The Price of Non-reductive Moral Realism

Non-reductive moral realism is the view that there are moral properties which cannot be reduced to natural properties. If moral properties exist, it is plausible that they strongly supervene on non-moral properties- more specifically, on mental, social, and biological properties. There may also be good reasons for thinking that moral properties are irreducible. However, strong supervenience and irreducibility seem incompatible. Strong supervenience entails that there is an enormous number of modal truths (specifically, truths about exactly which non-moral properties necessitate which moral properties); and all these modal truths must be explained. If these modal truths can all be explained, then it must be a fundamental truth about the essence of each moral property that the moral property is necessarily equivalent to some property that can be specified purely in mental, social and biological terms; and this fundamental truth appears to be a reduction of the moral property in question. The best way to resist this argument is by resorting to the claim that mental and social properties are not, strictly speaking, natural properties, but are instead properties that can only be analysed in partly normative terms. Acceptance of that claim is the price of non-reductive moral realism.     

The Meta-Justification of Reflective Equilibrium

The paper addresses the possibility of providing a meta-justification of what appears to be crucial epistemic desiderata involved in the method of reflective equilibrium. I argue that although the method of reflective equilibrium appears to be widely in use in moral theorising, the prospects of providing a meta-justification of crucial epistemic desiderata are rather bleak. Nor is the requirement that a meta-justification be provided obviously misguided. In addition, I briefly note some of the implications of these results for our use of the method of reflective equilibrium and for the best interpretation of the method.     

A Mereological Challenge to Endurantism

In this paper, we argue that time travel is problematic for the endurantist. For it appears to be possible, given time travel, to construct a wall out of a single time travelling brick. This commits the endurantist to one of the following: (a) the wall is composed of the time travelling brick many times over; (b) the wall does not in fact exist at all; (c) the wall is identical to the brick. We argue that each of these options is unsatisfactory.     

Reasonable Partiality from a Biological Point of View

Speculation about the evolutionary origins of morality has yet to show how a biologically based capacity for morality might be connected to moral reasoning. Applying an evolutionary approach to three kinds of cases where partiality may or may not be morally reasonable, this paper explores a possible connection between a psychological capacity for morality and processes of wide reflective moral equilibrium. The central hypothesis is that while we might expect a capacity for morality to include aspects of partiality, we might also expect these same aspects of the capacity to produce systemic forms of performance-based error. Understanding these errors helps point the way toward a theory of moral competence that includes aspects of both partiality and impartiality.     

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.     

Particularism and the Point of Moral Principles

According to radical moral particularists such as Jonathan Dancy, there are no substantive moral principles. And yet, few particularists wish to deny that something very like moral principles do indeed play a significant role in our everyday moral practice. Loathe at dismissing this as mere error on the part of everyday moral agents, particularists have proposed a number of alternative accounts of the practice. The aim of all of these accounts is to make sense of our appeal to general moral truths in both reaching and justifying our particular moral judgments without thereby violating the particularists' stricture against substantive moral principles. In this paper, I argue that the most prominent non-substantive accounts of moral generalities appealed to by radical particularists – the heuristic account and default reasons accounts – fail in this aim.     

The Meta-Ethical Issue of the Nature of Lying: Implications for Moral Education

I argue that lying has many dimensions, hence, some putativecases of lying may not match our intuitions or acceptedmeanings of lying. The moral lesson we should teach must be that lying is not a simple principle or feature, buta cluster of features or spectrum of shades, where anythingin the spectrum or cluster is considered lying. I argue thatthe view regarding lying as a single principle or featurehas problematic meta-ethical implications. I do a meta-ethicalanalysis of the meaning of lying, not only to indicatesuch problems, but also the need to teach the act ofrational discussion and meta-ethical analysis. I arguethat the process of meta-ethical analysis and rationaldiscussion should be part of moral education, in that itmay help to develop critical thought about the abilityand practice of making good and rational moral judgments.     

Seeing by Feeling: Virtues,Skills, and Moral Perception

Champions of virtue ethics frequently appeal to moral perception: the notion that virtuous people can “see” what to do. According to a traditional account of virtue, the cultivation of proper feeling through imitation and habituation issues in a sensitivity to reasons to act. Thus, we learn to see what to do by coming to feel the demands of courage, kindness, and the like. But virtue ethics also claims superiority over other theories that adopt a perceptual moral epistemology, such as intuitionism – which John McDowell criticizes for illicitly “borrow[ing] the epistemological credentials” of perception. In this paper, I suggest that the most promising way for virtue ethics to use perceptual metaphors innocuously is by adopting a skill model of virtue, on which the virtues are modeled on forms of practical know-how. Yet I contend that this model is double-edged for virtue ethics. The skill model belies some central ambitions and dogmas of the traditional view, especially its most idealized claims about virtue and the virtuous. While this may be a cost that its champions are unprepared to pay, I suggest that virtue ethics would do well to embrace a more realistic moral psychology and a correspondingly less sublime conception of virtue.     

Psychometric Properties of a Chinese Version of the Moral Attentiveness Scale

This study focuses on the reliability and validation of the Chinese version of the Moral Attentiveness Scale. Factor analysis confirmed that the scale includes two factors: perceptual moral attentiveness and reflective moral attentiveness. Moral attentiveness is negatively correlated with normlessness and positively associated with internalization and symbolization, moral identity, and other academic dishonesty behaviors. Reflective moral attentiveness moderated the relationship between formalism and unethical decision making. All results showed that the Chinese version of the Moral Attentiveness Scale has satisfactory psychometric properties and is a valid and reliable measurement of moral attentiveness in the Chinese population.     

