In the present scenario, Superman’s problem is not just a problem of physical effort but one of practical reasoning. A well‐adjusted and fairly moral person will respond to the world in certain kinds of ways that go beyond making calculations of reasons. First, there is the issue of what they will count as a reason at all. Second, there is the matter of when serious deliberation is required at all. Just as we act out of habit in our (...) usual daily routines, so too we can act out of habit in less routine matters. And these habits can be emotional too. Injustice causes us to feel anger on our own or on others’ behalf, exemplified by Grant Morrison’s Superman‐as‐social‐crusader in the new Action Comics. When the circumstances make things clear, a virtuous person just acts. In this sense, Superman is virtuous in his exercise of practical reason. (shrink)

There is converging evidence that over the course of the second year children become good at various fairly sophisticated forms of pro-social activities, such as helping, informing and comforting. Not only are toddlers able to do these things, they appear to do them routinely and almost reliably. A striking feature of these interventions, emphasized in the recent literature, is that they show precocious abilities in two different domains: they reflect complex ‘ theory of mind’ abilities as well as ‘altruistic motivation’. (...) Our aim in this paper is to present a theoretical hypothesis that bears on both kinds of developments. The suggestion is that children’s ‘instrumental helping’ reflects their budding understanding of practical reasons. We can put the basic idea in the familiar terminology of common coding : toddlers conceive of the goals of others’ actions in the same format as the goals of their own actions: in terms of features of their situation that provide us with reasons to act. (shrink)

It is a popular view thatpractical deliberation excludes foreknowledge of one's choice. Wolfgang Spohn and Isaac Levi have argued that not even a purely probabilistic self-predictionis available to thedeliberator, if one takes subjective probabilities to be conceptually linked to betting rates. It makes no sense to have a betting rate for an option, for one's willingness to bet on the option depends on the net gain from the bet, in combination with the option's antecedent utility, rather than on the offered (...) odds. And even apart from this consideration, assigning probabilities to the options among which one is choosing is futile since such probabilities could be of no possible use in choice. The paper subjects these arguments to critical examination and suggests that, appearances notwithstanding, practical deliberation need not crowd outself-prediction. (shrink)

Clinical decision making is a challenging task that requires practical wisdom—the practised ability to help patients choose wisely among available diagnostic and treatment options. But practical wisdom is not a concept one typically hears mentioned in medical training and practice. Instead, emphasis is placed on clinical judgement. The author draws from Aristotle and Aquinas to describe the virtue of practical wisdom and compare it with clinical judgement. From this comparison, the author suggests that a more complete understanding (...) of clinical judgement requires its explicit integration with goals of care and ethical values. Although clinicians may be justified in assuming that goals of care and ethical values are implicit in routine decision making, it remains important for training purposes to encourage habits of clinical judgement that are consciously goal-directed and ethically informed. By connecting clinical judgement to patients' goals and values, clinical decisions are more likely to stay focused on the particular interests of individual patients. To cultivate wise clinical judgement among trainees, educational efforts should aim at the integration of clinical judgement, communication with patients about goals of care, and ethical reasoning. But ultimately, training in wise clinical judgement will take years of practice in the company of experienced clinicians who are able to demonstrate practical wisdom by example. By helping trainees develop clinical judgement that incorporates patients' goals of care and ethical reasoning, we may help lessen the risk that ‘clinical judgement’ will merely express ‘the clinician's judgement.’. (shrink)

We offer a model of moral reform and regeneration that involves a wrong-doer making two movements: on the one hand, he identifies with himself as the one who did the act, while he also intentionally moves away from that self (or set of desires and intentions) and moves toward a transformed identity. We see this model at work in the formal practice of contrition and reform in Christian and Buddhist rites. This paper is part of a broader project we are (...) undertaking on the philosophy of forgiveness. (shrink)

