This chapter contains sections titled: Coffee or Tea? The American Coffeehouse Individual Choice, Social Meaning.

A defence of the possibility of amoralism is important to discussions about the foundations of ethics and the justification of morality. I argue against Michael Smith's attempt to show, through a defence of internalism, that amoralism is incoherent. I argue first, that a de dicto reading of the externalist's explanation of changes in motivation which are pursuant upon changes in judgement is not objectionable or implausible as Smith contends; and second, that internalism cannot account for the effort of the will (...) required to make such changes in motivation. I also argue that the internalism/externalism debate can be diffused by considering the epistemic difficulties associated with identifying motivating states and by rejecting the notion that motivation can be understood in terms of psychlogical states. (shrink)

Student participation is essential to philosophy since dialogue is at the center of philosophical activity: it provides students an opportunity to articulate their philosophical ideas, it helps them connect philosophy to their practical experience, it serves as an opportunity for instructors to take an interest in their students’ views, and it promotes intellectual virtues like courage and honesty. However, lectures can serve many of the same functions, albeit in different ways, e.g. a lecturer can engage other historical philosophers so as (...) to illustrate various dialogues in the history of philosophy. This paper argues that both student participation via dialogue and traditional lecturing play important roles in university education and attempts to offer guidance on how to strike a balance between lecture-driven and student-driven instruction. (shrink)

I offer ten arguments to demonstrate why student plagiarism is unethical. In sum, plagiarism may be theft; involve deception that treats professors as a mere means; violate the trust upon which the professor-student relationship depends; be unfair to other students in more than one way; diminish the student’s education; indulge vices such as indolence and cowardice; foreclose access to the internal goods of the discipline; diminish the value of a university degree; undercut creative self-expression and acceptance of epistemic limitations; and (...) undermine the vital interpersonal component of higher education. Plagiarism warrants severe penalties that effectively combat the student’s presumptive competitive strategy for individual success. (shrink)

I argue that to see certain textual practices as instances of plagiarism depends upon prior assumptions about the nature of authorship and originality. I introduce key ideas from Kant's essay "On the Unauthorized Publication of Books" as a clue to the modern notion of authorship and from Foucault's "What Is an Author?" which offers a postmodern deconstruction of the author. I explain how the current proliferation of student plagiarism can be viewed as a radical departure from both of these views, (...) pointing toward a future in which the creation of text is un-authored, anonymous, collective but non-collaborative, and dynamic. I suggest that faculty attitudes about plagiarism represent, in part, a failure to understand the changing economic, technological, and textual practices that are guiding students and administrators. Nonetheless, I maintain that plagiarism is unethical, even as I call for philosophers to rethink how our discipline might respond to these changing practices. (shrink)

In 2015, the U.S. Supreme Court ruled in favor of same-sex marriage in Obergefell v. Hodges. Although I concur that same-sex couples should have the right to marry if anyone does, I argue that civil marriage is an unjust institution. By examining the claims employed in the majority opinion, I expose the Court’s romanticized, patriarchal view of marriage. I critique four central claims: (1) that marriage is central to individual autonomy and liberty; (2) that civil marriage is uniquely valuable; (3) (...) that marriage “safeguards” children and families; and (4) that marriage is fundamental to civil society. (shrink)

In this short essay, based on remarks presented at a panel discussion on diversity at the 2013 meeting of the Florida Philosophical Association, I discuss some of the interlocking ways in which women and racial/ethnic minorities have been under-represented, excluded, marginalized, and devalued in academic philosophy. I propose that even if the causes of the problem are many, solutions are nonetheless possible. I claim that substantial change in the profession will require the participation of the white, male majority. I suggest (...) that such change is needed for at least three reasons: justice, scholarly integrity, and the social and economic viability of the discipline. (shrink)

