Journal Name: Apeiron Issue: Ahead of print.

ABSTRACT I focus on Pettigrove’s attack on the ‘proportionality principle’ of value, according to which our actions and attitudes ought to be proportioned to the degree of value present in an object, action, or event. I compare Pettigrove’s strong rejection of this principle with Aristotle's less radical view. There is no room in Aristotelian theory for a phronetic decision that does not take account of overall value. Yet how phronesis operates is clearly no mere utility calculus. What is clear is (...) that phronesis does not only attach itself to individual virtues in individual agents; it acts as a conductor of the whole virtue orchestra. Aristotle’s phronesis theory seems to bring him close to ‘proportionality principle’ territory. However, on a closer look, the whole idea of maximization is totally alien to Aristotelian virtue ethics. I explain how Aristotle's solution to the problem Pettigrove addresses lies in his individuality-adjusted account of virtue. (shrink)

Many Faculties of Education in the UK and elsewhere have ‘social justice’ written into their mission statements. But are they concerned by questions of social justice in education, or has the term become somewhat vacuous and devoid of substantive meaning? The present article subjects recent discourses about social justice in education to scrutiny and finds them wanting in various respects, in particular when juxtaposed with historical accounts of justice by philosophers such as Aristotle or Aquinas. Among the complaints made here (...) is that most educational accounts (a) make do with a ‘negative’ conception of social justice as focused on specific cases of injustices without any positive conception of what social justice means in its entirety, (b) foreground institutional justice at the expense of justice as a moral or civic virtue, (c) fail to connect the identification of justice or injustice to an account of phronesis or practical wisdom for integrating values, (d) shy away from associating social justice with the ‘common good’ and (e) fail to get to grips with some thorny normative questions about the role of justice in the ordering of goods in a hierarchy towards the highest good. Along the way, various remedies are suggested. (shrink)

Many philosophers believe that our ordinary English words man and woman are “gender terms,” and gender is distinct from biological sex. That is, they believe womanhood and manhood are not defined even partly by biological sex. This sex/gender distinction is one of the most influential ideas of the twentieth century on the broader culture, both popular and academic. Less well known are the reasons to think it’s true. My interest in this paper is to show that, upon investigation, the arguments (...) for the sex/gender distinction have feet of clay. In fact, they all fail. We will survey the literature and tour arguments in favor of the sex/gender distinction, and then we’ll critically evaluate those arguments. We’ll consider the argument from resisting biological determinism, the argument from biologically intersex people and vagueness, the argument from the normativity of gender, and some arguments from thought experiments. We’ll see that these arguments are not up to the task of supporting the sex/gender distinction; they simply don’t work. So, philosophers should either develop stronger arguments for the sex/gender distinction, or cultivate a variety of feminism that’s consistent with the traditional, biologically-based definitions of woman and man. (shrink)

Modalists think that knowledge requires forming your belief in a “modally stable” way: using a method that wouldn't easily go wrong, or using a method that wouldn't have given you this belief had it been false. Recent Modalist projects from Justin Clarke-Doane and Dan Baras defend a principle they call “Modal Security,” roughly: if evidence undermines your belief, then it must give you a reason to doubt the safety or sensitivity of your belief. Another recent Modalist project from Carlotta Pavese (...) and Bob Beddor defends “Modal Virtue Epistemology”: knowledge is a belief that is maximally modally robust across “normal” worlds. We'll offer new objections to these recent Modalist projects. We will then argue for a rival view, Explanationism: knowing something is believing it because it's true. We will show how Explanationism offers a better account of undermining defeaters than Modalism, and a better account of knowledge. (shrink)

Many contemporary epistemologists hold that a subject S’s true belief that p counts as knowledge only if S’s belief that p is also, in some important sense, safe. I describe accounts of this safety condition from John Hawthorne, Duncan Pritchard, and Ernest Sosa. There have been three counterexamples to safety proposed in the recent literature, from Comesaña, Neta and Rohrbaugh, and Kelp. I explain why all three proposals fail: each moves fallaciously from the fact that S was at epistemic risk (...) just before forming her belief to the conclusion that S’s belief was formed unsafely. In light of lessons from their failure, I provide a new and successful counterexample to the safety condition on knowledge. It follows, then, that knowledge need not be safe. Safety at a time depends counterfactually on what would likely happen at that time or soon after in a way that knowledge does not. I close by considering one objection concerning higher-order safety. (shrink)