In this paper practical reasoning is understood in the Aristotelian sense as reasoning leading to action or to an intention to do something. Georg Henrik von Wright and a number of other philosophers have tried to assimilate certain forms of such reasoning to deductive reasoning. Many examples of practical reasoning, including some examples given by Aristotle, do not fit a deductive or quasi‐deductive model. It is argued that instances of good practical (...) class='Hi'>reasoning often resemble abductive rather than deductive or inductive reasoning, and that the principles governing abduction, including the Principle of Economy, are applicable to practical reasoning. (shrink)

On the classical instrumental view, practical reason is an all-things-considered enterprise, concerned not merely with identifying and evaluating appropriate means to the realization of ends construed as uncriticizable, but also with coordinating achievement of their sum. The concept of a totality of ranked concerns is the cornerstone of the theory of utility. This paper discusses some of the ways that practical reasoning, on the ground, is not instrumental in this sense. The paper will demonstrate that some of (...) what goes on by way of practical reasoning on the ground involves a certain simple inference schema—to be called “imitative reasoning”—that involves mobilization of what has been alternately referred to as archetypes, scripts, stereotypes and schemas including most importantly self-schemas or self-concepts. Imitative reasoning, as the paper will argue, is especially hostile to deliberations that involve the sorts of tradeoffs that applications of utility theory routinely advise. It is therefore no expression or realization, however imperfect, of the notion of maximization. What is more, this framework routinely evokes as authoritative the norms of privilege, however removed from or irrelevant to the matter at hand, which might be as simple as where to go for dinner. For it is the basis of—among other things—class and race consciousness. Furthermore, it is highly subject to manipulation by the unscrupulous; such as, for example, by those who market consumer goods, especially to children. For this form of reasoning is employed so as to protect or enhance self-concepts: imitative reasoning is a form of motivated reasoning. Laying it out in schema form will shed light on the sort of reasoning processes that transpire in many cases of cognitive dissonance reduction. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the practice (...) of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)

Martin Hollis (d.1998) was arguably the most incisive, eloquent and witty philosopher of the social sciences of his time. His work is appreciated and contested here by some of the most eminent of contemporary social theorists. Hollis's philosophy of social action, routinely distinguished between understanding (rational) and explanation (causal). He argued that the aptest account of human interaction was to be made in terms of the first. Thus he focused upon the human reasons, for, rather than upon the natural causes (...) of, action. This volume, for the first time, brings together important essays on the work of Hollis, from many different perspectives. These include politics, sociology and economics in general; international relations, rational choice theory, constitutionalism and the rule of law as well as current concerns with relativism, Rousseauist contractarianism, "dirty hands" and "buck-passing". (shrink)

Medical school curricula and postgraduate education programmes expend considerable resources teaching medical ethics. Simultaneously, whistleblowers’ agitation continues, at great personal cost, to prompt major intrainstitutional and public inquiries that reveal problems with the application of medical ethics at particular clinical “coalfaces”.Virtue ethics, emphasising techniques promoting an agent’s character and instructing their conscience, has become a significant mode of discourse in modern medical ethics. Healthcare whistleblowers, whose complaints are reasonable, made in good faith, in the public interest, and not vexatious, we (...) argue, are practising those obligations of professional conscience foundational to virtue based medical ethics. Yet, little extant virtue ethics scholarship seriously considers the theoretical foundations of healthcare whistleblowing.The authors examine whether healthcare whistleblowing should be considered central to any medical ethics emphasising professional virtues and conscience. They consider possible causes for the paucity of professional or academic interest in this area and examine the counterinfluence of a continuing historical tradition of guild mentality professionalism that routinely places relationships with colleagues ahead of patient safety.Finally, it is proposed that a virtue based ethos of medical professionalism, exhibiting transparency and sincerity with regard to achieving uniform quality and safety of health care, may be facilitated by introducing a technological imperative using portable computing devices. Their use by trainees, focused on ethical competence, provides the practical face of virtue ethics in medical education and practice. Indeed, it assists in transforming the professional conscience of whistleblowing into a practical, virtue based culture of self reporting and personal development. (shrink)

A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning, a method that in previous studies has been contrasted against algorithmic (...) class='Hi'>reasoning with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition, and working memory capacity. Two independent groups, consisting of upper secondary students, practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding. (shrink)

