In this paper I explore the ethical responsibility of agents who find themselves in situations characterized by what I call the Individual Ethical Gap (IEG). Individual Ethical Gap situations are structured so as to rule out holding individuals responsible for their actions and omissions by virtue of the intentions behind or the consequences of their actions. I argue that, in IEG situations, individuals can nevertheless, depending on the circumstances, be held ethically responsible for their actions and omissions by virtue of (...) the conditions in which they find themselves operating. Individual Ethical Gap situations therefore give rise to what I call conditioned responsibility: responsibility stemming from the conditions in which one finds oneself enmeshed. This notion of an ethics stemming from conditions (rather than from consequences or intentions) gives rise to a particular form of vulnerability to error in our self- and other-ascriptions of ethical responsibility: a vulnerability in our ethical understanding. In the final section of the paper I use Pamela Sue Anderson’s discussion of vulnerability and of Kantian autonomy to show that this vulnerability arising from the conditioned aspect of our ethical responsibility need not be regarded as a threat to ethics but, on the contrary, as an element of belonging and of understanding that renders possible a more honest encounter with others and with the world. (shrink)

Individual responsibility is usually articulated either in terms of an individual’s intentions or in terms of the consequences of her actions. However, many of the situations we encounter on a regular basis are structured in such a way as to render the attribution of individual responsibility unintelligible in intentional or consequential terms. Situations of this type require a different understanding of individual responsibility, which I call conditioned responsibility. The conditioned responsibility model advances that, in such situations, responsibility arises (...) directly out of the conditions in which the individual finds herself, irrespective of her intentions or of the consequences of her actions. This model gives rise to a series of challenges, some of which, I propose, can be addressed by drawing on Wittgenstein’s later notion of form of life, together with the notion of honesty implicit in his early approach to ethics. (shrink)

ABSTRACT “Lockdown!” has articulated our collective and individual fear response to the novel coronavirus. Two regnant specialized discourses fostered by the academy—science and ideology critique—could not redirect this inadequate response nor generate their own adequately broad and focused social responses. This suggests the desirability of the academy adding phronesis as a goal for its pedagogical practices.

What conditions on a person’s knowledge must be satisfied in order for them to be morally responsible for something they have done? The first two decades of the twenty-first century saw a surge of interest in this question. Must an agent, for example, be aware that their conduct is all-things-considered … Continue reading Epistemic Conditions of Moral Responsibility →.

This article responds to Raphael Sassower’s critique of my recent A Player’s Guide to the Post-Truth Condition. It addresses his concerns that I do not align myself sufficiently with Foucault and Critical Theory more generally. The article points out that notwithstanding my indebtedness to these sources, one cannot properly understand the post-truth condition without taking seriously the robust sense of freedom that today’s two dominant ideologies—Neoliberalism and Neo-Populism—presuppose in their various political-economic-social struggles. The article relates this point to several of (...) the key concepts underwriting my conception of post-truth, including Modal Power and the Symmetry Principle. The article ends with an account of the current “reparationist” discourse (i.e., repairing the intergenerational damage of transatlantic slavery) that makes it exemplary of the post-truth condition. (shrink)

People respond to metaphors as much with regard to the emotions that they generate as to their referential, comparative contents. Interviews with non-geneticists about preferred metaphors for gene-environment interaction that illustrate this tendency are reported. These interviews also reveal the dynamic tendency of such emotional responses. A second set of interviews shows that lay people may preferentially use a metaphor of "virus" or "disease" for talking about genes, as opposed to the coding metaphors transmitted through the mass media and reportedly (...) preferred by geneticists. An explanation based on the differently situated emotions of these groups is proposed. It is proposed that the prominence of emotions in responding to genetics indicates the importance of incorporating analyses of emotions instead of simple principles into policy formulation about genetics. (shrink)

This article explores the controversial practice of transnational gestational surrogacy and poses a provocative question: Does it have to be exploitative? Various existing models of exploitation are considered and a novel exploitation-evaluation heuristic is introduced to assist in the analysis of the potentially exploitative dimensions/elements of complex health-related practices. On the basis of application of the heuristic, I conclude that transnational gestational surrogacy, as currently practiced in low-income country settings, is exploitative of surrogate women. Arising out of consideration of the (...) heuristic's exploitation conditions, a set of public education and enabled choice, enhanced protections, and empowerment reforms to transnational gestational surrogacy practice is proposed that, if incorporated into a national regulatory framework and actualized within a low income country, could possibly render such practice nonexploitative. (shrink)

Philosophers have long agreed that moral responsibility might not only have a freedom condition, but also an epistemic condition. Moral responsibility and knowledge interact, but the question is exactly how. Ignorance might constitute an excuse, but the question is exactly when. Surprisingly enough, the epistemic condition has only recently attracted the attention of scholars, and it is high time for a full volume on the topic. The chapters in this volume address the following central questions. Does the epistemic condition require (...) akrasia? Why does blameless ignorance excuse? Does moral ignorance sustained by one’s culture excuse? Does the epistemic condition involve knowledge of the wrongness or wrongmaking features of one’s action? Is the epistemic condition an independent condition, or is it derivative from one’s quality of will or intentions? Is the epistemic condition sensitive to degrees of difficulty? Are there different kinds of moral responsibility and thus multiple epistemic conditions? Is the epistemic condition revisionary? What is the basic structure of the epistemic condition? (shrink)

Conceptual generalisation occurs when conditional responses generalise to novel stimuli from the same category. Past research demonstrates that physiological fear responses generalise across categories, however, conceptual generalisation of stimulus valence evaluations during fear conditioning has not been examined. We investigated whether conceptual generalisation, as indexed by electrodermal responses and stimulus evaluations, would occur, and differ after training with single or multiple conditional stimuli (CSs). Stimuli from two of four categories (vegetables, farm animals, clothing, and office supplies) were used as the (...) CS+ (followed by an electric stimulus) or CS- (presented alone). Generalisation was assessed by presenting novel stimuli from the CS categories after acquisition, extinction, and reinstatement. One category exemplar was used as the CS+ and CS- in the single group, whereas three exemplars were used as the CS+ and CS- in the multiple group. Electrodermal responses generalised in acquisition and extinction but did not differ between groups. In the multiple group, CS evaluations generalised in acquisition and extinction, whereas generalisation was not evident in the single group. Training with multiple CSs also resulted in the extinction of stimulus valence. The current findings have implications for future research examining the generalisation of valence and for exposure-based treatments of anxiety. (shrink)