Feminism has long grappled with its own demarcation problem—exactly what is it to be a woman?—and the rise of trans-inclusive feminism has made this problem more urgent. I will first consider Sally Haslanger’s “social and hierarchical” account of woman, resulting from “Ameliorative Inquiry”: she balances ordinary use of the term against the instrumental value of novel definitions in advancing the cause of feminism. Then, I will turn to Katharine Jenkins’ charge that Haslanger’s view suffers from an “Inclusion Problem”: it fails (...) to class many trans women as women. Jenkins offers a novel norm-relevancy account of woman to avoid the Inclusion Problem. Unfortunately, Jenkins’ account has serious internal problems, i.e. problems by Jenkins’ own lights: it is unintelligible, or it suffers from an Inclusion Problem of its own. After that, I will develop novel arguments for the conclusion that the project of Ameliorative Inquiry is both incoherent and also impossible to complete—at least, impossible to complete in a trans-inclusive way. Trans-inclusive feminism, therefore, would do well to move beyond Ameliorative Inquiry. Insofar as that’s not possible, trans-inclusive feminism inherits the incoherence of Ameliorative Inquiry. (shrink)

Do the facts of evolution generate an epistemic challenge to moral realism? Some think so, and many “evolutionary debunking arguments” have been discussed in the recent literature. But they are all murky right where it counts most: exactly which epistemic principle is meant to take us from evolutionary considerations to the skeptical conclusion? Here, I will identify several distinct species of evolutionary debunking argument in the literature, each one of which relies on a distinct epistemic principle. Drawing on recent work (...) in epistemology, I will show that most of these initially plausible principles are false, spoiling the arguments that rely on them. And we will see that each argument threatens only one popular view of moral psychology: a “Representationalist” view on which our moral judgments rely crucially on a mental intermediary—e.g. a sentiment, gut reaction, or affect-laden intuition—delivered by our evolved moral faculty. In the end, only one evolutionary debunking argument remains a menace: an “ Argument from Symmetry ” that I will introduce to the literature. But we will see that it should worry only all naturalists, pressuring them into a trilemma: give up moral realism, accept a rationalism that is incongruous with naturalism, or give up naturalism. Non-naturalists are free and clear. (shrink)

What is a woman? The definition of this central concept of feminism has lately become especially controversial and politically charged. “Ameliorative Inquirists” have rolled up their sleeves to reengineer our ordinary concept of womanhood, with a goal of including in the definition all and only those who identify as women, both “cis” and “trans.” This has proven to be a formidable challenge. Every proposal so far has failed to draw the boundaries of womanhood in a way acceptable to the Ameliorative (...) Inquirists, since not all those who identify as women count as women on these proposals, and some who count as women on these proposals don’t identify as women. This is the Trans Inclusion Problem. Is there any solution? Can there be? Recently, Katharine Jenkins, pointing to the work of Mari Mikkola, suggests that the Trans Inclusion Problem can be “deflated” rather than solved. We will investigate this proposal, and show that, unfortunately, Jenkins is mistaken: Mikkola’s project will not help us answer the Trans Inclusion Problem. After that, we’ll look at Robin Dembroff’s suggestion that we “imitate” the linguistic practices of trans inclusive and queer communities, and we will evaluate whether this would help us solve the Trans Inclusion Problem. Unfortunately, this strategy also fails to solve the problem. By the end, we’ll have a better appreciation of the challenges faced by Ameliorative Inquirists in their project of redefining “woman,” and clearer view of why the Trans Inclusion Problem cannot, in fact, be solved. That’s primarily because, no matter what it means to be a woman, it’s one thing to be a woman, and another thing to identify as a woman. (shrink)

