Ethical Reasoning And The Embodied,Socially Situated Subject

My discussion is concerned with how symbolic power constitutively structures our very identities in relation to one another and at the bodily level of lived experience. Although many accounts of the self and of subjectivity as socially situated have difficulties in their explanations of agency, Zaners work suggests a basis upon which the selfs independence from others can be understood. His phenomenology of embodied subjectivity explains how the emerging self presupposes presence with others. At the same time, however, co-presence also reveals the selfs distinct perspective and capacity for circumstantial possibilizing, that is to say, actualizing another possible than the actual. My aim is to examine critically the intersections between Zaners phenomenology and other theoretical accounts of the socially situated self. I also show how Zaners work contributes to these discussions a way of understanding the possibility of agency that is rooted in embodied experience.     

Creative Anticipatory Ethical Reasoning with Scenario Analysis and Design Fiction

Science and Engineering Ethics - This paper presents an experimental approach for engaging undergraduate STEM students in anticipatory ethical reasoning, or ethical reasoning applied to the...     

医学生医学伦理推理能力调查研究

采用中间概念测量法,围绕病人自主权、保密、有利、公平分配四个中间概念,对我国S省某医学院1108名医学生医学伦理推理行为表现和动机水平进行调查。调查发现,医学生在面对多重叠加的复杂伦理问题时,推理能力相对较差;对医学伦理行为动机的判定优于对行为的判定;医学生的年级、性别、医学伦理负面事件的干扰等因素,都会对其医学伦理推理能力产生影响。基于此,医学伦理教育应构建全方位、全环境的教育模式,明确教学目标、创新教育方式以加强伦理推理能力培养,充分利用隐性课程的积极作用。

     

Ethical Embodiment and Moral Reasoning: A Challenge to Peter Singer

This paper addresses Peter Singer's claim that cognitive ability can function as a universal criterion for measuring moral worth. I argue that Singer fails to adequately represent cognitive capacity as the object of moral knowledge at stake in his theory. He thus fails to put forth credible knowledge claims, which undermines both the trustworthiness of his moral theories and the morality of the actions called for by these theories. I situate Singer's methods within feminist critiques of moral reasoning and moral epistemology, and argue that Singer's methods are problematic for moral reasoning because they abstract from their object valuable contextual features. I further develop this claim by showing the importance of embodiment for the construal of objects of moral knowledge. Finally, I develop the moral and scholarly implications of this critique. By showing that the abstract, universal methods of reasoning Singer employs cannot credibly construe the objects of ethical inquiry, I call into question the validity of these methods as a means to moral knowledge in general. Furthermore, since moral reasoning takes place within an embodied moral landscape, it is itself a moral enterprise. Singer's moral reasoning, and ours, must be held accountable for its knowledge claims as well as its concrete effects in the world.     

Counselor Ethical Reasoning: Decision‐Making Practice Versus Theory

Counselors’ decision‐making processes have received little attention in the literature. The purpose of this study was to ascertain the ethical decision‐making practices of counselors working in the field. The results of a phenomenological study indicate that linear models and an orientation to professional ethical guidelines learned in graduate training serve as a foundation, yet not a practical guide, in professional ethical decision making. The authors found that 4 themes guide counselors’ ethical decision making: personal values, clients’ best interest, transparency in decision making, and perceptions of formal training and practice. Implications for practice and counselor education are provided, with recommendations for future research.     

论实践哲学的理论方式及其合理性

寻求马克思主义实践哲学合理的理论方式必须立足于实践哲学的基本立场 :实践是一个具有存在论意义的范畴 ;理论思维只是实践的一种方式 ,并不能获得一个外在于实践的“阿基米德点”。因而 ,实践哲学的理论活动便只能是对生活世界内某些成为“问题”的有限方面进行批判。实践哲学的理论方式蕴涵着一种新的真理观 ,即批判的真理。这种真理源于生活世界存在的事实性 ,并作为理论哲学真理符合论的超越     

Reflexive Principlism as an Effective Approach for Developing Ethical Reasoning in Engineering

An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. Reflexive Principlism is an approach to ethical decision-making that focuses on internalizing a reflective and iterative process of specification, balancing, and justification of four core ethical principles in the context of specific cases. In engineering, that approach provides structure to ethical reasoning while allowing the flexibility for adaptation to varying contexts through specification. Reflexive Principlism integrates well with the prevalent and familiar methodologies of reasoning within the engineering disciplines as well as with the goals of engineering ethics education.     

Bible Knowledge and Moral Judgment: Knowing Scripture and Using Ethical Reasoning

The relationship between moral judgment and religious knowledge was investigated, with an analysis of the impact of academic skill on both domains. Fifty-six Bible college seniors completed measures of moral judgment (Defining Issues Test), Bible knowledge (Standardized Bible Content Test), and academic skill (Academic Profile). Results indicate that the three measures were significantly correlated in a positive direction. Bible knowledge was positively related with the most sophisticated level of Kohlberg's moral reasoning and negatively correlated with preconventional morality. These relationships could not be simply explained by the level of cognitive ability. Discussion follows on the potential causal directions and implications for Bible knowledge and sophisticated moral judgments being related.     