There has been considerable controversy surrounding the routine circumcision of male infants in the United States. This is of particular concern, since the medical establishments of all the other countries of the developed world have abandoned this procedure as having dubious benefits. This article examines the medical pros and cons of neonatal male circumcision in a historical perspective and suggests that the circumstances that led to its establishment as a routine practice are largely absent today. Reasons for its (...) continued use and ethical and moral issues associated with its practice are then examined closely, especially in light of the current debate surrounding female circumcision. The article concludes that the medical and ethical issues surrounding this practice should be more broadly debated until there is some consensus as to its benefits. Prudence dictates that until such a consensus emerges, the practice should be suspended. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Practical Wisdom and Moral Imagination in Sense and SensibilityKaren StohrThere is no single virtue more important to Aristotle's ethical theory than the intellectual virtue of phronesis, or practical wisdom. Yet for all its importance, it is not easy to make sense of this virtue, either in Aristotle's own writings or in virtue ethics more generally. Insofar as Aristotle defines it, he does so opaquely, saying it is (...) "a state grasping the truth, involving reason, concerned with action about things that are good or bad for a human being." 1Practical wisdom is a form of knowledge aimed fundamentally at acting well. It requires both a general understanding of what is worthwhile in human life and the ability to act in ways that reflect that understanding. 2 My goal in this paper is to explore the latter aspect of practical wisdom in its application to ordinary social behavior. The circumstances that will interest me here are often thought to be the domain of manners or decorum, rather than morals proper. Although no one who takes Hume seriously can deny the moral significance of manners, the relationship between one's inner state of character and how that character is expressed in seemingly mundane behavior has received insufficient attention from moral philosophers. 3 In such a task, there can be few better places to begin than with Jane Austen, whose novels reveal the intricacies of ordinary moral behavior with extraordinary acumen.I shall use Austen's Sense and Sensibility to examine the skill associated with knowing how to behave rightly in the sense we associate with propriety or decorum. This skill is essential to pleasant social life, and hence, on the Aristotelian view, to human flourishing. Yet it is often lacking, even among those who have sound moral principles and good hearts. Well-meaning people frequently say or do what is inappropriate. [End Page 378] Consider, for instance, how common it is for kindly disposed people to say to bereaved friends things like, "it's all for the best" or "be thankful for your other healthy children" or "you're young, you'll marry again." The intricacies of offering sympathy are hard to get right, and otherwise good people can unwittingly leave behind disasters in their wakes.The skill of acting well in complex social situations has interesting links to the capacity for moral imagination. Engaging in imaginative identification with others is essential to empathy. 4 Without suggesting that empathy is at the root of all fluid social interactions, I shall argue that certain characteristic failures to act well in that sphere are imaginative failures. In other words, insofar as the exercise of practical wisdom is present in the realm of manners, it requires moral imagination.Failures of moral imagination, however, can take different forms and have different social effects. I shall use two of Austen's characters in Sense and Sensibility—Marianne Dashwood and Mrs. Jennings—to illustrate different ways in which inadequate imaginative capacity can impede the exercise of practical wisdom. The contrast I shall draw is with Elinor Dashwood, to whom I ascribe practical wisdom in full. 5 This contrast is especially interesting because it is not always very sharp: all three characters have fundamentally good moral principles and warm hearts. Yet unlike Elinor, Mrs. Jennings and Marianne routinely fail to act well, and in characteristic ways. Despite the differences in their characters, they have in common an inability to use moral imagination appropriately. The moral errors of Marianne and Mrs. Jennings occur in relatively insignificant circumstances, but the errors themselves point to something deeper about how the virtue of practical wisdom functions in ordinary moral practice.In exploring the link between moral imagination and moral practice, it will help to remember Aristotle's emphasis on the reciprocity between practical wisdom and the moral virtues. Aristotle held that that practical wisdom is necessary for the exercise of the moral virtues and that conversely, the moral virtues are necessary for the exercise of practical wisdom. 6 The justification for the first of these two claims is clearest in the context of Aristotle's doctrine of the mean. Since what counts as a virtuous action depends on features... (shrink)