‘Gender identity’ was clearly defined sixty years ago, but the dominant conceptions of gender identity today are deeply obscure. Florence Ashley’s 2023 theory of gender identity is one of the latest attempts at demystification. Although Ashley’s paper is not fully coherent, a coherent theory of gender identity can be extracted from it. That theory, we argue, is clearly false. It is psychologically very implausible, and does not support ‘first­person authority over gender’, as Ashley claims. We also discuss other errors and (...) confusions in Ashley’s paper. (shrink)

This book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjánsson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education. After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and (...) methodologies of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when 'character' features prominently in educational agendas and parental concerns over school education systems. Offering an interdisciplinary perspective which draws from the disciplines of education, psychology, philosophy and sociology, this book will appeal to researchers, academics and students wanting a greater insight into character education. (shrink)

In an essay recently published in this journal (“Is Safety in Danger?”), Fernando Broncano-Berrocal defends the safety condition on knowledge from a counterexample proposed by Tomas Bogardus (Philosophy and Phenomenological Research, 2012). In this paper, we will define the safety condition, briefly explain the proposed counterexample, and outline Broncano-Berrocal’s defense of the safety condition. We will then raise four objections to Broncano-Berrocal’s defense, four implausible implications of his central claim. In the end, we conclude that Broncano-Berrocal’s defense of the safety (...) condition is unsuccessful, and that the safety condition on knowledge should be rejected. (shrink)

This paper explores the possibilities of using character education through poetry to cultivate virtue in a secondary-school context. It focuses on the philosophical assumptions behind the intervention development and some implications of the intervention. We explore character education and poetry teaching as a tool for moral reasoning through the means of the method of ‘poetic inquiry,’ drawing also on insights from Wittgenstein. Character education and ‘poetic inquiry’ share similar goals, but are not harmonious as far as theory and methodology goes. (...) It clearly matters what exactly is to be cultivated, and in this paper we show that ‘poetic inquiry’ and character education, if used to foster practical reasoning, can be used as a means of ethical-cum-emotional self-cultivation. What makes both these case-specific approaches effective, and to some extent unique, is the possible employment of creative writing, and the development of the intellectual virtue of creative critical thinking. (shrink)

In this paper, I hope to solve a problem that’s as old as the hills: the problem of contingency for religious belief. Paradigmatic examples of this argument begin with a counterfactual premise: had we been born at a different time or in a difference place, we easily could have held different beliefs on religious topics. Ultimately, and perhaps by additional steps, we’re meant to reach the skeptical conclusion that very many of our religious beliefs do not amount to knowledge. I (...) survey some historical examples of this argument, and I try to fill the gap between the counterfactual premise and the skeptical conclusion as forcefully as possible. I consider the following possibilities: there are no additional steps in the argument; or there are and they concern the alleged safety condition on knowledge, or the alleged non-accidentality condition on knowledge, or the unclarity produced by disagreement. On every possibility, the argument from the counterfactual premise to the conclusion of widespread skepticism is invalid. It seems, then, that there is no serious problem of contingency for religious belief. (shrink)

Some philosophers believe that, when epistemic peers disagree, each has an obligation to accord the other’s assessment equal weight as her own. Other philosophers worry that this Equal-Weight View is vulnerable to straightforward counterexamples, and that it requires an unacceptable degree of spinelessness with respect to our most treasured philosophical, political, and religious beliefs. I think that both of these allegations are false. To show this, I carefully state the Equal-Weight View, motivate it, describe apparent counterexamples to it, and then (...) explain away the apparent counterexamples. Finally, I adapt those explanations to cases of religious disagreement. In the end, we reach the surprising conclusion that—even if the Equal-Weight View is true—in very many cases of religious disagreement between apparent epistemic peers, the parties to the disagreement need not be conciliatory. And what goes for religious beliefs goes for political and philosophical beliefs as well. This strongly suggests that the View does not demand an unacceptable degree of spinelessness. (shrink)

