genuine psychological intuitions of non-phenomenologists for generating non-naturalistic, phenomenologically grounded person sciences. (shrink)

There has been significant debate over both the imiplications and the merit of Leopold's land ethic. I consider the two most prominent objections and a resolution to them. One of these objections is that, far from being an alternative to an “economic” or cost‐benefit perspective on environmental issues, Leopold's land ethic merely broadens the range of economic considerations to be used in addressing such issues. The other objection is that the land ethic is a form of “environmental fascism” because it (...) subordinates the welfare of humans to the good of the ecological whole. I argue that these objections are based on a fundamental misunderstanding of his theory by advocates and detractors alike. The land ethic is centrally a psychological theory of moral development and ecological rationality that advocates a shift in the way that environmental problems are conceptualized and approached. (shrink)

This book brings together in one volume some of the very latest developments in moral psychology that were presented at a major American conference in 2004. Moral psychology is a broad area at the intersection of moral philosophy and philosophy of mind and action. Essays in this collection deal with most of the central issues in moral psychology that are of interest to a large number of philosophers today, including important questions in normative ethical theory, meta-ethics, (...) and applied ethics. (shrink)

This fascinating and timely volume explores current thinking on vital topics in moral psychology, spanning the diverse disciplines that contribute to the field. Academics from cognitive science, evolutionary biology, anthropology, philosophy, and political science address ongoing and emerging questions aimed at understanding the thought processes and behaviors that underlie our moral codes-and our transgressions. Cross-cutting themes speak to individual, interpersonal, and collective morality in such areas as the development of ethical behavior, responses to violations of rules, (...) class='Hi'>moral judgments in the larger discourse, and universal versus specific norms. This wide-angle perspective also highlights the implications of moral psychology research for policy and justice, with cogent viewpoints from: Philosophy: empiricism and normative questions, moral relativism. Evolutionary biology: theories of how altruism and moral behavior evolved. Anthropology: common moral values seen in ethnographies from different countries. Cognitive and neural sciences: computational models of moral systems and decision-making. Political science: politics, governance, and moral values in the public sphere. Advice on moral psychology research-and thoughts about its future-from prominent scholars. With the goal of providing a truly multidisciplinary forum for moral psychology, this volume is sure to spark conversations across disciplines and advance the field as a whole. Sampling the breadth and depth of an equally expansive and transformative field, Moral Psychology: A Multidisciplinary Guide will find an engaged audience among psychologists, philosophers, evolutionary biologists, anthropologists, political scientists, neuroscientists, lawyers, and policymakers, as well as a more general audience interested better understanding the complexity of moral psychology research. (shrink)

Morality is often defined in opposition to the natural "instincts," or as a tool to keep those instincts in check. New findings in neuroscience, social psychology, animal behaviour, and anthropology have brought us back to the original Darwinian position that moral behaviour is continuous with the social behavior of animals, and most likely evolved to enhance the cooperativeness of society. In this view, morality is part of human nature rather than its opposite. This interdisciplinary volume debates the origin and (...) working of human morality within the context of science as well as religion and philosophy. Experts from widely different backgrounds speculate how morality may have evolved, how it develops in the child, and what science can tell us about its working and origin. They also discuss how to deal with the age-old facts-versus-values debate, also known as the naturalistic fallacy. The implications of this exchange are enormous, as they may transform cherished views on if and why we are the only moral species. (shrink)

ABSTRACT This article, invited for presentation to the North American Nietzsche Society at the 2020 Pacific Division Meeting of the American Philosophical Association, is a commentary on Mark Alfano's 2019 monograph, Nietzsche's Moral Psychology. It critically discusses Alfano's synoptic digital humanities approach and examines the efficacy of two aspects of his argument about Nietzsche's philosophy developed using this methodology: the connection between life and will to power, and the role of speech acts.

Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the (...) article, it is argued that the Aristotelian categories of the ‘morally indifferent’, ‘un-self-controlled’, ‘self-controlled’ and ‘properly virtuous’ can be interpreted as the successive stages or levels of a comprehensive developmental model. For each stage, it will be made clear whether people are committed to virtue, whether they act virtuously or not, whether they act with pleasure or pain, and which desires and reasons they have for acting. The article closes with suggestions about what needs to be done if the proposed Aristotelian account of moral development is to become psychologically more realistic and educationally useful. (shrink)

For much of the twentieth century, philosophy and science went their separate ways. In moral philosophy, fear of the so-called naturalistic fallacy kept moral philosophers from incorporating developments in biology and psychology. Since the 1990s, however, many philosophers have drawn on recent advances in cognitive psychology, brain science, and evolutionary psychology to inform their work. This collaborative trend is especially strong in moral philosophy, and these three volumes bring together some of the most innovative work by both (...) philosophers and psychologists in this emerging interdisciplinary field. (shrink)