This chapter presents two contemporary pictures of practical reasoning. According to the Rule-Guidance Conception, roughly, practical reasoning is a rule-guided operation of acquiring (or retaining or giving up) intentions so as to meet synchronic requirements of rationality. According to the Reasons-Responsiveness Conception, practical reasoning is a process of responding to reasons we take ourselves to have, and its standards of correctness derive from what we objectively have reason to do, if things are as we (...) suppose them to be. I argue that a version of the latter has some significant advantages. This has some surprising consequences for how we should conceive of the structure of instrumental reasoning in particular. (shrink)

This is the first volume devoted exclusively to the practical philosophy of Wilfrid Sellars. It features original essays by leading Sellars scholars that examine his ethical theory, his theory of practical reasoning, and his theory of intentional agency. While most scholarship on Sellars's philosophy has focused on his epistemology, metaphysics, or philosophy of language and mind, Sellars himself regarded his practical philosophy as central to his overall project of situating rational beings within the natural order. The (...) chapters in this volume address this neglected area of Sellars's philosophy. The chapters are divided into thematic sections covering Sellars's theory of we-intentions - influential in contemporary debates on collective intentionality - naturalism and the manifest image, and the moral point of view. Together, they demonstrate how Sellars's practical philosophy contributes to important debates in contemporary philosophy regarding, for example, expressivist approaches to moral thought and group agency in the collective intentionality literature. Ethics, Practical Reasoning, Agency: Wilfrid Sellars's Practical Philosophy will appeal to scholars and advanced students interested in Wilfrid Sellars, American philosophy, and ethics. (shrink)

What makes trust such a powerful concept? Is it merely that in trust the whole range of social forces that we know play together? Or is it that trust involves a peculiar element beyond those we can account for? While trust is an attractive and evocative concept that has gained increasing popularity across the social sciences, it remains elusive, its many facets and applications obscuring a clear overall vision of its essence. In this book, Guido Möllering reviews a broad range (...) of trust research and extracts three main perspectives adopted in the literature for understanding trust. Accordingly, trust is presented as a matter of reason, routine or reflexivity. While all these perspectives contribute something to our understanding of trust, Möllering shows that they imply, but cannot explain, ‘suspension’ – the leap of faith that is typical of trust. He therefore proposes a new direction in trust research that builds on existing perspectives but places the suspension of uncertainty and vulnerability at the heart of the concept of trust. Beyond a purely theoretical line of argument, the author discusses implications for empirical studies of trust and presents original case material that captures the experience of trust in terms of reason, routine, reflexivity and suspension. Möllering concludes by suggesting how the new approach can enhance the relevance of trust research and its contributions to broader research agendas concerning the constitution of positive expectations in the face of prevalent uncertainty and change at various levels in our economies and societies. The book is essential reading for anyone who wants to gain a thorough understanding of trust. It can serve as a general introduction for advanced students and scholars in the social sciences, especially in economics, sociology, psychology and management. For more experienced researchers, it is a challenging and provocative critique of the field and a new approach to understanding trust. (shrink)

According to an attractive and widely held view, all practical reasons are explained in terms of the (instrumental or final) value of the action supported by the reason. I argue that this theory is incompatible with plausible assumptions about the practical reasons that correspond to certain moral rights, including the right to a promised action and the right to an exclusive use of one’s property. The argument is an explanatory rather than extensional one: while the actions supported by (...) the relevant reasons (e.g. keeping a valid promise or respecting property) can be argued to have a certain kind of value, I argue that this value presupposes a moral right, and therefore cannot explain the reason. Reflection on such cases suggest the conclusion that reasons that are subject to normative powers are generally not value-based. This also has important implications for the dialectic between ‘value-first’ and ‘reasons-first’ approaches to normativity. (shrink)