Virtues and Virtue Education in Theory and Practice explores questions about the locality versus the universality of virtues from a number of theoretical and practical perspectives. Written by leading international scholars in the field, it considers the relevance of these debates for the practice of virtue and character education. This volume brings together experts from education, philosophy, and psychology to consider how different disciplines might learn from each other and how insights from theory and practice can be integrated. It shows (...) that questions about virtue relativity or universality have not only theoretical significance but also important practical ramifications. The chapters explore different complexities of virtue ethics and different approaches to nurturing virtue and beyond, questioning how well virtues travel across geographical and cultural borders. By examining the philosophical literature and making links between theory and practice in an original way, the book offers scholarly research-informed suggestions for practice. It will be of great interest to researchers and academics and students in educational philosophy, character education, ethics, and psychology. (shrink)

In the standard thought experiments, dualism strikes many philosophers as true, including many non-dualists. This ‘striking’ generates prima facie justification: in the absence of defeaters, we ought to believe that things are as they seem to be, i.e. we ought to be dualists. In this paper, I examine several proposed undercutting defeaters for our dualist intuitions. I argue that each proposal fails, since each rests on a false assumption, or requires empirical evidence that it lacks, or overgenerates defeaters. By the (...) end, our prima facie justification for dualism remains undefeated. I close with one objection concerning the dialectical role of rebutting defeaters, and I argue that the prospects for a successful rebutting defeater for our dualist intuitions are dim. Since dualism emerges undefeated, we ought to believe it. (shrink)

Many people are drawn towards virtue ethics because of the central place it gives to emotions in the good life. Yet it may seem odd to evaluate emotions as virtuous or non-virtuous, for how can we be held responsible for those powerful feelings that simply engulf us? And how can education help us to manage our emotional lives? The aim of this book is to offer readers a new Aristotelian analysis and moral justification of a number of emotions that Aristotle (...) did not mention, or relegated, at best, to the level of the semi-virtuous, or made disparaging remarks about, or rejected explicitly. Kristjan Kristjansson argues that there are good Aristotelian reasons for understanding those emotions either as virtuous or as indirectly conducive to virtue. Virtuous Emotions begins with an overview of Aristotle's ideas on the nature of emotions and of emotional value, and concludes with an account of Aristotelian emotion education. (shrink)

The present article revolves around the notion of universality and its relation to freedom and temporal orientation in contemporary political thought, with a focus on Susan Buck-Morss' notion of universality. The purpose is twofold. Firstly, I discern and critique the historico-political premises of her approach. Secondly, I suggest an alternative historico-political approach to universality addressing the drawbacks of her approach. I present three objections to her approach. Drawing on Arendt's distinction between liberation and the practice of freedom, I first present (...) a critique of the conceptualisation of freedom on which Buck-Morss' approach hinges, arguing that she overemphasises the moment of liberation. Thereafter, I turn to her reflections on historical orientation. My third objection concentrates on Buck-Morss' concept of universality. As a heuristic tool to expound on my critique, I activate the distinction between fictive and ideal universality as suggested by Étienne Balibar. I contend that Arendt's distinction between liberation and the practice of freedom efficiently elucidates the questions at stake in Balibar's discussion, as well as how his distinction points to the limits of Buck-Morss' argumentation. Ultimately, I contend that these critical remarks open up for a more dialectical approach to universality as a historical-political problem. (shrink)

In the recent literature on the nature of knowledge, a rivalry has emerged between modalism and explanationism. According to modalism, knowledge requires that our beliefs track the truth across some appropriate set of possible worlds. Modalists tend to focus on two modal conditions: sensitivity and safety. According to explanationism, knowledge requires only that beliefs bear the right sort of explanatory relation to the truth. In slogan form: knowledge is believing something because it’s true. In this paper, we aim to vindicate (...) explanationism from some recent objections offered by Gualtiero Piccinini, Dario Mortini, and Kenneth Boyce and Andrew Moon. Together, these authors present five purported counterexamples to the sufficiency of the explanationist analysis for knowledge. In addition, Mortini devises a clever argument that explanationism entails the violation of a plausible closure principle on knowledge. We will argue that explanationism is innocent of all these charges against it, and we hope that the strength of the defense we offer of explanationism is evidence in its favor, and a reason to investigate explanationism further as the long-elusive truth about the nature of knowledge. (shrink)

Abstract: Daniel Wegner’s theory of apparent mental causation is often misread. His aim was not to question the causal effectiveness of conscious mental states like intentions. Rather, he attempted to show that our subjective sense of agency is not a completely reliable indicator of the actual causality of action, and needs to be replaced by more objective means of inquiry.

