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Gordon Davis [3]Gordon F. Davis [1]Gordon Fraser Davis [1]
  1. Gordon Davis (2013). Traces of Consequentialism and Non-Consequentialism In Bodhisattva Ethics. Philosophy East and West 63 (2):275-305.
    It is difficult to generalize about ethical values in the Mahāyāna Buddhist tradition, let alone in Buddhist philosophy more generally. One author identifies seventeen distinct ethical approaches in the Mahāyāna scholarly traditions alone (i.e., not including various folk traditions).1 Nonetheless, in comparative studies in the history of ethics, there is increasing recognition that several different Buddhist traditions have stressed a foundational role for universalist altruism that was largely absent from ancient Greek eudaimonism and perhaps even absent-qua foundational-from most other premodern (...)
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  2. Gordon Fraser Davis (2013). Moral Realism and Anti-Realism Outside the West: A Meta-Ethical Turn in Buddhist Ethics. Comparative Philosophy 4 (2).
    In recent years, discussions of Buddhist ethics have increasingly drawn upon the concepts and tools of modern ethical theory, not only to compare Buddhist perspectives with Western moral theories, but also to assess the meta-ethical implications of Buddhist texts and their philosophical context. Philosophers aiming to defend the Madhyamaka framework in particular – its ethics and soteriology along with its logic and epistemology – have recently attempted to explain its combination of moral commitment and philosophical scepticism by appealing to various (...)
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  3. Blain Neufeld & Gordon Davis (2010). Civic Respect, Civic Education, and the Family. Educational Philosophy and Theory 42 (1):94-111.
    We formulate a distinctly 'political liberal' conception of mutual respect, which we call 'civic respect', appropriate for governing the public political relations of citizens in pluralist democratic societies. A political liberal account of education should aim at ensuring that students, as future citizens, learn to interact with other citizens on the basis of civic respect. While children should be required to attend educational institutions that will inculcate in them the skills and concepts necessary for them to be free and equal (...)
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  4. Gordon F. Davis (2008). Engaging with the Paradoxes of Consequentialism. Proceedings of the Xxii World Congress of Philosophy 8:73-81.
    In the nineteenth century, Henry Sidgwick struggled with the apparent paradox that utilitarians might only attain their goal if they renounced utilitarianism in practice; he also noticed a parallel problem that anticipated what has been called the ‘paradox of desire’ in Buddhist ethics – the paradox that desiring desirelessness is self-defeating. In fact, he regarded only the latter as a genuine paradox. I consider three approaches that might mitigate the problematicimplications for Buddhist ethics and certain forms of consequentialism. One approach (...)
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  5. Gordon Davis & Blain Neufeld (2007). Political Liberalism, Civic Education, and Educational Choice. Social Theory and Practice 33 (1):47-74.
    In this paper we argue that John Rawls’s account of political liberalism requires a conception of mutual respect that differs from the one advanced in A Theory of Justice. We formulate such a political liberal form of mutual respect, which we call ‘civic respect.’ We also maintain that core features of political liberalism – in particular, the ideas of ‘the burdens of judgment’ and ‘public reason’ – do not commit political liberalism to an ideal of personal autonomy, contrary to claims (...)
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