Ethical Pragmatism

Beginning with a thought experiment about a mysterious Delphic oracle, this article motivates, explains, and attempts to defend a view it calls Ethical Pragmatism. Ethical Pragmatism is the view that we can and should carry on our practice of moral deliberation without reference to moral truths, or more broadly, without reference to metaethics. The defense the article mounts tries to show that neither suspicions about the tenability of fact‐value distinctions, nor doubts about the viability of global pragmatism, nor worries about the “force” of ethical injunctions without reference to moral truths constitute good reason to reject Ethical Pragmatism.     

Motivational interviewing or reminders for glaucoma medication adherence: Results of a multi-site randomised controlled trial

Objective: Nonadherence reduces glaucoma treatment efficacy. Motivational interviewing (MI) is a well-studied adherence intervention, but has not been tested in glaucoma. Reminder interventions also may improve adherence.

Design: 201 patients with glaucoma or ocular hypertension were urn-randomised to receive MI delivered by an ophthalmic technician (OT), usual care or a minimal behavioural intervention (reminder calls).

Main Outcome Measures: Outcomes included electronic monitoring with Medication Event Monitoring System (MEMS) bottles, two self-report adherence measures, patient satisfaction and clinical outcomes. Multilevel modelling was used to test differences in MEMS results by group over time; ANCOVA was used to compare groups on other measures.

Results: Reminder calls increased adherence compared to usual care based on MEMS, p = .005, and self-report, p = .04. MI had a nonsignificant effect but produced higher satisfaction than reminder calls, p = .007. Treatment fidelity was high on most measures, with observable differences in behaviour between groups. All groups had high baseline adherence that limited opportunities for change.

Conclusion: Reminder calls, but not MI, led to better adherence than usual care. Although a large literature supports MI, reminder calls might be a cost-effective intervention for patients with high baseline adherence. Replication is needed with less adherent participants.     

Smith’s practicality requirement meets dual-process models of moral judgment

In The Moral Problem, Michael Smith argues that only motivational internalists can offer an adequate explanation of why changes in moral judgment tend to be accompanied by changes in motivation in morally virtuous people. Smith argues that the failure of motivational externalism to account for this phenomenon amounts to a reductio of the view. In this paper, I draw on dual-process models of moral judgment to develop an externalist response to Smith’s argument. The key to my proposal is that motivationally efficacious states are often the source of our moral judgments, and changes in judgment are typically the result of changes in these states. However, moral judgments can also be formed via an alternative pathway that does not necessarily affect motivation, and so motivation and judgment can come apart. This response not only defuses Smith’s objections to externalism, but challenges Smith to square his internalist proposal with the empirical details of moral judgment.     

Defending internalists from acquired sociopaths

People who suffer brain damage to their ventromedial prefrontal cortex (VM patients) have a puzzling psychological profile: they seem to retain high intellect and practical reasoning skills after their brain injuries, but continually make poor decisions in many aspects of their lives. Adina Roskies argues that their behavior is explained by the fact that, although VM patients make correct judgments about what they ought to do, they are entirely unmotivated by those judgments. Roskies thus takes VM patients to be real-world counterexamples to motivational internalism: the thesis that, necessarily, if S judges that she ought to φ in circumstances C, then S is somewhat motivated to φ in C. In this paper, however, I argue that the neuropsychological evidence that Roskies appeals to does not actually show that VM patients are entirely unmotivated by their normative judgments. Rather, I argue, the evidence suggests that VM patients form weaker normative judgments than normals during practical deliberation. And this affords the internalist with a plausible explanation for VM patients’ behavior: because VM patients form weaker normative judgments than normals, they are less motivated by their normative judgments than normals, which allows their decision-making to be overruled by their standing desires for greater and more immediate rewards.     

Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition

In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.     

Roderick Chisholm and The Shaping of American Epistemology

Abstract: Roderick Chisholm had a profound effect on the shape of American epistemology. In this article, I not only give an account of the large‐scale structure of Chisholm's views but also say something about the place of Chisholmian themes in contemporary work. I thus present an understanding and an appreciation of Chisholm's contribution to epistemology by exhibiting a number of alternative developments of Chisholmian ideas that are currently under discussion.     