Positive psychology is one of the biggest growth industries in the discipline of psychology. At the present time, the subfield of 'positive education' seems poised to take the world of education and teacher training by storm. In this first book-length philosophical study of positive psychology, Professor Kristján Kristjánsson subjects positive psychology's recent inroads into virtue theory and virtue education to sustained conceptual and moral scrutiny. Professor Kristjánsson's interdisciplinary perspective constructively integrates insights, evidence and considerations from social science and (...) philosophy in a way that is easily accessible to the general reader. He offers an extended critique of positive psychology generally and 'positive education' in particular, exploring the philosophical assumptions, underpinnings and implications of these academic trends in detail. This provocative book will excite anyone interested in cutting-edge research on positive psychology and on the virtues that lie at the intersection of psychology, philosophy of mind, moral philosophy, education, and daily life. (shrink)

ABSTRACT:Giving without the expectation of reward is difficult to understand in organizational contexts. In opposition to a logic based on self-interest or a sense of duty, a “logic of gift” has been proposed as a way to understand the phenomenon of free, unconditional giving. However, the rationale behind, and effects of, this logic have been under-explored. This paper responds by first clarifying the three logics of action—the logic of exchange, the logic of duty, and the logic of gift—and then explains (...) how their balanced integration promises to enhance organizational life and outcomes. Having explicated the unique character and contributions of the logic of gift, the paper further suggests practical implications for management. Encouraging the logic of gift fosters more humane relationships within organizations and to enable individuals to be generous in ways that inspire trust and promote creativity. (shrink)

This study was designed to survey the extent to which private companies in Sweden take structural measures within the field of business ethics: Codes of Ethics; Ethics Committees; Ethics Officers and Ethics Training. This was done in two steps. Through a nation-wide telephone survey, a population of "active" companies were identified. These companies received a questionnaire with detailed questions regarding the design, usage and effects of these measures. The percentage of active companies were found to be a high 46%. National (...) and industry characteristics are proposed as explanatory factors. (shrink)

_Europe Thirty Years After 1989_ explores what happened in the former socialist countries during the last thirty years and the reasons behind these events. The authors examine how values, memory, and identity have been transforming these countries since the year 1989.

In a formidable display of boundary-breaking scholarship, Kristján Kristjánsson analyzes and dispels misconceptions about Aristotle's views on morality, emotions and education that abound in the current literature - including claims of the emotional intelligence theorists that they have revitalized Aristotle's message for the present day. This is an arresting book that deepens the contemporary discourse on emotion cultivation and one that will excite any student of moral education, whether academic or practitioner.

The two central emotions of pride and jealousy have long been held to have no role in moral judgements, and have been a source of controversy in both ethics and moral psychology. Kristjan Kristjansson challenges this common view and argues that emotions are central to moral excellence and that both pride and jealousy are indeed ingredients of a well-rounded virtuous life.

