scholarly journals Why Ethics is Hard

2014 ◽  
Vol 11 (6) ◽  
pp. 704-726 ◽  
Author(s):  
Timothy Chappell

I argue that one central resource for ethical thinking, seriously under-explored in contemporary anglophone philosophy, is moral phenomenology, the exploration of the texture and quality (the “what-it’s-like-ness”) of moral experience. Perhaps a barrier that has prevented people from using this resource is that it’s hard to talk about experience. But such knowledge can be communicated, e.g. by poetry and drama. In having such experiences, either in real life or at second-hand through art, we can gain moral knowledge, rather as Mary the colour scientist can gain knowledge of colours; such knowledge is a real cognitive gain, but it is not knowledge of the propositional kind that philosophers have usually focused on.

Author(s):  
Robert B. Louden

Philosophers often employ examples to illustrate how their favoured principles are to be applied to concrete cases, and sometimes even to show that principles are of no help in decision-making. Examples are also used to convince readers of the existence of moral dilemmas – unresolvable conflicts between moral obligations. But a variety of different philosophical questions concerning the role, status, and nature of examples used in ethics have also been raised. One such question concerns the role that examples should play in our moral experience: should this be a rhetorical, pedagogic role of persuading us to do what is right, as determined by pre-existing principle; or a stronger, logical role of helping to determine what is morally right? Another query relates to moral teaching: is exposure to and reflection on stories, tales, narratives and exemplars sufficient for moral education, or is there a further need for exposure to principles and theories of ethics? Third, in terms of the kinds of examples employed in moral philosophy and reflection, should such examples be culled from great literature or sacred texts? Alternatively, should they be actual case studies drawn from real life, or hypothetical but realistic examples constructed by theorists? Or should they be imaginary, highly improbable cases designed to test our intuitions? A fourth question asks how examples are best identified and described, and to what extent the examples used in ethics are themselves theory-laden or even theory-constituted.


2007 ◽  
Vol 16 (4) ◽  
pp. 746-752 ◽  
Author(s):  
Elizabeth Peter ◽  
Kirsten Martin

In this paper we explore the use of Margaret Urban Walker's metaethical perspective, particularly the use of narratives, to inform the development of a research approach to uncover the everyday moral knowledge of nurses. A method based on Walker's work makes it possible to analyze the power dimensions inherent in nurses' moral experience, to ground a narrative approach to nursing ethics with a robust moral epistemology, and to differentiate different types of narratives. A number of analytic questions, which have their basis in Walker's work, are presented and are used to analyze a practice narrative written to illustrate how narratives can be used to draw out the moral knowledge of nurses within the context of their actual work.


2020 ◽  
Vol 36 (68) ◽  
pp. 088-106
Author(s):  
Jens Kjeldgaard-Christiansen

This article argues that video gaming allows for player-focused (egocentric) moral experience that can be distinguished from the other-focused (allocentric) moral experience that characterizes literature and film. Specifically, a Deweyan perspective reveals that video games aff ord fi rst-personal rehearsals of moral scenarios that parallel how, in real life, individuals mentally rehearse the diff erent courses of moral action available to them. This functional equivalence is made possible because the aesthetics of video games bear unique affinities to the human moral imagination. However, whereas the moral imagination may be limited in terms of the complexity and vividness of its analog imaginings, the ethically notable video game may draw on the medium’s digital capacities in order to stage elaborate and emotionally compelling ethical rehearsals. The article concludes by applying this perspective to the ethically notable video game Undertale.


2020 ◽  
Vol 87 ◽  
pp. 00018
Author(s):  
O.V. Kolesova ◽  
S. A. Zaitseva ◽  
N.N. Demeneva

The education system in modern society is aimed at ensuring the spiritual and moral development of an individualbasing on the formation of the value attitude towards the Motherland. The authors appeal to the theoretical foundations of the formation of the value attitude towards the Motherland in schoolchildren, and consider various approaches of Russian and foreign researchers. At present, the problem of the formation of the value attitude towards the Motherland in schoolchildren is connected with the formation and development of an individual as a highly moral and responsible citizen of the country. It is the younger school age that is favorable for the formation of the value attitude towards the Motherland, which contributes to the acquisition of moral experience, moral knowledge, and the introduction of the child to the values of the society. The results of the formative stage made it possible to draw a conclusion about the effectiveness of formative activities in the organization of experimental work.


Philosophy ◽  
1950 ◽  
Vol 25 (95) ◽  
pp. 301-315
Author(s):  
R. C. Cross

In his 1947 British Academy lecture on Naturalistic Ethics, Mr. W. F. R. Hardie is concerned to ask himself whether a naturalistic theory of ethics can give a “satisfactory account of our moral knowledge or convictions,” or whether some form of non-naturalism is demanded by our moral experience. It will be remembered that after a careful sifting and examination of certain features of our moral knowledge or convictions, Mr. Hardie suspends judgment between naturalism and non-naturalism, observing that “on the one hand philosophers who start from the ostensible facts of our moral experience and thinking, and are most careful and accurate in their rendering of these facts, have tended to be led to objectivist and anti-naturalistic conclusions. Where they least carry conviction is in the moral epistemology which they assume or defend. When we reflect, with the epistemological issue in mind, on the actual process in ourselves of moral reflection and decision, we are more inclined to sympathize with a ‘moral sentiment’ theory than we ought to be if the rationalists are wholly in the right.” In what follows I wish to consider another feature of our moral experience which Mr. Hardie did not examine in his lecture and which appears to be of considerable importance, namely the situation where, to put it very roughly for the moment, we find ourselves at variance with another person or persons on a moral issue, where, for instance, I hold that a certain course of conduct is right, and the other person or persons hold that it is wrong, or vice versa, and where further we may pursue divergent courses of action accordingly. I wish to ask myself whether the naturalistic commentary on this situation of ethical disagreement is altogether satisfactory when we consider it in the light of “the ostensible facts of our moral experience and thinking,” whether, in fact, to use another phrase of Mr. Hardie's, it squares altogether with “our fundamental moral convictions” in regard to such a situation. The naturalistic commentary with which I am primarily concerned is that which is now sometimes labelled “the emotive theory of ethics,” and is to be found admirably developed, for example, in Professor Stevenson's book Ethics and Language.


2021 ◽  
pp. 29-42
Author(s):  
Jay L. Garfield

This chapter explains Buddhist ethics as moral phenomenology, that is, as a theory of the transformation of our moral experience of ourselves, others, and the world. It compares Buddhist “input ethics” to Western “output ethics” and explains how Buddhist practice aims at developing a less pathological, less egocentric view of our place in the world by cultivating a sense of interdependence. The discussion is grounded in Śāntideva’s Bodhicāryāvatāra, and explores his insights on anger, aversion, vice, and generosity. Śāntideva argues for the importance of developing our moral self-awareness, and changing the way we view suffering, both of ourselves and others.


2019 ◽  
Vol 42 ◽  
Author(s):  
Justin F. Landy

Abstract May expresses optimism about the source, content, and consequences of moral judgments. However, even if we are optimistic about their source (i.e., reasoning), some pessimism is warranted about their content, and therefore their consequences. Good reasoners can attain moral knowledge, but evidence suggests that most people are not good reasoners, which implies that most people do not attain moral knowledge.


2020 ◽  
Vol 48 (2) ◽  
pp. 399-409
Author(s):  
Baizhen Gao ◽  
Rushant Sabnis ◽  
Tommaso Costantini ◽  
Robert Jinkerson ◽  
Qing Sun

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.


2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.


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