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  1. Normative Theories of Argumentation: Are Some Norms Better Than Others?Adam Corner & Ulrike Hahn - 2013 - Synthese 190 (16):3579-3610.
    Norms—that is, specifications of what we ought to do—play a critical role in the study of informal argumentation, as they do in studies of judgment, decision-making and reasoning more generally. Specifically, they guide a recurring theme: are people rational? Though rules and standards have been central to the study of reasoning, and behavior more generally, there has been little discussion within psychology about why (or indeed if) they should be considered normative despite the considerable philosophical literature that bears on this (...)
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  • The Normative Implications of Recent Empirical Neuroethics Research on Moral Intuitions.Veljko Dubljević - forthcoming - Neuroethics:1-9.
    Empirical neuroethics models have always had normative ambitions. Older models attempted to debunk traditional moral theories, whereas newer models attempt to fit their empirical and normative claims with them. The issue of normative significance as it pertains to the use of social science methodology on moral intuitions remains open. This paper analyzes the Is/Ought gap and the empirical underpinnings of influential constructivist approaches in order to argue that the normative ambitions of empirical neuroethics models are not necessarily always misguided. The (...)
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  • From Jensen to Jensen: Mechanistic Management Education or Humanistic Management Learning?Claus Dierksmeier - 2020 - Journal of Business Ethics 166 (1):73-87.
    Michael Jensen made a name for himself in the 1970s–1990 s with his ‘agency theory’ and its application to questions of corporate governance and economic policy. The effects of his theory were acutely felt in the pedagogics of business studies, as Jensen lent his authority to combat all attempts to integrate social considerations and moral values into business education. Lately, however, Michael Jensen has come to defend quite a different approach, promoting an ‘integrity theory’ of management learning. Jensen now rather (...)
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  • Recognizing Argument Types and Adding Missing Reasons.Christoph Lumer - 2019 - In Bart J. Garssen, David Godden, Gordon Mitchell & Jean Wagemans (eds.), Proceedings of the Ninth Conference of the International Society for the Study of Argumentation (ISSA). [Amsterdam, July 3-6, 2018.]. Amsterdam (Netherlands): pp. 769-777.
    The article develops and justifies, on the basis of the epistemological argumentation theory, two central pieces of the theory of evaluative argumentation interpretation: 1. criteria for recognizing argument types and 2. rules for adding reasons to create ideal arguments. Ad 1: The criteria for identifying argument types are a selection of essential elements from the definitions of the respective argument types. Ad 2: After presenting the general principles for adding reasons (benevolence, authenticity, immanence, optimization), heuristics are proposed for finding missing (...)
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  • A Fallacious Jar? The Peculiar Relation Between Descriptive Premises and Normative Conclusions in Neuroethics.Nils-Frederic Wagner & Georg Northoff - 2015 - Theoretical Medicine and Bioethics 36 (3):215-235.
    Ethical questions have traditionally been approached through conceptual analysis. Inspired by the rapid advance of modern brain imaging techniques, however, some ethical questions appear in a new light. For example, hotly debated trolley dilemmas have recently been studied by psychologists and neuroscientists alike, arguing that their findings can support or debunk moral intuitions that underlie those dilemmas. Resulting from the wedding of philosophy and neuroscience, neuroethics has emerged as a novel interdisciplinary field that aims at drawing conclusive relationships between neuroscientific (...)
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  • Don’T Solve the Issues!Bert Molewijk & Guy A. M. Widdershoven - 2012 - Cambridge Quarterly of Healthcare Ethics 21 (4):448-456.
  • How to Relate the Empirical to the Normative.Christoph Rehmann-Sutter, Rouven Porz & Jackie Leach Scully - 2012 - Cambridge Quarterly of Healthcare Ethics 21 (4):436-447.
  • Science Cannot Determine Human Values.Brian D. Earp - 2016 - Think 15 (43):17-23.
    Sam Harris, in his book The Moral Landscape, argues that Against this view, I argue that while secular moral philosophy can certainly help us to determine our values, science must play a subservient role. To the extent that science can what we ought to do, it is only by providing us with empirical information, which can then be slotted into a chain of deductive reasoning. The premises of such reasoning, however, can in no way be derived from the scientific method: (...)
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  • From Personality Disorders to the Fact-Value Distinction.Konrad Banicki - 2018 - Philosophical Psychology 32 (2):274-298.
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  • Direct and Indirect Roles for Values in Science.Kevin Elliott - unknown
    Although many philosophers have employed the distinction between “direct” and “indirect” roles for values in science, I argue that it merits further clarification. The distinction can be formulated in several ways: as a logical point, as a distinction between epistemic attitudes, or as a clarification of different consequences associated with accepting scientific claims. Moreover, it can serve either as part of a normative ideal or as a tool for policing how values influence science. While various formulations of the distinction may (...)
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