The distinction between perfect and imperfect obligations has a long history in moral philosophy and is important to many central issues in moral theory and in everyday morality. Unfortunately, this distinction is often overlooked and rarely defined precisely or univocally. This paper tries to clarify the distinction in light of recent empirical research on guilt and shame. I begin with the general notion of an obligation before distinguishing its sub-classes.

How are we to understand the intentionality of desire? According to the two classical views, desire is either a positive evaluation or a disposition to act. This essay examines these conceptions of desire and argues for a deontic alternative, namely the view that desiring is representing a state of affairs as what ought to be. Three lines of criticism of the classical pictures of desire are provided. The first concerns desire’s direction of fit, i.e. the intuition that the world (...) should conform to our desires. The second concerns the “death of desire” principle, i.e. the intuition that one cannot desire what one represents as actual. The last pertains to desire’s role in psychological explanations, i.e. the intuition that desires can explain motivations and be explained by evaluations. Following these criticisms, three positive arguments in favor of the deontic conception are sketched. (shrink)

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the (...) problems that provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to wisdom - wisdom being the capacity to realize what is of value in life for oneself and others, wisdom including knowledge and technological know-how, but much else besides. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

Ali comparative studies imply simultaneously an identity and a difference, a situation that is replete with intellectual difficulties which give rise to interminable disputes regarding whether we are talking about the same thing or different things. One may cut the gordian knot by deciding either way, but the situation would reappear again as it is bound up with the comparative perspective itself and not with any particular example of it. How long shall we go on “naming”, for the process is (...) unending and ultimately “everything is what it is. and not another thing”. Or, if we do not like “names” as they hardly give us any knowledge and if we opt for “description” which gives us “facts”, then they too are as unending as the “names”, for, as the Jains taught us long ago, they are a function of the dṛṣti that we have or the point of view that we adopt. (shrink)

In A Realist Theory of Science, Roy Bhaskar provides several transcendental arguments for critical realism – a position Bhaskar himself characterized as transcendental realism. Bhaskar provides an argument from perception and from the intelligibility of scientific experimentation, maintaining that transcendental realism is necessary for both. I argue that neither argument succeeds, and that transcendental idealism can better vindicate scientific practice than Bhaskar’s realism. Bhaskar’s arguments against the Kantian view fail, for they misrepresent the transcendental idealist position. I conclude that, if (...) they wish to retain their theoretical commitments, critical realists ought to be transcendental idealists. (shrink)

Journal of Philosophy of Education, EarlyView.

Effective altruists aim to do the most good that they can do with the resources available to them, without causing themselves or their dependents significant harm thereby. The argument presented in this paper demonstrates that there are no morally relevant dissimilarities between living kidney donation and living kidney selling for effective altruistic reasons. Thus, since the former is allowed, the latter ought to be allowed as well. And, there are important moral differences between living kidney selling for effective altruistic (...) reasons and other reasons for kidney vending, such that standard objections against markets in human kidneys do not attach to those markets designed around principles of effective altruism. The reasonable conclusion to draw from this is that eligible effective altruist kidney donors ought to be allowed to sell their kidneys to others in need, if they so desire. Because of this, law and policy ought to be changed to allow for this exceptional case: current laws that ban kidney selling for everyone, irrespective of their reason for selling, are unjustified. (shrink)

The proper task of philosophy is to keep alive awareness of what our most fundamental, important, urgent problems are, what our best attempts are at solving them and, if possible, what needs to be done to improve these attempts. Unfortunately, academic philosophy fails disastrously even to conceive of the task in these terms. It makes no attempt to ensure that universities tackle global problems - global intellectually, and global in the sense of concerning the future of the earth and humanity. (...) Universities do not give sustained attention to global problems (due to specialization and giving priority to the pursuit of knowledge) and as a result violate three of the four most elementary rules of rational problem solving conceivable. Judged from the standpoint of helping humanity tackle global problems, universities as at present constituted betray reason and, as a result, betray humanity. Bereft of institutions of learning rationally designed to help us make progress towards as good and wise a world as possible, not surprisingly we fail to learn how to do it. This is the key crisis of our times. And it is, at root, a failure of philosophy. It is the failure of philosophy to keep alive rational exploration of global problems in universities, and in the public domain - a failure that can be traced back to the origins of modern philosophy in the 17th century. We urgently need a revolution in philosophy so that academic philosophers take up their proper task of promoting rational exploration of our fundamental, global problems. (shrink)

