The You Turn

This introductory paper sets out a framework for approaching some of the claims about the second person made by the papers collected in the special edition of Philosophical Explorations on The Second Person (2014, 17:3). It does so by putting centre stage the notion of a ‘bipolar second person relation’, and examining ways of giving it substance suggested by the authors of these papers. In particular, it focuses on claims made (and denied) in these papers (a) about the existence and/or nature of second person thought, second person reasons for action and second person reasons for belief and (b) about possible connections among thought-theoretical, ethical and epistemological issues and debates in this area.     

Standard and alternative error theories about moral reasons

An error theory about moral reasons is the view that ordinary thought is committed to error, and that the alleged error is the thought that moral norms (expressing alleged moral requirements) invariably supply agents with sufficient normative reasons (for action). In this paper, I sketch two distinct ways of arguing for the error theorist's substantive conclusion that moral norms do not invariably supply agents with sufficient normative reasons. I am primarily interested in the somewhat neglected way, which I call the alternative route. A reason for this is because it seems a genuine question whether the alternative route towards the substantive conclusion need be as troubling to the moralist as the standard route. My hunch is that it is not. Though the alternative error theory denies justification from genuinely moral acts, it also does so from acts born out of self-interest or immorality. If the alternative theory is true, the moralist can at least hold on to the claim that if genuinely moral considerations fail to provide agents with reasons for action, nothing else (of the sort) does.     

A new moral sentimentalism

This paper argues for a novel sentimentalist realist metaethical theory, according to which moral wrongness is analyzed in terms of the sentiments one has most reason to have. As opposed to standard sentimentalist views, the theory does not employ sentiments that are had in response to morally wrong action, but rather sentiments that antecedently dispose people to refrain from immoral behavior, specifically the sentiments of compassion and respect.     

Moral obligations towards future generations in African thought

Given the importance of being able to account for moral obligations towards future generations, especially in the light of the problem of global climate change, I argue that there are under-appreciated notions in African thought that are able to significantly contribute to the on-going discourse with respect to inter-generational moral obligations. I identify two related African notions, both springing from the prominent belief that ancestors who have died – but continue to have a presence – are entitled to respect, which upon secular refinement are promising in terms of grounding a claim that we do have moral obligations to future generations. These conceptions are that the environment is a communal resource, shared across generations, and that the present generation should express gratitude to its predecessors for preserving the environment on its behalf, by emulating its predecessors and preserving the environment for future generations. I argue that these two conceptions present plausible grounds for thinking that we have moral obligations to posterity, partly because they go some way towards overcoming some of the theoretical concerns generally associated with the notion of moral obligations towards unidentifiable, contingent future persons.     

Teaching and telling

Recent work on testimony has raised questions about the extent to which testimony is a distinctively second-personal phenomenon and the possible epistemic significance of its second-personal aspects. However, testimony, in the sense primarily investigated in recent epistemology, is far from the only way in which we acquire knowledge from others. My goal is to distinguish knowledge acquired from testimony – learning from being told – from knowledge acquired from teaching – learning from being taught, and to investigate the similarities and differences between the two with respect to the interpersonal dimensions of their structures.     

Forms of trust in education and development

In this article an analysis of trust is given and two basic forms of trust are distinguished, viz., trust in powers and trust in inclinations. These forms of trust allow us to gain a better understanding in the pivotal role trust plays in the relationship between caretakers, parents and children. It is argued that it makes no sense to speak about basic mistrust of infants, and that having unlimited trust in the inclinations of adults is only a virtue in children. By having trust in both the powers and inclinations of children, parents stimulate the development of their self-confidence and moral identity.     

The moral obligations of reasonable non-believers

People who do not believe that there is a God constitute an obvious problem for divine command metaethics. They have moral obligations, and are often enough aware of having them. Yet it is not easy to think of such persons as “hearing” divine commands. This makes it hard to see how a divine command theory can offer a completely general account of the nature of moral obligation. The present paper takes a close look at this issue as it emerges in the context of the most recent version of Robert Adams’ modified divine command theory. I argue that, despite a valiant attempt to do so, Adams does not succeed in giving an adequate account of the moral obligations of non-believers. More generally, I claim that if divine commands are construed as genuine speech acts, theists are well advised not to adopt a divine command theory.     

To the letter: Early readers trust print‐based over oral instructions to guide their actions

Children have many opportunities to learn from others through oral and written sources. Recent evidence suggests that early readers place more trust in written over oral testimony when learning names for unfamiliar objects. Across three studies, we examined whether the authority of print extends beyond mere naming to guide children's actions in the physical world. In Study 1, 3‐ to 6‐year‐olds received conflicting oral and print‐based advice from two puppets about how to operate a novel apparatus. Whereas pre‐readers were indiscriminate in their trust, early readers preferred to follow the print‐based advice. In Study 2, we replicated this finding, controlling for the amount of corroborating evidence presented by both sources, and the location of the print. In Study 3, we explored whether readers' preference for print‐based information was due to a global preference for external representations, or a more specific preference for text. Children were presented with conflicting instructions based on text versus a coloured circle. Whereas pre‐readers preferred to follow the colour circle, readers preferred to follow the text. Together, the results suggest that when children learn to read, they rapidly come to regard the written word as a particularly authoritative source of information about how to act in the world.     

