I introduce the concept of ‘fused descriptive and normative proposition.’ I demonstrate that and how this concept has a basis in reality in lawyers' propositions de lege lata, and I point out that and why we do not find fused modality in language qua language, morals and the relationship between parents and children. The concept of ‘fused descriptive and normative proposition’ is of interest in a number of contexts, inter alia in relation to law, cf. (...) the debate about the status of lawyers' propositions de lege lata (“exactly what kind of propositions are lawyers' propositions about what is the law?”), and in relation to philosophy, cf. the debate about the relationship between ‘the is‘ and ‘the ought.’ As a consequence of the reality basis and interest of this concept, I see the concepts of ‘descriptive proposition’ and ‘normative proposition’ as the extreme points on a graduated dimension, from the purely descriptive to the purely normative. (shrink)

Technologies are significant in research not only as instruments for gathering data and analyzing information; they also provide a valuable resource for the development of theory—in terms of what has been called the “tools to theory heuristic.” Focusing on the specific example of the fields of educational psychology and instructional technology and design, this paper begins by describing how the workings of the “tools to theory heuristic” are evident in the metaphors and descriptions of behaviorism, cognitivism, and constructivism. In each (...) of these psychological paradigms, the mind is understood in terms of a contemporaneous technological innovation: as rudimentary circuitry, as computerized data processing, and finally, in terms of information representation and visualization. The paper then argues that in applied disciplines like educational technology and human–computer interaction, technology plays two important but conflicting roles. It first operates heuristically to explain complex mental phenomena; it is then designed and developed explicitly as a tool for facilitating and developing these same complex mental processes. This paper concludes by arguing that this dual role represents an ethical dilemma—a kind of epistemological and practical “conflict of interest” in instructional technology and in related fields of systems and interface design. (shrink)

This paper, like its companion explores some ways in which, on the one hand, normative theorizing about causation and causal reasoning and, on the other, empirical psychological investigations into causal cognition can be mutually illuminating. The topics considered include the connection between causal claims and claims about the outcomes of interventions and the various ways that invariance claims figure in causal judgment.

This paper challenges the first Gettier counterexample to the tripartite account of knowledge. Noting that 'the man who will get the job' is a description and invoking Donnellan's distinction between their 'referential' and 'attributive' uses, I argue that Smith does not actually believe that the man who will get the job has ten coins in his pocket. Smith's ignorance about who will get the job shows that the belief cannot be understood referentially, his ignorance of the coins in his pocket (...) shows that it cannot be understood attributively. An explanation for why Smith appeared to have justified true belief is given by distinguishing between 'belief' and 'belief in truth'. Smith believes the sentence 'the man who will get the job has ten coins in his pocket' to be true (he mistakenly believes that Jones will get the job, of whom he knows that he has ten coins in his pocket) (hence his 'belief'), the sentence is true (hence 'truth'), and he has sufficient reason to assent to it (hence his 'justification'). But he does not believe the proposition expressed. Hence he does not know it either. (shrink)

It is argued that the distinction between the normative and the descriptive interpretation of norm sentences can be regarded as a distinction between two kinds of utterances. A norm or a directive has as its content a normative proposition. A normative utterance of a normative proposition in appropriate circumstances makes the proposition true, and an assertive utterance has as its truth-maker the norm system to which it refers. This account of norms, norm-contents, and utterances of (...) norm sentences solves Jørgensen’s problem: logical relations among norms can be defined in the usual way in terms of the truth-conditions of the normative propositions which form their content. There is no distinction between the logic of norms and the logic of normative propositions; in this respect the present account differs from Carlos Alchourrón and Eugenio Bulygin’s account of the logic of normative propositions. (shrink)

It is argued that the distinction between the normative and the descriptive interpretation of norm sentences can be regarded as a distinction between two kinds of utterances. A norm or a directive has as its content a normative proposition. A normative utterance of a normative proposition in appropriate circumstances makes the proposition true, and an assertive utterance has as its truth-maker the norm system to which it refers. This account of norms, norm-contents, and utterances of (...) norm sentences solves Jørgensen's problem: logical relations among norms can be defined in the usual way in terms of the truth-conditions of the normative propositions which form their content. There is no distinction between the logic of norms and the logic of normative propositions; in this respect the present account differs from Carlos Alchourrón and Eugenio Bulygin's account of the logic of normative propositions. Se argumenta que la distinción entre la interpretación normativa y la descriptiva de las oraciones normativas puede ser considerada como una distinción entre dos tipos de emisiones. Una norma o directiva tiene como su contenido una proposición normativa. Una emisión normativa de una proposición normativa en circunstancias apropiadas hace verdadera la proposición y es el sistema de normas al que se refiere una emisión asertiva el que la hace verdadera. Esta concepción de normas, contenidos de normas y emisiones de oraciones normativas resuelve el problema de Jörgensen: las relaciones lógicas entre normas pueden ser definidas de manera usual en términos de las condiciones de verdad de las proposiciones normativas que forman su contenido. No hay diferencia alguna entre la lógica de normas y la lógica de proposiciones normativas; en este aspecto la presente concepción difiere de la concepción de la lógica de proposiciones normativas de Carlos Alchourrón y Eugenio Bulygin. (shrink)