Addressing controversy over same-sex marriage, I defend the privatization response: disestablish civil marriage, leaving the question of same-sex marriage to private organizations; detach civil rights from erotic affiliation; and grant legal equality through the mechanism of civil unions. However, the privatization response does not fully address one key conservative argument to the effect that (heterosexual) marriage constitutes a public good of such importance that civil society has a sustaining interest in it. I acknowledge the legitimate, even profound, values or goods (...) that marriage promotes, but contend that they are compatible withhomosexuality. Further, I argue that marriage is neither necessary nor sufficient for sustaining the goods that inhere in modern marriage. Thus, it is not clear that marriage is the best way for the state to promote these goods. Finally, I suggest that the core goods of marital commitment are moral and are not the proper subject of state regulation. (shrink)

Addressing controversy over same-sex marriage, I defend the privatization response: disestablish civil marriage, leaving the question of same-sex marriage to private organizations; detach civil rights from erotic affiliation; and grant legal equality through the mechanism of civil unions. However, the privatization response does not fully address one key conservative argument to the effect that (heterosexual) marriage constitutes a public good of such importance that civil society has a sustaining interest in it. I acknowledge the legitimate, even profound, values or goods (...) that marriage promotes, but contend that they are compatible withhomosexuality. Further, I argue that marriage is neither necessary nor sufficient for sustaining the goods that inhere in modern marriage. Thus, it is not clear that marriage is the best way for the state to promote these goods. Finally, I suggest that the core goods of marital commitment are moral and are not the proper subject of state regulation. (shrink)

I offer ten arguments to demonstrate why student plagiarism is unethical. In sum, plagiarism may be theft; involve deception that treats professors as a mere means; violate the trust upon which the professor-student relationship depends; be unfair to other students in more than one way; diminish the student’s education; indulge vices such as indolence and cowardice; foreclose access to the internal goods of the discipline; diminish the value of a university degree; undercut creative self-expression and acceptance of epistemic limitations; and (...) undermine the vital interpersonal component of higher education. Plagiarism warrants severe penalties that effectively combat the student’s presumptive competitive strategy for individual success. (shrink)

Recently, Anglo-American philosophy has become something of a scandal. The disturbing lack of women and minorities in the field, combined with revelations of institutional discrimination and sexual harassment in several departments of Philosophy, have placed philosophy in the national and international spotlight. Women, racial and ethnic minorities, and other under-represented groups in the discipline have created blogs, conferences, task forces, guides, and other sites to give voice to, and address the concerns of, the philosophically marginalized. It is this background that (...) gave rise to the formation of our panel on diversity at the 59th annual meeting of the Florida Philosophical Association. Our remarks here participate in a much larger, continuing conversation that we are inviting the reader to join. A list of resources for those interested in addressing philosophy’s “diversity problem” is attached at the end of the panel. (shrink)

The far reaching effects of the genetic revolution on our lives as a whole make it difficult to separate the secular and sacred issues involvedIn accepting this opportunity to comment on Dr Polkinghorne’s Templeton Prize lecture, I recognise that there is a significant division between those who would see religious beliefs as irrelevant in the ethical debates concerning new biotechnologies and those who, with Dr Polkinghorne, are willing to look to the major faith traditions for insight into the nature of (...) human identity and selfhood. In secular discourse, the intrusion of religious language has long been resisted on many grounds: that sound ethical principles do not need transcendent ratification; that those who presume a privileged moral discernment derived from their religion frequently fail to appreciate the complexity of genetic and medical science; and that internecine disputes within faith communities and historically rooted incommensurabilities between them seriously compromise any prospect of consensus. This problem is tacitly acknowledged by Dr Polkinghorne himself when he notes that his willingness to accept the 14 day threshold before which certain forms of experimentation on embryos are deemed permissible would not be congenial to Roman Catholic officialdom, for whom the destruction of one life cannot be condoned even if it were to make possible the creation of another.Dialogue traversing a secular/sacred divide can be thwarted for other reasons. Those sympathetic to religious voices may concede that claims for privileged discernment are unhelpful but still insist that secular ethicists too readily fail to appreciate that religious beliefs can be constructive in strengthening motivation and in deepening commitment on ethical issues. Theologians who have served on ethics committees have sometimes expressed a sense of frustration accompanying their attempts to explain that they are starting from a different point, and working from different presuppositions, than those who …. (shrink)