Teleological thinking about money reasons from what money is for to both how it ought to be used and what forms it should take. One type, found in Aristotle’s argument against usury, takes teleological considerations alone to decisively settle normative questions. Another type, found in Locke’s argument about monetary durability, takes teleological considerations to contribute to the settling of normative questions, but sees them as one consideration among many. This paper endorses the type made by Locke while rejecting the (...) type made by Aristotle, and identifies further teleological tendencies in the work of Adam Smith and other philosophers. (shrink)

My aim in this paper is to argue that justification should not be conceived of in purely objective terms. In arguing for that conclusion I focus in particular on Paul Robinson’s presentation of that position, since it is the most sophisticated defense of the objective account of justification in the literature. My main point will be that the distinction drawn by Robinson between objective and subjective accounts of justification is problematic, and that careful attention to the role played by reasonableness (...) in subjectivist accounts of justification reveals that the apparent puzzles Robinson raises for subjectivism are merely apparent. I will suggest that we ought to be reasonable subjectivists about justification, where “reasonableness” is understood in a particular manner. This has consequences for various other issues, including how we make sense of mistaken justification, and I will have something to say about those issues as they arise along the way. (shrink)

In order to do justice to the intuition that medical treatments as such do not form proper instances of bio-enhancement, as the notion is employed in the ethical debate, we should construe bio-enhancements as interventions, which do not aim at states that, other things being equal, ought to obtain. In the light of this clarification, we come to see that cases of moral enhancement are not covered by the notion of bio-enhancement, properly construed.

This paper defends the claim that there are — at least — two kinds of normativity in technological practice. The first concerns what engineers ought to do and the second concerns normative statements about artifacts. The claim is controversial, since the standard approach to normativity, namely normative realism, actually denies artifacts any kind of normativity; according to the normative realist, normativity applies exclusively to human agents. In other words, normative realists hold that only “human agent normativity” is a genuine (...) form of normativity.I will argue that normative realism is mistaken on this point. I will mainly draw on material of Daniel Dennett and Philip Pettit to show that it makes sense to talk about artifactual normativity. We claim that this approach can also make sense of human agent normativity — or more specifically “engineer normativity”. Moreover, it avoids some of the problems formulated by opponents of normative realism. Thus I will develop a strategy which: (i) makes sense of artifactual normativity; and (ii) makes sense of “human agent normativity”, specifically “engineer normativity”. (shrink)

This chapter distinguishes between several senses of “normativity”. For example, that we ought to abstain from causing unnecessary suffering is a normative, not descriptive, claim. And so is the claim that we have good reason, and ought to drive on the right, or left, side of the road because the law requires us to do that. Reasons and oughts are normative, by definition. Indeed, it may be that “[t]he normativity of all that is normative consists in the way (...) it is, or provides, or is otherwise related to reasons” (Raz 1999, 67) . That is what the “reasons-first” view holds, but there are also other views, and what is by definition a normative statement, or a normative fact if you like, depends on how we define normativity. -/- It may seem that requirements are also by definition normative. But it seems that there can also be requirements that one has no reason to meet: it is less clear whether such requirements are normative in the same sense that reasons and oughts are normative. This paper will go through various further phenomena, which are candidates for being normative in some other sense than normative reasons and oughts, defending however the view that not all of them are. But arguably four or so different senses of normativity can be distinguished. -/- The paper will accept the view that the normativity of reasons and oughts, which is here called normativity1, is central. It is an open question whether all requirements or expectations or socially constructed norms are normative in that sense. Arguably it depends on the contents and content-independent authority of the legislators, whether we have good reasons, or ought, to meet the requirements, obey the law, or to follow the etiquette, or to conform to others’ interpersonal expectations, requests, demands or prescriptions. Whether and when we do have such reasons is a difficult and important substantive question, which concerns the normativity1 of requirements of law. -/- In another sense, norms (intended to guide behavior) are trivially or by definition normative, and constitute normativity: some forms of behavior are ruled as acceptable (e.g. driving on the right) and others as unacceptable (e.g. driving on the left) in light of the norm. Even in the case of a bad norm (that we have no reason to follow, and which ought to be changed, and ought not prevail) classifies behaviours as acceptable or unacceptable in light of the norm. Surely norms are by definition normative? Call this conformity to social norms and actual expectations normativity2. It is not an open question whether social norms are normative in that sense – they are by definition normative2. But importantly, it is an open question whether one has good reasons, or sufficient reason, or ought, to follow any social norm – that is, whether the norm in question is normative1. -/- The first section of the article characterizes further the difference between these two senses of normativity, and additionally introduces various other candidate senses of “normativity”. These possible senses of “normativity” may be at stake in the debates about normative requirements of rationality , about so called ought-to-be -rules , about normativity of linguistic meaning , about “directions of fit” of beliefs and desires , about subjective authority of intentions and decisions and interpersonal authority or co-authority of concrete others. -/- In later sections these cases are discussed. Do they constitute separate senses of normativity? And are the later phenomena such that they give agents good reasons: do they include normativity1 – the core sense? A “normative power -model” is suggested as a framework for examining whether actual social norms, laws, expectations provide good reasons and oughts or not. Once we understand the relation between the first two senses of normativity, do the later phenomena follow the same pattern – is the “normative powers – model” relevant for them as well? (shrink)