The Reasoning View and Defeasible Practical Reasoning

According to the Reasoning View about normative reasons, facts about normative reasons for action can be understood in terms of facts about the norms of practical reasoning. I argue that this view is subject to an overlooked class of counterexamples, familiar from debates about Subjectivist theories of normative reasons. Strikingly, the standard strategy Subjectivists have used to respond to this problem cannot be adapted to the Reasoning View. I think there is a solution to this problem, however. I argue that the norms of practical reasoning, like the norms of theoretical reasoning, are characteristically defeasible, in a sense I make precise. Recognizing this property of those norms makes space for a solution to the problem. The resulting view is in a way analogous to the familiar defeasibility theory of knowledge, but it avoids a standard objection to that theory.     

The Ethical Dangers of Ethical Sensitivity

ABSTRACT All ethical systems seem to call for more ethical sensitivity. The dangers to personal life of too much ethical sensitivity have received much attention lately, in attempts to limit the demands of morality. But the ethical dangers of ethical sensitivity have hardly been noticed. I argue that, in a number of different ways, too much ethical sensitivity can be ethically harmful. The normative, the psychological and the pragmatic pictures are for more complex than is commonly realised.     

The Logic of Dominance Reasoning

The logic of dominance arguments is analyzed using two different kinds of conditionals: indicative (epistemic) and subjunctive (counter‐factual). It is shown that on the indicative interpretation an assumtion of independence is needed for a dominance argument to go through. It is also shown that on the subjunctive interpretation no assumption of independence is needed once the standard premises of the dominance argument are true, but that independence plays an important role in arguing for the truth of the premises of the dominance argument. A key feature of the analysis is the interpretation of the doubly conditional comparative "I will get a better outcome if A than if B" which is taken to have the structure "(the outcome if A) is better than (the outcome if B)".     

The Logic of Team Reasoning

Abstract

Orthodox decision theory presupposes that agency is invested in individuals. An opposing literature allows team agency to be invested in teams whose members use distinctive modes of team reasoning. This paper offers a new conceptual framework, inspired by David Lewis's analysis of common reasons for belief, within which team reasoning can be represented. It shows how individuals can independently endorse a principle of team reasoning which prescribes acting as a team member conditional on assurance that others have endorsed the same principle. It argues that there can be such assurance even when no individual has an obligation to act on team reasoning.     

The Selective Laziness of Reasoning

Reasoning research suggests that people use more stringent criteria when they evaluate others' arguments than when they produce arguments themselves. To demonstrate this “selective laziness,” we used a choice blindness manipulation. In two experiments, participants had to produce a series of arguments in response to reasoning problems, and they were then asked to evaluate other people's arguments about the same problems. Unknown to the participants, in one of the trials, they were presented with their own argument as if it was someone else's. Among those participants who accepted the manipulation and thus thought they were evaluating someone else's argument, more than half (56% and 58%) rejected the arguments that were in fact their own. Moreover, participants were more likely to reject their own arguments for invalid than for valid answers. This demonstrates that people are more critical of other people's arguments than of their own, without being overly critical: They are better able to tell valid from invalid arguments when the arguments are someone else's rather than their own.     

Duties Owed in Serving Students: The Importance of Teaching Moral Reasoning and Theories of Ethical Leadership in Educating Business Students

This article concerns the importance of teaching moral reasoning and ethical leadership to all undergraduate students and in particular makes the case that students in business especially need familiarity with these capacities and theories given the complex world in which they will find themselves. The corollary to this analysis is the claim that content on moral reasoning and ethical leadership be mandatory for all business majors and that all degrees require course material on these subjects.

共享方式：人源类器官所涉身体交换的伦理适用

国际学界中,身体交换存在礼物、财产和商品三种传统方式。传统方式主张将身体归为“主体”或“客体”,进而相应采用礼物、财产或商品方式解决身体交换问题。共享方式则将身体视为共享资源,强调通过平等协商来谋求共享各方的权利与责任、利益与负担之间的平衡。由人体组织培养而成的人源类器官,兼具有“类主体”和“类客体”属性,可能模糊主客体边界,甚至跨越“客体”进入“主体”范畴,因而所涉身体交换不适用传统方式。相较而言,采用共享方式虽不必然确保共享各方权责的公正分配,但却是一种有价值的尝试。

     

全球化中的伦理认同与伦理冲突

全球化不仅改变着世界各国经济、政治格局,而且在思想文化领域亦产生了深远影响。这种影响在伦理维度上以伦理认同与伦理冲突的矛盾现象凸显出来。面对全球化中伦理认同与伦理冲突并存的复杂态势,合理的战略选择应该是:理性审视和反思全球化中的伦理认同和伦理冲突,以生态价值观引导下的伦理多元主义应对全球化的文化挑战。