Tomas Abraham inicia una pesquisa filosofica y no se detiene ante las impugnaciones que dictan el buen gusto y la conveniencia (la que esconde las contradicciones para simular seriedad y rigor intelectual). Nada lo detiene. Observa, analiza, compulsa. Sus preguntas no interrogan esas zonas del discurso para las cuales se han inventado ya benevolas excusas, sino las otras, las peligrosas.Desde 1989, reflexiona Abraham, el factor economico es la clave que permite descifrar los anhelos y las frustraciones de la sociedad. Por (...) que? Porque el factor economico no se reduce a la economia, no se limita a la produccion y a la distribucion de riquezas sino que acusa la visible emergencia de nuevas formas de vida. El factor economico revela el diagrama de las mutaciones culturales. En este ensayo filosofico en el que coexisten una cantidad asombrosa de estilos y tonos, el autor analiza y discute la empresa como nuevo monumento cultural, la demonizacion del estado, las batallas etico-politicas entre intelectuales y economistas culturales, la tarea de los expertos en calidad de vida y su funcion en una nueva sociedad terapeutica. De las historias de vida de los archimillonarios al encuadre historico de la ideologia empresarial, de la puesta en sorna (con el mayor respeto) de la literatura de autoayuda a la meditacion sobre la moral y el dolor en los campos de exterminio, La empresa de vivir, como los libros anteriores del autor, traza una linea osada y firme e incorpora al pensamiento argentino una nueva manera de hacer las cosas. Una nueva manera capaz de abrir discusiones aparentemente concluidas o censuradas, de expandir los efectos de un conflicto intelectual hacia areas desprestigiadas oignoradas, de inaugurar una pasion para abolir la ironia autoindulgente y los entredichos ufan. (shrink)

Trabajo intelectual y trabajo manual -- La historia de la filosofía en la enseñanza de la filosofía -- Sobre el estoicismo -- La concepción de tiempo en el libro XI de las Confesiones de San Agustín -- Sobre la muerte.

ABSTRACT We exist only because we inhabit a world in common, embedded within networks of associations between humans and nonhumans. This is endlessly disclosed by our experience of the world. And yet, despite its palpability, it is clear that we have failed to mobilize a notion of the common world into something capable of guiding our modes of thought and collective forms of activity—our attitudes, our affective lives, our politics. How have we arrived here? Bruno Latour's work suggests that an (...) answer can be found in the common world's status as information—its self-evidence works to exclude it from a world of values. What, then, should be done? In his recent work on the modes of existence Latour develops a pragmatic metaphysics inspired by the speculative method of Alfred North Whitehead. Metaphysical speculation becomes a tool for moving beyond the “bifurcation of nature” through the construction of abstractions with which to interpret the pluralism of experience. Rather than thinking of the common world as either a given fact or as a totalizing universal, Latour develops a notion of a common world out of the messiness of experience and, as such, hopes to transform us into beings who would be moved to actively pursue and care for such a notion. (shrink)

If there is one value that seems beyond reproach in modernity, it is that of the self and the terms that cluster around it, such as self-esteem, self-confidence and self-respect. It is not clear, however, that all those who invoke the self really know what they are talking about, or that they are all talking about the same thing. What is this thing called 'self', then, and what is its psychological, philosophical and educational salience? More specifically, what role do emotions (...) play in the creation and constitution of the self? This book proposes a realist, emotion-grounded conception of selfhood. In arguing for a closer link between selfhood and emotion than has been previously suggested, the author critically explores and integrates self research from diverse academic fields. This is a provocative book that should excite anyone interested in cutting-edge research on self-issues and emotions that lies at the intersection of psychology, philosophy of mind, moral philosophy and moral education. (shrink)

Although conditional stimulus (CS)/unconditional stimulus (US) contingency awareness appears to be necessary for human Pavlovian autonomie conditioning, only a selective review of the literature and the forgetting of certain basic, brute facts can allow the cognitive conclusion that awareness causes, or even is important for, conditioning. That conclusion is theoretically barren for explaining the phenomenon and is also of little potential practical use.

Ideally, good sports literature illuminates the subtle moral contours of sports reality. We ask in this paper how modern Icelandic literature describes sport-related ethical issues and attitudes. Our findings indicate that, in stark contrast to the rampant egocentrism, individual vice and misconduct blighting Icelandic sports reality, modern Icelandic prose literature typically either ignores this reality or refers to sports as if they were in full harmony with idealised ancient virtues and morals. Our conclusion is that this discrepancy admits of four (...) possible interpretations: that (1) theories about the individualism and egocentricity of modernity do not apply in Iceland and in Icelandic sports; (2) the writers are seriously self-deceived; (3) the writers write their books for the deliberate purpose of deceiving the public; (4) the writers write their books for the deliberate purpose of preaching. Our answer is that, while there may be reason to foreground (4), the explanation lies in a combination of those four factors. (shrink)