Volume 20, Issue 7, July 2020, Page 125-128.

This paper defends the claim that there are — at least — two kinds of normativity in technological practice. The first concerns what engineers ought to do and the second concerns normative statements about artifacts. The claim is controversial, since the standard approach to normativity, namely normative realism, actually denies artifacts any kind of normativity; according to the normative realist, normativity applies exclusively to human agents. In other words, normative realists hold that only “human agent normativity” is a genuine (...) form of normativity.I will argue that normative realism is mistaken on this point. I will mainly draw on material of Daniel Dennett and Philip Pettit to show that it makes sense to talk about artifactual normativity. We claim that this approach can also make sense of human agent normativity — or more specifically “engineer normativity”. Moreover, it avoids some of the problems formulated by opponents of normative realism. Thus I will develop a strategy which: makes sense of artifactual normativity; and makes sense of “human agent normativity”, specifically “engineer normativity”. (shrink)

Abstract: Any normative inferentialist view confronts a set of challenges in the form of how to account for the sort of ordinary empirical descriptive vocabulary that is involved, paradigmatically, in our noninferential perceptual responses and knowledge claims. This chapter lays out that challenge, and then argues that Sellars’ original multilayered account of such noninferential responses in the context of his normative inferentialist semantics and epistemology shows how the inferentialist can plausibly handle those sorts of cases without stretching the notion of (...) inference beyond its standard uses. Finally, it is suggested that for Sellars there were deeply naturalistic motivations for his own normative inferentialism, though the latter raises further questions as to whether this really represents, as Sellars thought, a genuinely scientific naturalist outlook on meaning and conceptual cognition. (shrink)

This paper outlines a new approach to the epistemology of normative beliefs, based on a version of the claim that “the intentional is normative”. This approach incorporates an account of where our “normative intuitions” come from, and of why it is essential to these intuitions that they have a certain weak connection to the truth. This account allows that these intuitions may be fallible, but it also seeks to explain why it is rational for us to rely on these intuitions (...) in forming normative beliefs—although it is also rational for us to try to correct for these intuitions’ fallibility by revising our normative beliefs in such a way as to approach what Rawls called “reflective equilibrium”. (shrink)

There are two reasons, I claim, scientists do and should ignore standard philosophical theories of objective evidence: (1) Such theories propose concepts that are far too weak to give scientists what they want from evidence, viz., a good reason to believe a hypothesis; and (2) They provide concepts that make the evidential relationship a priori, whereas typically establishing an evidential claim requires empirical investigation.

When legal practice satisfies certain modest conditions of legitimacy, affirming the equal dignity of persons, the law is what it ought to be. It provides the morally appropriate basis for the reso...

This brief, elegantly written book puts forward a view of normative reasoning--a view White calls "corporatism"--based upon an analogy with certain views about reasoning in the empirical sciences. Duhem and Quine have argued that an empirical statement is not tested, accepted, or rejected in isolation from other beliefs. Rather, it is seen in the context of a web of related beliefs, assumptions, and sense experiences--even relevant laws of logic--and the testing process is essentially the process of deciding which, of all (...) those items, "must" or "ought to be" accepted or rejected. Moral reasoning, White thinks, is similar. Moral judgments are always assessed in a context which includes moral feelings of sentiments and empirical beliefs. Their assessment is essentially the process of deciding which, of all of those items, must be accepted, revised, or rejected. One of White's examples concerns abortion. The relevant normative judgments include the prohibition of homicides of certain sorts, the relevant empirical beliefs have to do with developmental biology, medicine, intention, and the like; the relevant moral feelings include a sense of obligation. Moral judgments drawn from the conjunction of such "premises" may set up conflicting feelings, or the premises themselves may be inconsistent. In such cases something must give: deciding just what must give is analogous to deciding what beliefs to give up when scientific experiments yield anomalous results. (shrink)