Heather Douglas has helped to set the standard for twenty-first century discussions in philosophy of science on the topics of values in science and science in democracy. Douglas’s work has been part of a movement to bring the question of values in science back to center of the field and to focus especially on policy-relevant science. This first chapter, on the pervasive entanglement of science and values, includes an improved and definitive statement of the argument from inductive risk, which she (...) is single-handedly responsible for rehabilitating and returning to the center of the debate. This statement makes clear the fundamental and absolutely pervasive nature of inductive risk and its import for our understanding of the role of values in science. The chapter also provides a survey of the current field of alternative approaches to ideals for the epistemic role of values in science that is comprehensive and generous, yet critical of each. -/- In these brief comments, I focus on providing an alternative perspective on some conceptual and rhetorical issues in Douglas’s account, specifically dealing with the nature of values and the relation of the descriptive and the normative. This will lead me to somewhat different evaluations of two of the five new ideals for values in science that Douglas canvasses in the chapter. (shrink)

This article examines Wilfrid Sellars's views on the epistemic status of philosophical propositions. It suggests that according to Sellars philosophical propositions are normative and practically oriented. They do not form a theory for the description of reality; their function is, rather, that of motivating actions which aim at changing reality. The article argues that the role of philosophical propositions can be illuminated if they are understood as a special kind of (proposed) “material” rules of inference, (...) provided that the latter are construed as being firmly entrenched in practice. To this end, a distinction between “theoretical” and “practical” anomalies is drawn to better elucidate—and in some cases criticize and further expand—Sellars's position on the relation between the theoretical and practical dimensions of philosophical activity. In this connection, the Weberian notion of the “disenchantment of the world” is used to throw light on the relation between these two dimensions. (shrink)

