The newly updated Right and Wrong 2nd Edition is an accessible introduction to the major traditions in western philosophical ethics, written in a lively and engaging style. It is designed for entry-level ethics courses and includes real-life ethical scenarios chosen to appeal directly to students. Greatly expanded and improved, this successful text introduces students to the major ethical traditions, and provides a simple methodology for resolving ethical dilemmas Treats teleological and deontological approaches to ethics as the two most important traditions, (...) but now includes chapters on virtue ethics and the ethics of care The very accessible writing style speaks directly to students’ own experience Draws examples from three types of real-life ethical scenarios submitted by students: academic dishonesty, partying, and personal relationships Provides a concise treatment of this notoriously complex subject, perfect for entry-level ethics and applied ethics courses. (shrink)

When making decisions, humans can observe many kinds of information about others' activities, but their effects on performance are not well understood. We investigated social learning strategies using a simple problem-solving task in which participants search a complex space, and each can view and imitate others' solutions. Results showed that participants combined multiple sources of information to guide learning, including payoffs of peers' solutions, popularity of solution elements among peers, similarity of peers' solutions to their own, and relative payoffs from (...) individual exploration. Furthermore, performance was positively associated with imitation rates at both the individual and group levels. When peers' payoffs were hidden, popularity and similarity biases reversed, participants searched more broadly and randomly, and both quality and equity of exploration suffered. We conclude that when peers' solutions can be effectively compared, imitation does not simply permit scrounging, but it can also facilitate propagation of good solutions for further cumulative exploration. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Attempting to balance the needs and interests of minors with the obligation to protect them from their own potentially harmful decisions poses an ethical challenge for the physician. This problem is further exacerbated when the context is not medical treatment but organ donation. That is, medical treatment scenarios generally involve decisions likely to result in objective improvements to the minor's health status. Consent to organ donation, however, raises several vexing problems. First, how should the provider measure both the cognitive ability (...) and competence to consent of the minor to ensure that the minor comprehends the risks and benefits of donation and that no coercion is involved? Second, given that improvement of one's health is an unlikely scenario, is there a way to measure subjective determinations of satisfaction and altruism enjoyed by a minor following organ donation? If so, should the physician regard these values in a manner analogous to physical improvement? Finally, are parents the appropriate decisionmakers for their children when a sibling-to-sibling donation occurs? Is it possible for parents to always act in the best interests of both children in this event? (shrink)

v. 1. Editorial introduction -- v. 2. The English and Latin texts (i) -- v. 3. The English and Latin texts (ii).

Some theories of goodness are descriptively rich: they have much to say about what makes things good. Neo-Aristotelian accounts, for instance, detail the various features that make a human being, a dog, a bee good relative to facts about those forms of life. Famously, such theories of relative goodness tend to be comparatively poor: they have little or nothing to say about what makes one kind of being better than another kind. Other theories of goodness—those that take there to be (...) absolute goodness—are comparatively rich: they offer grounds for judging some types of things better than others because they have more absolute goodness. Moorean accounts, for example, can tell us that humans and human experiences are superior to bees and blades of grass. But such theories tend to be descriptively poor: they struggle to tell us in virtue of what this is so. In this essay we motivate and flesh out a view that splits the difference between accounts of goodness as relative and accounts of goodness as absolute. Such a view holds promise only if the mechanics of this kind of metaphysics of goodness can be worked out. Here we present a view on which the paradigm for absolute goodness is God and the paradigm for each kind of relative goodness is a divine idea. (shrink)

Proceedings of a conference held in Apr. 2008 in Washington, D.C.

Father Williams explains how the conscience is formed through our training and experiences and informed by the Holy Spirit, making it an essential tool for daily living. He uses familiar and surprising characters to illustrate the positive choices conscience can direct--and the disaster that results when a conscience is undeveloped or ignored. Questions he tackles include "Is it more important to be smart or good?""Is there a morally right thing to do in every situation?" and "Is the Christian moral life (...) an exciting adventure, or a necessary burden?" Rich, provocative, and practical for everyday decision making, KNOWING RIGHT FROM WRONG is a must-read for all who hunger for personal holiness. (shrink)

It is somewhat misleading to think of the Franciscans as forming a “school” in ethics, since there was a fair bit of diversity among Franciscans. Nonetheless, one can identify certain characteristic tendencies of Franciscan moral thought, and certain “celebrity” Franciscans whose views in ethics and moral psychology are particularly noteworthy. I shall first offer an overview of the general character of Franciscan moral thought in the late thirteenth and early fourteenth centuries and then turn to a more detailed examination of (...) the thought of John Duns Scotus (1265/66-1308) and William Ockham (c. 1288-1347) on three central matters of debate: the nature of the virtues, the relationship between intellect and will, and the relationship between moral requirements and the divine will. (shrink)

In this book Thomas Wren uncovers and assesses the largely hidden philosophical assumptions about human motivation that have shaped contemporary psychological ...