Moral knowledge: some reflections on moral controversies, incompatible moral epistemologies, and the culture wars.

An authentic Christian bioethical account of abortion must take into consideration the conflicting epistemologies that separate Christian moral theology from secular moral philosophy. Moral epistemologies directed to the issue of abortion that fail to appreciate the orientation of morality to God will also fail adequately to appreciate the moral issues at stake. Christian accounts of the bioethics of abortion that reduce moral-theological considerations to moral-philosophical considerations will not only fail to appreciate fully the offense of abortion, but morally mislead. This article locates the bioethics of abortion within the theology of the Church of the first millennium, emphasizing that abortion was prohibited, whether or not one considered the embryo or fetus to be ensouled.     

关于我国新道德建设的思考

当前我国新道德建设应遵循与市场经济相适应,与社会主义法律规范相协调等七个原则,并要注意与人重建的融会及建设的层次性与多元性、原则性与灵活性。     

Reliabilism and the Abductive Defence of Scientific Realism

According to the “no-miracles argument” (NMA), truth is the best explanation of the predictive-instrumental success of scientific theories. A standard objection against NMA is that it is viciously circular. In Scientific Realism: How Science Tracks Truth Stathis Psillos has claimed that the circularity objection can be met when NMA is supplemented with a reliabilist approach to justification. I will try to show, however, that scientific realists cannot take much comfort from this policy: if reliabilism makes no qualifications about the domain where inference to the best explanation is reliable, scientific realists flagrantly beg the question. A qualified version of reliabilism, on the other side, does not entitle us to infer the realist conclusion. I conclude, then, that Psillos’s proposal does not make any significant progress for scientific realism.

Epistemological and Moral Conflict Between Religion and Science

Debates about religion and educational attainment often assume that members of certain religious groups do not seek out knowledge of science because they are opposed to the use of the scientific method. Using the science module of the 2006 General Social Survey, the analysis indicates that no religious group differs from the nonreligious comparison group in its propensity to seek out scientific knowledge. A more subtle epistemological conflict may arise when scientists make claims that explicitly contradict theological accounts. Findings indicate that Protestants and Catholics differ from the comparison group only on the very few issues where religion and science make competing claims. A third possible source of conflict may not be epistemological, but rather derives from opposition to what is understood as the public moral agenda of scientists. Findings indicate that conservative Protestants are opposed to scientific influence in public affairs due to opposition to the scientists’ moral agenda.     

Possibilities and Limits of Self-reflection in the Teaching Profession

Reflection seems today to be highest fashion ineducation, especially in discussions aboutteacher education and the teaching profession.This has created the paradoxical situation that reflection is often used in an unreflectedmanner. Furthermore, this discovery ofreflection is not supported by earlierresearch. In philosophy, however, reflectionhas always played a central role.The purpose of this study is to investigate thepossibilities and limits of self-reflection forthe teaching profession by relating the problemto three masters of philosophy of reflection,i.e., René Descartes, Immanuel Kant andEdmund Husserl. In this way it is hoped that itwill be possible to learn from specialists onreflection for the teaching profession. Thelessons do not, however, need to be exclusivelypositive. Also from deficiencies and mistakesit is possible to learn.     

The Limits of Evil and the Role of Moral Address: A Defense of Strawsonian Compatibilism

P.F. Strawson defends compatibilism by appeal to our natural commitment to the interpersonal community and the reactive attitudes. While Strawson's compatibilist project has much to recommend it, his account of moral agency appears incomplete. Gary Watson has attempted to fortify Strawson's theory by appeal to the notion of moral address. Watson then proceeds to argue, however, that Strawson's theory of moral responsibility (so fortified) would commit Strawson to treating extreme evil as its own excuse. Watson also argues that the reactive attitudes do not lend unequivocal support to Strawsonian compatibilism and that the reactive attitudes are sometimes sensitive to considerations which suggest an incompatibilist or skeptical diagnosis. Watson attempts to provide a Strawsonian defense against these difficulties, but he ultimately concludes that the skeptical threats raised against Strawsonian compatibilism cannot be sufficiently silenced. I believe that Watson has done Strawsonian compatibilism a great service by drawing upon the notion of moral address. In this paper I attempt to defend the Strawsonian compatibilist position, as Watson has cast it, against the problems raised by Watson. I argue against Watson that Strawson's theory of responsibility, as well as the notion of moral address, does not commit the Strawsonian to treating extreme evil as its own excuse. I also argue that Watson misinterprets the point of certain reactive attitudes and thereby wrongly assumes that these attitudes are evidence against Strawsonian compatibilism.     

Intellectual Safety, Moral Atmosphere, and Epistemology in College Classrooms

Students report feeling safe to express and challenge their beliefs and assumptions in some classrooms and interactions but not in others. This paper proposes a definition of intellectual safety derived from student responses to their experience of safety or threat in college classrooms, and explores students' experience of intellectual safety in relation to epistemological development. Intellectual safety defined here has two components: epistemic fit or lack of fit between student and professor's epistemology, and moral climate. Students can be challenged in their world-views and feel either threatened, unsafe, and uncomfortable, or supported and safe despite possible discomfort. Experiencing an intellectually safe moral climate may create conditions and opportunities for epistemological reflection and change. Using concepts from moral theory, including moral type and moral perspectives of justice and care, I describe features of an intellectually safe moral climate during the cognitively and emotionally difficult time of epistemological development.