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Midwest Studies In Philosophy, Volume 44, Issue 1, Page 92-116, December 2019. |
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RÉSUMÉ: L’un des traits frappants d’une bonne partie des théories morales contemporaines est l’absence qu’on y trouve du sens moral commun. Les constructions théoriques de Rawls, Singer, Sidgwick et Smart sont caractéristiques à cet égard. Chacune échoue à rendre compte adéquatement du savoir moral que nous avons. Malgré leurs différences, leur échec commun tient à la méprise qu’elles partagent au sujet de la relation entre théorie et pratique, et à leur conception exagérée du rôle épistémique que jouent les principes moraux (...) No categories |
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Both philosophy and theology are given a raison d'etre by their problems. Some of their problems they share, and some they do not. They share a concern with the nature of morality and they share the problem of human freedom. But the filioque issue and the controversy between Arius and Athanasius regarding the consubstaniality of the persons of the Trinity belong to theology, if contemporary theology will have them. The problems of reference and denotation, and of classes, in the cast (...) |
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Abstract:The purpose of this paper is to suggest that at least one strain of what has come to be called “stakeholder theory” has roots that are deeply libertarian. We begin by explicating both “stakeholder theory” and “libertarian arguments.” We show how there are libertarian arguments for both instrumental and normative stakeholder theory, and we construct a version of capitalism, called “stakeholder capitalism,” that builds on these libertarian ideas. We argue throughout that strong notions of “freedom” and “voluntary action” are the (...) |
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Wisdom holds that the reference in many religious beliefs to what lies beyond the world and "transcends" the senses is misleading. religious beliefs speak and can only speak about the world we know by means of the senses. to embrace much of what christians believe means for a person to change in himself and come into contact with something "within" him. i argue, first, that there is a sense of transcendence which is immune from wisdom's criticism and, secondly, that while (...) No categories |
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Professor John Wisdom holds that the reference to be found in many religious beliefs to what lies beyond the world and transcends the senses is misleading. Religious beliefs speak and, indeed, can only speak about this world, the world we know by means of the senses. The religious believer is himself misled when he describes the God he believes in as transcendent. What gives content to his beliefs is how certain things stand in this world. To appreciate these and so (...) No categories |
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I want to ask: what is knowledge of human beings and can it be acquired by experimental methods? It is a widespread assumption in academic psychology that the methods which have been applied with great success in the physical sciences are applicable to investigations in other areas and hence to psychological investigation. The history of experimental psychology is the history of the adjustments psychologists have made to their subject to be able to apply the experimental method of the sciences to (...) |
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This paper explores the view that, on Mumford’s account of the purist, to the degree that the purist adopts an aesthetic perspective, he or she doesn’t watch the sport in question, and to the degree that he or she does watch the sport, there is a loss of aesthetic appreciation. The idea that spectators oscillate between partisanship and purism means that the purist is unable to avoid either the Scylla of not actually watching the sport, or the Charybdis of loss (...) |
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I begin with a brief statement of wisdom's view of the nature of religious belief, its truth and the kind of reasoning to which it is amenable. i then try to disentangle the truth and falsity which, as i see it, this view contains. i agree that the believer and non-believer differ in the way they "see" things even when they do not differ in their expectations about an afterlife. i characterize this difference as "conceptual". i then discuss what it (...) No categories |
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Economics students are more likely than others to act self-interestedly and less likely to behave cooperatively, behaviour which is rational from the viewpoint of many economic theories. Students in other disciplines may have another conception of wha t is "rational." The latter may be more likely to behave cooperatively and less likely to behave self-interestedly. We have been comparing the behaviour of students from different disciplines in simple ultimatum bargaining and prisoner's dilemma games. Our paper discusses some of the ways (...) |
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