Practical Reason and Norms focuses on three problems: In what way are rules normative, and how do they differ from ordinary reasons? What makes normative systems systematic? What distinguishes legal systems, and in what consists their normativity? All three questions are answered by taking reasons as the basic normative concept, and showing the distinctive role reasons have in every case, thus paving the way to a unified account of normativity. Rules are a structure of reasons to perform the required (...) act and an exclusionary reason not to follow some competing reasons. Exclusionary reasons are explained, and used to unlock the secrets of orders, promises, and decisions as well as rules. Games are used to exemplify normative systems. Inevitably, the analysis extends to some aspects of normative discourse, which is truth-apt, but with a diminished assertoric force. (shrink)

The power of skepticism depends on the apparent possibility of rationally asking, for virtually any kind of proposition commonly thought to be known,howit is known or what justifies believing it. Moral claims are among those commonly subjected to skeptical challenges and doubts, even on the part of some people who are not skeptical about ordinary claims regarding the external world. There may be even more skepticism about the possibility of justifying moralactions,particularly if they are against the agent's self-interest. Both problems-how (...) to justify moral claims and how to justify moral action - come within the scope of the troubling question “Why be moral?” Even a brief response to moral skepticism should consider both kinds of targets of justification, cognitive and behavioural, and should indicate some important relations between the two types of skeptical challenge. I will begin with the cognitive case- with skepticism about the scope of theoretical reason in ethics - proceed to practical skepticism, which concerns the scope of practical reason, and then show how an adequate account of rationality may enable us to respond to moral skepticism. (shrink)

The ways in we raise and educate children can appear to be at odds with basic liberal values. Relationships between parents and children are unequal, parents routinely control children's behaviour in various ways, and they use their authority to shape children's beliefs and values. Whether and how such practices can be made to accord with liberal values presents a significant puzzle. In what follows I will look at a recent and sophisticated attempt to resolve these tensions offered by Matthew Clayton (...) in his book Justice m Child Rearing in the context of general account of the proper limits of parental authority. I argue that Clayton is unsuccessful in ways that point to fundamental and pervasive questions about the place of liberal values in child rearing and education that remain unanswered. (shrink)

This chapter contains sections titled: 1. 2. 3. 4. 5. Notes References.

This paper introduces constitutivism about practical reason, which is the view that we can justify certain normative claims by showing that agents become committed to these claims simply in virtue of acting. According to this view, action has a certain structural feature – a constitutive aim, principle, or standard – that both constitutes events as actions and generates a standard of assessment for action. We can use this standard of assessment to derive normative claims. In short, the authority of (...) certain normative claims arises from the bare fact that we are agents. This essay explains the constitutivst strategy, surveys the extant attempts to generate constitutivist theories, and considers the problems and prospects for the theory. (shrink)