THE NATURE OF ART is a collection of 29 seminal, historically-organized readings that are focused on a basic philosophical question: What is Art? Including writings from the Western tradition'both Continental and Analytic traditions'as well as non-Western, minority, and feminist writings, this volume provides students with a rich set of resources to explore this matter both broadly and deeply. Introductions to each reading situate the selection amidst each respective thinker's body of work and the greater philosophical context in which the remarks (...) arose. Reading questions accompany each selection, drawing students' attention to key points to be encountered. Hailed by reviewers and adopters for its clarity and rigor, Wartenberg's THE NATURE OF ART offers a lively and engaging introduction to the philosophy of art. (shrink)

While parents have traditionally provided proxy consent for minors to participate in research, this has proven inadequate for adolescents who are mentally and emotionally capable of making their own decisions. Research has proven that even young children, and certainly most adolescents, are developmentally prepared to make such decisions for themselves. The author challenges the assumption that both consent and assent are static concepts, and proposes that a sliding scale of competence be created to ascertain the adolescent's comprehension of the proposed (...) research by shifting the burden of proof to those who believe a particular adolescent is unable to provide informed consent. (shrink)

For courses in Business Ethics A fresh approach to the assumptions that underlie business practices Two recent events — the 2008 economic meltdown and the ongoing concentration of the nation's wealth in the hands of a very small percentage of the population — have led many people to question a number of basic assumptions about business, corporations, and the workings of contemporary free-market capitalism in a global economy. Written as a dialogue between Socrates and a hypothetical contemporary CEO,Socrates Comes to (...) Wall Street leads students to think critically about perspectives and practices that are taken as “givens” in most American business schools and corporations. Employing this original and provocative approach, author Thomas White seeks to encourage the next generation of business leaders to be more astute about the implications of their actions, and to act more prudently and more fairly than we have seen in the recent past. (shrink)

Hannah Arendt is associated with a strong distinction between guilt and responsibility: Whereas she insists that guilt is strictly personal, she advances a vicarious notion of collective political responsibility without guilt. Yet Arendt also proposes a political concept of forgiveness—which yields the critical question: Does a political concept of forgiveness not presuppose a political concept of guilt? Arendtian forgiveness addresses what Arendt terms trespassing. Scrutinizing her notion of trespassing and how it is situated within her theory of political action, I (...) ponder whether Arendt, in effect, offers a political concept of guilt. I argue that while trespassing is clearly a political notion, it cannot be labelled guilt. Rather, trespassing refers to a purely causal responsibility without blame, and to a social-ontological condition of non-sovereignty and fallibility inherent in political interaction. The non-blameworthiness of trespassing implies that Arendt’s oft-cited concept of forgiveness resembles what is usually categorized as excuse. (shrink)

Nothing could be more private or more social than sex. It is this unique characteristic of human sexual patterns that has resulted in a long and harried controversy among critical social theorists, a controversy largely dominated by white males steeped in the Judaeo-Christian tradition and focused on the significance of sexuality to the revolutionary demand for social and political transformation. Voices from leftist circles have been scattered but loud, ranging from Lenin's straight-laced bunkum, which treated sexuality as an insignificant and (...) at most secondary material need, to Reich's biologism, which pitted the revolutionary potential in the groins of communist youth. (shrink)

INTRODUCTION Although the writings of Thomas Reid are very fertile and interesting, his life is biographically barren in comparison to such seventeenth - and ...

Are demands for equality motivated by envy? Nietzsche, Freud, Hayek, and Nozick all thought so. Call this the Envy Objection. For egalitarians, the Envy Objection is meant to sting. Many egalitarians have tried to evade the Envy Objection.. But should egalitarians be worried about envy? In this paper, I argue that egalitarians should stop worrying and learn to love envy. I argue that the persistent unwillingness to embrace the Envy Objection is rooted in a common misunderstanding of the nature of (...) the charge, what it reveals, and what can be said in response to it. I develop what Bernard Williams might call a vindicatory genealogy of envy, thereby allowing us to see that envy, rather than undermining egalitarian intuitions, can in fact play a distinct justificatory role (when it is fitting), which undermines the Envy Objection. (shrink)

This chapter contains section titled: Personhood: A Start Are Dolphins Persons? Language and the Hand Personhood Redefined Conclusion: What Kind of Beings Are Dolphins?

This interdisciplinary volume questions one of the most fundamental tenets of social theory by focusing on detachment, an important but neglected aspect of social life. Going against the grain of recent theoretical celebrations of engagement, this book challenges us to re-think the relational basis of social theory. In so, doing it brings to light the productive aspects of disconnection, distance and detachment. Rather than treating detachment simply as the moral inversion of compassion and engagement, the volume brings together empirical studies (...) and theoretical comments by leading anthropologists, sociologists and science studies scholars. Taken together, these illustrate the range of contexts within which distance and disconnection can offer meaningful frameworks for action. Positioned at the cutting edge of social theory, this landmark volume will be of great interest to students and academics across the social sciences and humanities. (shrink)

David Ekdahl (2023), in a constructive and thoughtful commentary, outlines both points of agreement with and suggestions for further research arising from our paper ‘Crossing the Fictional Line: Moral Graveness, the Gamer’s Dilemma, and the Paradox of Fictionally Going Too Far’ (Montefiore & Formosa, 2023).