Reasons or rationalizations: The role of principles in the moral dumbfounding paradigm

Moral dumbfounding occurs when people maintain a moral judgment even though they cannot provide reasons for it. Recently, questions have been raised about whether dumbfounding is a real phenomenon. Two reasons have been proposed as guiding the judgments of dumbfounded participants: harm-based reasons (believing an action may cause harm) or norm-based reasons (breaking a moral norm is inherently wrong). Participants in that research (see Royzman, Kim, & Leeman, 2015), who endorsed either reason were excluded from analysis, and instances of moral dumbfounding seemingly reduced to non-significance. We argue that endorsing a reason is not sufficient evidence that a judgment is grounded in that reason. Stronger evidence should additionally account for (a) articulating a given reason and (b) consistently applying the reason in different situations. Building on this, we develop revised exclusion criteria across three studies. Study 1 included an open-ended response option immediately after the presentation of a moral scenario. Responses were coded for mention of harm-based or norm-based reasons. Participants were excluded from analysis if they both articulated and endorsed a given reason. Using these revised criteria for exclusion, we found evidence for dumbfounding, as measured by the selecting of an admission of not having reasons. Studies 2 and 3 included a further three questions relating to harm-based reasons specifically, assessing the consistency with which people apply harm-based reasons across differing contexts. As predicted, few participants consistently applied, articulated, and endorsed harm-based reasons, and evidence for dumbfounding was found.     

What’s the matter with Huck Finn?

This paper explores some key commitments of the idea that it can be rational to do what you believe you ought not to do. I suggest that there is a prima facie tension between this idea and certain plausible coherence constraints on rational agency. I propose a way to resolve this tension. While akratic agents are always irrational, they are not always practically irrational, as many authors assume. Rather, “inverse” akratics like Huck Finn fail in a distinctively theoretical way. What explains why akratic agents are always either theoretically or practically irrational? I suggest that this is true because an agent’s total evidence determines both the beliefs and the intentions it is rational for her to have. Moreover, an agent’s evidence does so in a way such that it is never rational for the agent to at once believe that she ought to Φ and lack the intention to Φ.     

Moral Testimony and its Authority

A person sometimes forms moral beliefs by relying on another person's moral testimony. In this paper I advance a cognitivist normative account of this phenomenon. I argue that for a person's actions to be morally good, they must be based on a recognition of the moral reasons bearing on action. Morality requires people to act from an understanding of moral claims, and consequently to have an understanding of moral claims relevant to action. A person sometimes fails to meet this requirement when she relies on another person's moral testimony, and so there are moral limits on such reliance.     

经济人信念对信任的影响:信任主题的调节作用

研究者发现经济人信念会破坏一般信任。由于不同的活动领域有不同的交往规则,信任主题可能会调节经济人信念对信任的影响。基于所属领域(经济与社会)与风险程度(高与低)两个维度,本研究分析了借钱、消费、捐赠、选举等主题对经济人信念影响信任的调节作用。结果发现,对经济人信念的直接学习(研究1)和间接激活(研究2)都只破坏了消费主题下的信任,经济人信念对经济领域中风险程度较低的主题下的信任有破坏作用。     

道德相对主义和厌恶情绪对道德直觉判断的影响

社会直觉模型认为有意识的道德推理过程发生在道德直觉判断之后。那么, 道德直觉判断又是怎么形成的, 是否受认知推理和情绪的影响?实验1首先验证道德直觉判断的存在; 实验2考察了道德相对主义对道德直觉判断的影响; 实验3考察了厌恶情绪对道德直觉判断的影响。结果发现: (1)道德绝对主义比道德相对主义条件下, 个体更倾向于做出道德直觉判断, 说明道德直觉判断受认知推理影响。(2)厌恶情绪比中立情绪启动条件下, 个体更倾向于做出道德直觉判断, 说明道德直觉判断受情绪影响。因此, 道德直觉判断会受认知推理和情绪的影响。     

Acting rightly: Three dimensions of moral conduct

Philosophical literature in normative ethics has tended to concentrate on (1) what we should do—what acts we should perform—or (2) virtues of character, understood as leading to the right deeds or (3), as most notable in Kant, the importance of motivation appraising agents and actions. All these elements—actions, virtues, and motives—are ethically significant. But there is a dimension of moral responsibility that should be given a place beside obligations to act, virtues of character, and appraisability of actions in relation to their motivation. It is the manner in which actions are performed. This can be right or wrong, an object of intention, and behavior for a reason; and it is important for assessing moral virtue. This paper explores manners of action, shows why they apparently do not reduce to kinds of actions, and proposes an account of their importance. The result is a wider conception of acting rightly than the common understanding on which it simply doing the right thing, a partial account of how acting rightly figures in the content of intention, and a sketch of the moral dimensions of the manners in which we act.     

Am I You?

It has been suggested that a rational being stands in what is called a “second-personal relation” to herself. According to philosophers like S. Darwall and Ch. Korsgaard, being a rational agent is to interact with oneself, to make demands on oneself. The thesis of the paper is that this view rests on a logical confusion. Transitive verbs like “asking”, “making a demand” or “obligating” can occur with the reflexive pronoun, but it is a mistake to assume that the reflexive and the non-reflexive use exhibit the same logical grammar. The thesis that they do is in part motivated by the assumption that to show that my relation to you bears the same form as my practical self-relation is to show that, fundamentally, you are not an object for me to think about and act on, but a subject with whom to think and act together. I argue, to the contrary, that if my addressing you exhibited the same form as a relation I could literally be said to stand in to myself, then the nexus between us would be such that I am irretrievably alienated from you. To allow the possibility of addressing oneself is to assume one of the following accounts of the second-person pronoun. Either one has to follow R. Heck and conceive it as a merely linguistic phenomenon whose content can be analyzed in terms of “the person to whom I'm now speaking”; or one has to internalize the second person and follow Ch. Korsgaard in taking its prior use to be entirely within and independent of its linguistic expression. But to account for the idea of mutual recognition requires a third view according to which address is an act of mind sui generis for which linguistic expression is essential.