Motivational internalism

Cases involving amoralists who no longer care about the institution of morality, together with cases of depression, listlessness, and exhaustion, have posed trouble in recent years for standard formulations of motivational internalism. In response, though, internalists have been willing to adopt narrower versions of the thesis which restrict it just to the motivational lives of those agents who are said to be in some way normal, practically rational, or virtuous. My goal in this paper is to offer a new set of counterexamples to motivational internalism, examples which are effective both against traditional formulations of the thesis as well as against many of these more recent restricted proposals.

Modular Treatment for Children and Adolescents With Problematic School Absenteeism: Development and Description of a Program in Germany

Problematic school absenteeism is defined as absence from school occurring with a clinical-level mental disorder. It represents a higher-order term for school refusal, school truancy, and the combination thereof and is associated with an increased risk for school dropout, prolonged mental disorders, and unemployment. This article describes the manualized modular treatment of problematic school absenteeism (MT) by a multiprofessional team. The manual was developed to target a broad spectrum of mental disorders characterized by internalizing but also externalizing behavior. The therapeutic focus is on the reintegration into school and on the cognitive behavioral treatment of the mental disorder. The MT is based on a multilevel model of problematic school absenteeism. The treatment is informed by an extensive case-conceptualization and addresses motivational aspects by offering a low-threshold therapeutic design and motivational interviewing. Core interventions are represented in four modules: cognitive behavioral therapy, family counseling, school counseling, and a psychoeducational physical exercise program. A case vignette provides an illustration of the treatment and the specific graduated approach for school reintegration. The current modular approach is discussed in relation to other cognitive-behavioral manuals targeting a broad spectrum of mental disorders or school refusal.     

Desire, Judgment, and Reason: Exploring the Path not Taken

At the outset of The Possibility of Altruism Thomas Nagel charts two paths out of the fundamental dilemma confronting metaethics. The first path rejects the claim that a persuasive account of the motivational backing of ethical judgments must involve an agent’s desires. But it is the second path, a path that Nagel charts but does not himself take, that is the focus of this essay. This path retains the standard account, upon which all motivation involves desire, but denies that desires are given prior to reason. Instead, these attitudes that motivate are themselves open to rational assessment. One reason for this focus is that many philosophers, including Quinn, Raz, and Scanlon, have come to reject the claim Nagel takes to block this path – that desires are somehow given prior to reason, hence are not in the relevant way proper objects of rational assessment. A second reason is that unlike the first path, this second does not require the rejection of the belief-desire theory, only the rejection of one assumption about the nature of conative attitudes. Unlike Nagel’s chosen path, then, the second holds out the prospect of reconciling ethical objectivity, internalism, and the belief-desire theory within a unified account. I argue that the account of desire found in Quinn, Raz, and Scanlon, augmented by aspects of Davidson’s account of propositional attitudes, yields a coherent account of the involvement of reason even in basic desires, an account that is well suited to Nagel’s intriguing path not taken. Earlier versions of this paper were presented at UC Santa Barbara and the University of Michigan. I am grateful to members of those audiences for helpful comments, in particular to Stephen Darwall, David Velleman, Kevin Toh, Voula Tsouna, and Tony Anderson. I have also benefited from helpful discussions of these arguments with Peter Thielke, Ted Hinchman, Dion Scott-Kakures, and Charles Young.     

教师期望的改变对初中生自我价值感及动机信念影响的实验研究

以84名初中二年级学生为被试,采用单因子协变量分析对教师期望的改变对初中生自我价值感及动机信念的影响进行研究。结果表明:(1)教师期望的改变对初中生总体自我价值感、个人取向一般自我价值感及个人取向特殊自我价值感有显著影响。(2)教师期望的改变对初中生逃避型自我取向及社会效能—同学社会效能—老师有显著影响。