This chapter talks about Peter Catalanotto's delightfully illustrated picture book, Emily's Art. Traditionally, the philosophy of art was also called aesthetics, a term derived from the ancient Greek. There are many intriguing issues in the philosophy of art. For example, philosophers have proposed various different solutions to the question of what art is. Art is a subject that interests children because they often are engaged in producing it. So an interesting way to begin a discussion of issues in the philosophy (...) of art is to ask the children whether they prefer Kelly's paintings or Emily's and why. Once they explain, ask them whether they think that other people should agree with them, or if it's fine for other people to disagree. And, as usual, ask them to explain why they think what they think. (shrink)

Leo Lionni's charming tale of a mouse, eponymously named Frederick, raises very important questions about the nature of work, a topic addressed in the field of social and political philosophy. A question — one that the mice themselves raise — is whether Frederick is doing work when he gathers the sun, colors, and words. Since the book has used the word “gather” as its way of conceptualizing work, it might seem that Frederick is working, for he, too, is also gathering (...) things, just not the things that all the other mice do. Alternatively, we can say that even though Frederick is doing intellectual, rather than physical work, both types of work are necessary for the continued existence of anything but the most simple society. Children have differing opinions about whether Frederick was working or was just being a slacker. (shrink)

This chapter talks about a picture of Crockett Johnson's book, Harold and the Purple Crayon, where Harold, a young toddler, standing with his body facing to our left but with his head turned slightly to the right. When we see Harold making a drawing with his purple crayon in an illustration by Crocker Johnson, we are witnessing the workings of Harold's imagination. Because of the peculiar metaphysics of his world, objects solve his problems when they morph from drawings into real (...) things. Harold and the Purple Crayon is a testament to the power of children's imaginations, their ability to give reality to things we adults can only dream about. The book gives us an introduction to the metaphysical distinction between real and merely imaginary things, and even criticizes one attempt to develop an account of that distinction. (shrink)

This chapter highlights different ways in which people communicate with one another. Although language is clearly a crucial means of communication, there are many other things that we can do to convey a message to someone. The chapter presents a story of in which Trixie had difficulty communicating to her father that they had left Knuffle Bunny at the Laundromat. Philosophers from earlier centuries would have viewed Trixie's difficulty as stemming from her attaching the wrong sounds (words?) to the ideas (...) she had in her mind. Twentieth‐century philosophers found this view unconvincing. The philosophy of mind investigates questions about the nature of the human mind. Although many different issues are addressed in this area of philosophy, the one that traditionally took pride of place was that of articulating the difference between the mind and the body, and deciding whether either was more basic than the other. (shrink)

This chapter talks about Tony Fucile's amusing book, Let's Do Nothing!. This book straddles the boundary between metaphysics and the philosophy of language, for the concept of nothing has been a very puzzling one to philosophers. But before entering those murky waters, let's see how Sal and Frankie fare in their attempt to do nothing. Sal and Frankie were trapped in their own fly bottle when they tried to do nothing. Sal's discovery — that you can't do nothing — was (...) a philosophical discovery, one that freed him and Frankie from the type of bewitchment that Wittgenstein and other ordinary language philosophers saw embodied in the history of philosophy. Discussion of “Nothing” with children is started by asking the children what are some examples of things that they really like to do. (shrink)

The theory of knowledge attempts to explain the nature and extent of human knowledge. A good place to begin the discussion on this theory is with the Princess Lenore's beliefs about the moon in Many Moons, a children's story on the different conceptions of knowledge. The story raises important questions about the nature of knowledge and those who claim to have it. We can understand the philosophical point that Many Moons makes about knowledge ask why the Jester is able to (...) solve a problem that none of the King's advisors can. An objectivist sees knowledge as something that is independent of any individual's point of view. The Jester has a different conception of knowledge. There are many other issues in the theory of knowledge besides skepticism and relativism. (shrink)

Harry Allard's very engaging and popular picture book Miss Nelson Is Missing! raises an important ethical issue. The issue is whether it is morally permissible to adopt an immoral means if doing so promotes a morally good end. The book shows us how successful deceptive behavior can be and also provides with an opportunity for reflecting on why such behavior is morally wrong. So there is a lesson to be learned about the importance of approaching children's picture books armed with (...) philosophy. If a parent just reads Miss Nelson Is Missing! to a child without raising the issue of whether what Miss Nelson did was moral, the child might come away thinking that her parent approved of Miss Nelson's actions. And, if the child took this to heart, she might think that it was all right to deceive others so long as one did so for their own benefit. (shrink)