Philosophy and Science Dialogue: Free Will

In this dialogue Derk Pereboom and Marcel Brass discuss the free will problem from the perspective of philosophy and cognitive neuroscience. First, they give their opinion on how the two disciplines contribute to the free will problem. While Pereboom is optimistic regarding the contribution of science, Brass is more pessimistic and questions the usefulness of an empirical approach to the question whether free will exists or not. Then they outline their position on the free will problem. The idea of a transcendental agent is discussed in more detail. Furthermore, it is discussed whether free will scepticism is a politically, socially, psychologically viable position. Pereboom argues that promoting the idea of free will scepticism can have a positive impact on retributive emotions and the political practice regarding retributive punishment. Brass argues that retributive emotions are deeply rooted in evolution and therefore difficult to change via high-level beliefs about free will. Finally, the future of the free will debate is discussed. Both agree that the dialogue between philosophy and psychology should be intensified. Philosophy can benefit from taking empirical research more seriously. Psychology and neuroscience can benefit from philosophy by appreciating the sophistication and conceptual clarity of the philosophical debate. Both have to find a common language and define common problems that can be tackled from both perspectives.     

论道德生活史研究的独特视阈及原则要求

道德生活史是一个国家和民族道德生活的历史叙述和再现,是以不同时期的道德生活为研究对象并力图揭示其发生发展线索的集描述性伦理学与规范性伦理学为一体的学科。道德生活史的研究因道德生活的本质特点决定了它有自己独特的研究视阈和原则要求。道德生活史的研究既是一种实证性的描述研究,同时又是一种规范性的价值研究,必须超越自然主义和超验主义的研究立场,而将自然主义与超验主义作一有机的整合,必须既联系伦理思想来进行研究但是又不能局限于伦理思想的研究,必须坚持事实与价值相统一、一元与多元相统一以及内容与形式相统一的研究原则。     

道德建设三十年概论

回顾中国道德建设30年,其逻辑起点即是关于道德建设的科学定位。社会主义道德建设的战略地位,决定了它必须是推动中国特色社会主义现代化建设的道德建设,必须是促进全面改革和实行对外开放的道德建设,必须是适应社会主义初级阶段的道德建设。在邓小平德治思想的指引下,我国道德建设呈现四大战略创新。一是提出“以德治国”方略。二是实施公民道德建设纲要。三是树立社会主义荣辱观。四是道德建设融入社会主义核心价值体系。2008年,我们夺取了抗震救灾的重大胜利,成功举办了第29届北京奥运会,形成了“抗震救灾精神”与“奥运精神”。这两大精神是社会主义道德建设30年的最新成果。     

《周易·蒙卦》的童蒙道德养成教育观

在<周易·蒙卦>中,反映了西周初期的有价值的童蒙道德养成教育观.它经后代学者的继承和阐发,逐渐形成了一个童蒙道德养成教育的思想体系.诸如"亨行时中"的价值目标,至诚求道而顺教的为学态度以及包容挚诚、严格得当的师道原则,等等,朴实而辩证,值得我们今天在未成年人道德养成教育中加以借鉴.     

康德实践理性的事实概念及其对自由的证明

康德实践理性的事实概念指的是道德律或道德律的意识,而道德律本身实际上是道德律的意识。道德律是某种自身肯定的东西,它作为事实肯定了纯粹实践理性的客观实在性,并通过理性的这一积极的概念,证明了它自身在实践上的客观实在性。正是通过道德律这一事实,在思辨哲学那里只具有消极性的自由的原因性的概念,在实践哲学中获得了积极的规定,也成为了一个“事实”。     

基于无结构性问题的道德敏感性测评初探

以474名大学生、青年教师和企业员工为被试,通过筛选情境故事,建立无结构性问题道德主题评定参照系统,创立道德敏感性定量记分方法,从而开发道德敏感性测评工具并对其进行初步的心理测量学特征检验。结果表明：以无结构性问题为形式进行道德敏感性测评研究符合道德敏感性的本质;所开发的道德敏感性测评工具兼具定性评定和定量分析的特征;鉴于道德敏感性的情境特异性,测评工具的同质性信度有待进一步提高。     

Dual pathways to engage in ‘Silent Marches’ against violence: moral outrage,moral cleansing and modes of identification

A survey (N = 120) examined variables that contribute to the willingness of people to engage in silent marches against violence in the Netherlands. As argued in Sacred Value Protection Model (SVPM) of Tetlock, Kristel, Elson, Green, and Lerner ( 2000 ) and moral mandate theory of Skitka, Bauman, and Sargis ( 2005 ), moral threats that are triggered by violent incidents, may indeed drive people to protest against such incidents. Our findings indicated dual pathways to such protests, that are all associated with reactive, angry empathic concerns. These concerns involve people's outrageous, punitive reactions towards offenders on behalf of the victims. These concerns are directly or indirectly related to people's participation intentions. That is, they directly influence the participation intention variable, or indirectly, through (re‐)establishing the belief in a just‐world, or through more fearful, self‐directed moral cleansing reactions. These latter reactions aim at reinforcing community‐shared moral standards. Copyright © 2007 John Wiley & Sons, Ltd.     

The pedagogical imperative of values education

Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of ‘intellectual depth’, ‘communicative competence’ and ‘self‐reflection’ as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student welfare, school coherence, ambience and organisation. The influences of these on student learning, welfare and progress have been observed across public, private and religious sectors, thus confirming earlier studies of similar phenomena in religious schools. Evidence from the Australian Government's Values Education Good Practice Schools Project indicates the benefit to all schools of reflecting on, re‐evaluating and rethinking the implications of values education for curricula, classroom management and school ethos in the interests of student wellbeing and progress. This indicates a pedagogical imperative for values education which extends beyond boundaries of personal or systemic interests and ideologies.     

从手术签字审视医疗活动中道德与法律之冲突

手术签字不应成为实施手术的必要条件,手术治疗及其他医疗活动中道德与法律之冲突有其产生的理论和现实根源,其实质是利益冲突。合情不合法与合法不合情是道德与法律冲突的两种具体情形。单纯的道德谴责或责任追究无助于,中突的解决,完善法律、提升道德、调适利益是避免及减少冲突的有效途径。