Practical reason is the means by which beliefs and desires come together to produce actions. Practical rationality is difficult because we have many beliefs and many desires, and they often pull us in conflicting directions. The theory of practical reason must explain the fact that desires can conflict with one another, and the fact that we can act against our all‐things‐considered judgment (weakness of will, akrasia, and incontinence). The standard explanation of these facts invokes some form of (...) partitioning among desires. Davidson's view creates, by contrast, a partition within practical reason itself. He distinguishes between forms of rationality that are constitutive of action, and forms of rationality that are normative standard from which action can fall short. Davidson's “principle of continence,” a rule against weakness of will, is such a principle: it is required for acting well, but not for acting. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 12.1 (2005) 49-54 [Access article in PDF] In Search for Normativity of Unconscious Reasoning Gerrit Glas Keywords emotion, practical reason, reasoning, normativity, unconscious, appropriation Puzzles Church Is "deeply" puzzled by "the idea that we can be ignorant of our own rea-sons" (2005, 31). I was, at first sight, puzzled by this puzzlement.There is no question that we, indeed, are ignorant of many (...) of our reasons. In cases of routine behavior, for instance, we are often not, or only dimly, aware of the reasons for doing something. When I use the indicator when taking a turn to the left with my car, I have no conscious reason for doing so. It has become routine behavior, acquired during my lessons in car driving. My non-awareness may even be considered as sign of my excellence as a driver. This non-awareness is most noteworthy in all those cases in which we, again routinely, withdraw from a particular action. Education and training not only teach us how and why to perform certain activities, they also give us reasons to refrain from all sorts of other actions. There are many reasons to do certain things; there seem to be many more reasons for not doing other things. To suppose that having reasons would by necessity involve conscious awareness of these reasons would life make impossible to live.So, ignorance seems to be very common, not to say trivial. This raises the question whether there is anything nontrivial in the attempt to make sense of ignorance of our reasons. What element or aspect of ignorance is it that may evoke philosophical interest? Jennifer Church seems to have in mind different overlapping concerns. In the first part of her paper, she addressesthe issue of legitimacy; that is, the specification of conditions under which attributions of unconscious content are legitimate or illegitimate; andthe issue of normativity; that is, the question how and why unconscious reasons can be normative for me.The first question can be discussed without reference to a self; the second question cannot. In the second part of the paper there arise new concerns:the issue of having reasons that can not be recognized as reasons by oneself, "strange reasons" so to say, with spatial reasoning as a paradigm case; andthe issue of being moved by ones reasons through the visceral connection between desires and beliefs on the one hand and motor activity (external or internal) on the other hand; this connection is secured by our emotions.[End Page 49] Recapitulation Let me try to recapitulate some of the main issues. Church makes, first, a distinction between having access to one's reasons and recognizing one's reasons as reasons. She proceeds by discussing the no-access problem in terms of a functionalist metaphysics of mental states. Then she suggests that ascribing unconscious content (or reason) to a person, in fact, boils down to the evaluation of the appropriateness of the ascription of a specimen of practical reasoning to the subject. Practical reasoning involves the structured connection and interaction between beliefs and desires. This structure can be studied at the level of animal psychology; however, there are some important differences between humans and animals: humans can withhold assent, they can lie, and they may recognize mistakes, whereas animals cannot. The possibility of being mistaken about one's reasons leads from the issue of legitimacy to the issue of normativity. For a reason to become my reason, the belief–desire network should make sense, I should feel normatively compelled in some way. So the issue of normativity cannot be studied apart from the possibility of recognition. To recognize a reason as one's reason, one has—at some level of understanding—to assent with its content, even if this occurs implicitly.In the second part the conditions for recognition are investigated in the form of an analysis of unconscious reasons that are strange. Strange reasons are not recognized because they function in some different way compared to normal conscious reasoning. Strangeness is defined here in terms of a different way of... (shrink)

The paper has two aims. The first is to propose a general framework for organizing some central questions about normative practical reasons in a way that separates importantly distinct issues that are often run together. Setting out this framework provides a snapshot of the leading types of view about practical reasons as well as a deeper understanding of what are widely regarded to be some of their most serious difficulties. The second is to use the proposed framework to (...) uncover and diagnose what I believe is a structural problem that plagues the debate about practical reasons. A common move in the debate involves a proponent of one type of view offering what she and others proposing that type consider to be a devastating criticism of an opposing type of view, only to find that her criticism is shrugged off by her opponents as easy to answer, misguided, or having little significance for their view. This isn’t due to conceptual blindness or mere slavish devotion to a theory but something fundamental about the argumentative structure of a debate over genuinely shared issues. Hence, the debate about practical reasons suffers from argumentative gridlock. The proposed framework helps us to see why this is so, and what we might do to move beyond it. (shrink)

Practical Reasoning and Ethical Decision presents an account of practical reasoning as a process that can explain action, connect reasoning with intention, ...

