Online research in philosophy

Internalists about reasons generally insist that if a putative reason, R, is to count as a genuine normative reason for a particular agent to do something, then R must make a rational connection to some desire or interest of the agent in question. If internalism is true, but moral reasons purport to apply to agents independently of the particular desires, interests, and commitments they have, then we may be forced to conclude that moral reasons are incoherent. Richard Joyce (2001) develops (...) an argument along these lines. Against this view, I argue that we can make sense of moral reasons as reasons that apply to, and are capable of motivating, agents independently of their prior interests and desires. More specifically, I argue that moral agents, in virtue of their capacities for empathy and shared intentionality, are sensitive to reasons that do not directly link up with their pre-existing ends. In particular, they are sensitive to, and hence can be motivated by, reasons grounded in the desires, projects, commitments, concerns, and interests of others. Moral reasons are a subset of this class of reasons to which moral agents are sensitive. Thus, moral agents can be motivated by moral reasons, even where such reasons fail to link up to their own pre-existing ends. (shrink)

Confucius lived in a society he found morally wanting. The rituals were distorted, the government was corrupt, and the rulers lacked a Heavenly mandate. Our limited historical knowledge makes it difficult today to imagine Confucius' situation in all its rich context and detail; however, we may be able to imagine something like it, at least something like it in certain ways. We can probably imagine living in a state led by officials of questionable integrity, and many of us may feel (...) that we in fact do live in a society that suffers some kind of serious moral deficiency.What should a person do when she finds herself in a morally compromised society? Should she try to avoid moral contamination by withdrawing into .. (shrink)

Many environmental policies seem to rest on an implicit distinction between doing and allowing. For example, it is generally thought worse to drive a speciesto extinction than to fail to save a species that is declining through no fault of our own, and worse to pollute the air with chemicals that trigger asthma attacks thanto fail to remove naturally occurring allergens such as pollen and mold. The distinction between doing and allowing seems to underlie certain versions of the precautionary principle, (...) and insofar as the precautionary principle rests on this distinction, it diverges from direct consequentialist approaches to risk management.There are two ways in which such reliance on the doing/allowing distinction may be defended: by appeal to indirect consequentialist considerations, and by appeal to deontological considerations. Neither approach is unproblematic; however, retention of a distinction between doing and allowing in environmentalpolicy is consistent with the widespread intuition that there is something prima facie valuable about the world as we find it. (shrink)

To create an ecologically literate, motivated, and engaged citizenry, environmental education must help students develop practical wisdom. We discuss three elements of teaching central to this task: first, greater emphasis on contextualized knowledge, grounded in particular places and cases; second, multi-modal learning that engages students as whole persons both cognitively and affectively; and third, stronger connections between knowing and doing, or between knowledge and responsibility. We illustrate these elements through our experience teaching field-based environmental studies courses, but also emphasize ways (...) in which practical environmental education can be effectively incorporated into campus-based classes. (shrink)