In the wake of ethical scandals and close ethical scrutiny throughout business and the accounting professional today, Brooks/Dunn's BUSINESS & PROFESSIONAL ETHICS, 9E provides the ethical insights and strategies you need for corporate and professional success. Learn why ethical behavior is so important and how to recognize potential pitfalls that involve much more than memorizing rules. You master the skills to develop a corporate culture of integrity that maintains stakeholder support and enables directors and auditors to complete their jobs. You (...) also learn how to use ethical strategies to make decisions, as this edition examines the latest information on governance scandals, legal liability and professional accounting and auditing issues. More than 130 cases and readings highlight new and classic cases of fraud, bankruptcy and unprofessional practices to help you better understand appropriate codes of conduct and sound ethical reasoning while strengthening your persuasive and leadership skills for success. (shrink)

Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain data from (...) the written case or standardized patient, identify the case's ethical problems, formulate learning issues, discuss ways to resolve the moral conflicts, and assign research responsibilities. In session two, students discuss their assigned learning issues and specify and justify clinical actions to address the case's ethical dilemmas. Following three cases, groups write an essay discussing what they learned and describing how they would approach and resolve the case's learning issues. (shrink)

Some have argued that specifically moral demands or norms are justified by the constraints of rationality. On this view, any agent who comes to doubt, challenge, or reject the authority of moral demands does so on penalty of irrationality. According to this view, the agent who asks the question Why be moral? can be given a rational justification for the demands that morality makes on her, regardless of her individual reasons and motives. ;I consider amoralism as a test case. Could (...) a proposed justification of morality answer to the amoralist? I develop two characterizations of amoralism: the principled objector and the amoralist from indifference. I argue that normal moral agents may adopt or succumb to either type of amoralism without forfeiting their claim to rationality, and further, that such amoralists are not best understood as demanding a justification of morality. ;Some philosophers have objected that the notion of amoralism is conceptually mistaken or incoherent. I address three forms of this argument. First, I argue that the inverted-commas argument attributed to R. M. Hare fails to show that purported amoralists cannot really make or understand value judgments. Second, I argue that Michael Smith's internalist argument against amoralism is unconvincing. Third, I consider Christine Korsgaard's argument in The Sources of Normativity that the very nature of rational action entails moral obligation. ;I conclude by discussing the way in which a justification of moral demands can only be made internal to a particular moral outlook or way of life. To attempt to respond to amoralists who are radically dissatisfied with, or dissociated from, a moral perspective with a wholesale rational justification of morality is to misunderstand the nature of their disaffection as well as to misunderstand the project of moral philosophy. However, acknowledging the limited role of justification in moral theory and argument does not entail that moral philosophy's primary enterprise is merely the explanation of moral phenomena. Moral normativity is a function of our capacity for reflection. Thus, the work of moral philosophy lies in making reflective recommendations for which norms to adopt, how to obligate oneself and others, and how to live. (shrink)

Rather than being inherently evil, business lobbying is a socially responsible activity which needs to be restrained by ethical standards. To be effective in a business environment, traditional ethical standards need to be translated into language which business persons can speak comfortably. Economical explanations must also be available to explain why ethical standards are appropriate in business. Eight such standards and their validating arguments are proposed with examples showing their use. Internal dialogues regarding the ethics of lobbying objectives and tactics (...) will plausibly occur only in businesses which recognize social responsibility mandates. Public interest stakeholders could hasten this recognition by making use of information made available by the Lobbying Disclosure Act of 1995 to institute external dialogues regarding lobbying by specific businesses and industry groups. Given practical ethical standards and the information on business lobbying provided by the law, the press, corporate activists, consumers, pension fund managers and the public can apply pressure for ethical lobbying practices. (shrink)