The idea that there is a distinctively practical use of reason, and correspondingly a distinctively practical form of knowledge, unites many otherwise diverse voices in the history of practical philosophy: from Aristotle to Kant, from Rousseau to Marx, from Hegel to G.E.M. Anscombe, and many others. This volume gathers works by scholars who take inspiration from these and many other historical figures in order to deepen our systematic understanding of questions raised by their work that still are, (...) or ought to be, at the center of contemporary philosophical debate: the form and nature of practical reasoning, agential self-consciousness or practical knowledge, how knowledge of the good relates to our motivational capacity, and the shape of philosophical thinking about sound forms of living together. Accordingly, the volume is divided into three parts: action theory, meta-ethics, and political philosophy. This fusion of perspectives delivers novel possibilities not only for answering the systematic questions outlined above, but also for understanding both what unifies and distinguishes those historical voices that have sought to articulate the concept of practical reason. “This fascinating volume brings out the richness and profundity of an oft-neglected approach to understanding human agency, one that foregrounds action as itself an exercise of reason. Essays on ethics, mind, action, and political philosophy explore the history, substance, and implications of this idea, cutting across while also revealing the unity underlying various parts of philosophy that are typically treated separately.” – Eric Marcus, Auburn University. (shrink)

Presenting the most comprehensive and lucid account of the topic currently available, Robert Audi's "Practical Reasoning and Ethical Decision" is essential reading for anyone interested in the role of reason in ethics or the nature of human action. The first part of the book is a detailed critical overview of the influential theories of practical reasoning found in Aristotle, Hume and Kant, whilst the second part examines practical reasoning in the light of important topics (...) in moral psychology - weakness of will, self-deception, rationalization and others. In the third part, Audi describes the role of moral principles in practical reasoning and clarifies the way practical reasoning underlies ethical decisions. He formulates a comprehensive set of concrete ethical principles, explains how they apply to reasoning about what to do, and shows how practical reasoning guides moral conduct. (shrink)

The longstanding philosophical orthodoxy on counterfactuals holds, in part, that counterfactuals with metaphysically impossible antecedents are indiscriminately vacuously true. Drawing on a number of examples from across scientific practice, I argue that science routinely treats counterpossibles as non-vacuously true and also routinely treats other counterpossibles as false. In fact, the success of many central scientific endeavors requires that counterpossibles can be non-vacuously true or false. So the philosophical orthodoxy that counterpossibles are indiscriminately vacuously true is inconsistent with scientific practice. I (...) argue that this provides a conclusive reason to reject the orthodoxy. (shrink)

Philosophers have often noted a contrast between practical and theoretical reasons when it comes to cases involving equally balanced reasons. When there are strong practical reasons for A-ing, and equally strong practical reasons for some incompatible option, B-ing, the agent is permitted to make an arbitrary choice between them, having sufficient reason to A and sufficient reason to B. But when there is strong evidence for P and equally strong evidence for ~ P, one isn’t permitted to (...) simply believe one or the other. Instead, one must withhold belief, neither believing that P nor believing that ~ P. This paper examines what explains this contrast, focusing in particular on a proposal recently developed by Mark Schroeder across several papers. Schroeder aims to explain the contrast by an appeal to non-evidential, epistemic reasons against belief. But, I argue, it’s not clear exactly what those reasons are, nor how those reasons are to be weighed against evidential reasons. Despite these challenges, I argue that there are grounds for optimism that the contrast can be explained within the broad framework Schroeder provides, and I aim to provide resources to meet the aforementioned challenges. (shrink)

Research Ethics Committees (RECs) play a critical gatekeeping role in clinical trials. This role is meant to ensure that only those trials that meet certain ethical thresholds proceed through their gate. Two of these thresholds are that the potential benefits of trials are reasonable in relation to risks and that trials are capable of producing a requisite amount of social value. While one ought not expect perfect execution by RECs of their gatekeeping role, one should expect routine success in (...) it. This article reviews a range of evidence showing that substantial numbers of ethically tainted trials are receiving REC approvals. Many of the trials are early phase trials that evidence shows have benefits that may not be reasonable compared with their risks and many others are later trials that evidence shows may lack sufficient social value. The evidence pertains to such matters as methodologically inadequate preclinical studies incapable of supporting the inferences that REC members must make about the prospects for potential benefit needed to offset the risks in early phase trials and sponsorship bias that can cause improperly designed, conducted, analysed and reported later phase trials. The analysis of the evidence makes clear that REC practices need to be strengthened if they are to adequately fulfil their gatekeeping role. The article also explores options that RECs could use in order to improve their gatekeeping function. (shrink)

Despite evidence that social factors can result in poor health outcomes, and the emergence of payment models that encourage the use non-medical interventions to improve health, many health care providers do not identify the social determinants of health within patient populations through routine screening. This Article explores the possible reasons for this inconsistency by considering screening practices in medical-legal partnerships, the health care approach most concerned with identifying and treating the social determinants of health. Through an analysis of the (...) results of a national survey and qualitative interviews with MLPs, we discovered that screening is not operationalized or consistent within many MLPs. We conclude that although health care providers may recognize the value of screening, they are not yet embracing the practice, perhaps because of an unspoken fear that fulsome screening identifies so many unmet social and legal needs that community-based resources cannot satisfy demand. This fear is unfounded. Approaches such as MLP demonstrate that social and legal needs can be efficiently treated through collaboration with other professionals, often within the health care setting. Nevertheless, providers must first operationalize screening to truly understand the scope of the need in their patient populations and collaborate to address those needs. (shrink)

Henry Richardson argues that we can determine our ends rationally. He constructs a rich and original theory of how we can reason about our final goals. Richardson defuses the counter-arguments for the limits of rational deliberation, and develops interesting ideas about how his model might be extended to interpersonal deliberation of ends, taking him to the borders of political theory. Along the way Richardson offers illuminating discussions of, inter alia, Aristotle, Aquinas, Sidgwick, and Dewey, as well as the work of (...) several contemporary philosophers. (shrink)

Practical reasoning is a process of reasoning that concludes in an intention. One example is reasoning from intending an end to intending what you believe is a necessary means: 'I will leave the next buoy to port; in order to do that I must tack; so I'll tack', where the first and third sentences express intentions and the second sentence a belief. This sort of practical reasoning is supported by a valid logical derivation, and (...) therefore seems uncontrovertible. A more contentious example is normative practical reasoning of the form 'I ought to φ, so I'll φ', where 'I ought to φ' expresses a normative belief and 'I'll φ' an intention. This has at least some characteristics of reasoning, but there are also grounds for doubting that it is genuine reasoning. One objection is that it seems inappropriate to derive an intention to φ from a belief that you ought to φ, rather than a belief that you ought to intend to φ. Another is that you may not be able to go through this putative process of reasoning, and this inability might disqualify it from being reasoning. A third objection is that it violates the Humean doctrine that reason alone cannot motivate any action of the will. This paper investigates these objections. (shrink)

Practical reasoning is a process of reasoning that concludes in an intention. One example is reasoning from intending an end to intending what you believe is a necessary means: 'I will leave the next buoy to port; in order to do that I must tack; so I'll tack', where the first and third sentences express intentions and the second sentence a belief. This sort of practical reasoning is supported by a valid logical derivation, and (...) therefore seems uncontrovertible. A more contentious example is normative practical reasoning of the form 'I ought to φ, so I'll φ', where 'I ought to φ' expresses a normative belief and 'I'll φ' an intention. This has at least some characteristics of reasoning, but there are also grounds for doubting that it is genuine reasoning. One objection is that it seems inappropriate to derive an intention to φ from a belief that you ought to φ, rather than a belief that you ought to intend to φ. Another is that you may not be able to go through this putative process of reasoning, and this inability might disqualify it from being reasoning. A third objection is that it violates the Humean doctrine that reason alone cannot motivate any action of the will. This paper investigates these objections. (shrink)

The Possibility of Practical Reason explores the foundational questions of moral psychology: How can any of our behavior qualify as acting for a reason? How can any considerations qualify as reasons for us to act? David Velleman argues that both possibilities depend on there being a constitutive aim of action―something that makes for success in action as such. These twelve essays―five of which were not included in the previous edition, two of them previously unpublished―discuss topics such as freedom of (...) the will, shared intention, the relation between value and practical reasoning, the foundations of decision theory, and the motivational role of the imagination. (shrink)