ID: 89 / Parallel 4k: 2 Single paper Topics: Philosophy of mind, Philosophy of science Keywords: Cognitive Science, Cognitive Neuroscience, Mechanistic explanations, Reductionism, Normativity, Generality, Emerging School of Philosophers of Science. The role of philosophy in cognitive science: mechanistic explanations, normativity, generality Mohammadreza Haghighi Fard Leiden University, Netherlands, The; [email protected] Introduction -/- Cognitive science, as an interdisciplinary research endeavour, seeks to explain mental activities such as reasoning, remembering, language use, and problem solving, and the explanations it advances commonly involve (...) descriptions of the mechanisms responsible for these activities. Cognitive mechanisms are distinguished from the mechanisms invoked in other domains of biology by involving the processing of information. Many of the philosophical issues discussed in the context of cognitive science involve the nature of information processing. For philosophy of science, a central question is what counts as a scientific explanation. But what is a mechanistic explanation and how does it work, how can philosophy of science use it as a solution for the problem of integration in cognitive science? By answering these questions and merging my answers with discussion of concepts of philosophy, normativity and generality, I will investigate the following claim. -/- I claim that philosophy by using strength concepts such as normativity, generality, and a mechanistic philosophy of explanations, can be a most important contributor to cognitive science. I also investigate how philosophy of science could be (can be) a bridge between psychology and neuroscience. We need a distinction between philosophy of cognitive science and philosophy in cognitive science; I am talking about the latter. -/- This claim is very important for the integration and the future of the interdisciplinary field known as cognitive science. -/- Philosophy as a true cognitive science -/- When the Cognitive Science Society was founded, in the late 1970s, philosophy, neuroscience, and anthropology were playing smaller roles. The three disciplines that formed the core group were artificial intelligence, psychology, and linguistics. The curious thing is that George Miller, a psychologist and an important founder of cognitive sciences in a hexagon diagram that he presented, put philosophy at the top of the diagram and neuroscience at the very bottom. There is enough agreement now that neuroscience is the most important contributor to cognitive science and there are fair connections between philosophy and neuroscience. In that diagram there was almost no connection between philosophy and neuroscience. -/- The developments and rise of cognitive science in the last half-century has been accompanied by considerable amount of philosophical activity. Perhaps no other area within analytic philosophy in the second half of that period has attracted more attention or produced more publications. (Bechtel and Graham, 1998. Rumelhart and Bly 1999. Bechtel, Mandik, Mundale 2001. Thagard, 2007. Bennett and Dennett et al, 2007. Bennett and Hacker, 2008. Andler, 2009. Frankish and Ramsey, 2012.) -/- Many philosophers of science offer conclusions that have a direct bearing on cognitive science and its practitioners can profit from closer engagement with the rest of cognitive science. For example, William Bechtel has discussed three projects, two in naturalistic philosophy of mind and one in naturalistic philosophy of science that have been pursued during the past 30 years, that he contends, can make theoretical and methodological contributions to cognitive science (Bechtel, 2009). Paul Thagard is another example of the mentioned emerging school of philosophers of science that define cognitive science as the interdisciplinary investigation of mind and intelligence (Thagard, 2006). Thagard by presenting some general but important philosophical questions such as, “What is the nature of the explanations and theories developed in cognitive science?”, and by providing answers to these central questions has showed how philosophy of science can help cognitive science by the advantage of its generality. Andrew Brook, however, believes that philosophical approaches have never had a settled place in cognitive science but he is listed in a group of the philosophers of science that they are contributing very closely the cognitive science (Brook, 2009). Daniel Dennett , as well as being a member the mentioned naturalistic philosophers of science, believes that there is much good work for philosophers to do in cognitive science if they adopt the constructive attitude that prevails in science. -/- What are mechanisms? Let us begin abstractly before considering an example. Mechanisms are collections of entities and activities organized together to do something (cf. Machamer, Darden, & Craver, 2000; Craver & Darden, 2001; Bechtel &Richardson, 1993; Glennan, 1996). These explanations are known as ‘mechanistic explanations’. By using and developing these mechanistic explanations of philosophy of science one can draw normative consequences for cognitive science. Paul Thagard (Thagard, 2006 and 2009), William Bechtel (Bechtel, 2008 and 2009), Andrew Brook (Brook, 2008) investigated and promoted using the ‘normativity’ in philosophy to show a better and crucial role for philosophy of science in an interdisciplinary known as cognitive science. Some philosophers have thought that, in order to pursue this normative function, philosophy must distance itself from empirical matters, but there are examples where the investigations of descriptive and normative issues go hand in hand. ( Thagard, 2009). -/- I will investigate how we can reduce a higher-level science such as psychology to neuroscience without the problems of reductionism but via mechanistic explanations. By problem I mean psychology does not lose its autonomy. -/- Conclusion -/- If cognitive science is all about understanding the human mind, or if cognitive science is the interdisciplinary investigation of mind and intelligence, since the whole life of philosophy was involving with the ways of knowing (epistemology) and conceptions of reality (metaphysics), also philosophy has considered the so-called mind-body problem ( identity theory, functionalism, and heuristic identity theory) , then philosophy could be the most deserved discipline to be a most contributor in cognitive science. I tried to discuss this by using the three advantages in philosophy, normativity, and generality and by introducing an emerging school of mechanistic (not mechanical) philosophers. One thing left, as cognitive science is a two-way street, philosophers need also to stop in a station of cognitive science and learn from the most important advances in brain and neuroscience. Key references : Cognitive Science, Cognitive Neuroscience, Mechanistic explanations, Reductionism, Normativity, Generality, Emerging School of Philosophers of Science. (shrink)

Why does knowledge matter? Two answers have been influential in the recent literature. One is that it has value: knowledge is one of the goods. Another is that it plays a significant normative role: knowledge is the norm of action, belief, assertion, or the like. This paper discusses whether one can derive one of the claims from the other. That is, whether assuming the idea that knowledge has value — and some defensible general hypotheses about norms and values (...) —, we could derive the claim that it plays the alleged normative role. Or whether, assuming that knowledge does play that role — and some defensible general hypotheses —, we could derive the claim that it has value. It argues that the route from Value to Norms is unsuccessful. The main problem here is that the idea that knowledge has value does not seem enough to derive the idea that one should act on what one knows. It finds the route from Norms to Value more promising, though a complete path is missing. The main idea here is that knowledge is good because it is normatively required to do good things, such as believing the truth and acting in view of true propositions. But since not all normative conditions for doing something good is itself good, we still lack an explanation of why knowledge would be so. The paper finally suggests an alternative perspective, on which we do not try to derive the idea that knowledge has value from its normative role, but rather use its normative role to explain away the idea that it has value. (shrink)

What is the normative role of knowledge? I argue that knowledge plays an important role as a norm of assertion and action, which is explained and unified by its more fundamental role as a norm of belief. Moreover, I propose a distinctive account of what this normative role consists in. I argue that knowledge is the aim of belief, which sets a normative standard of correctness and a corresponding normative standard of justification. (...) According to my proposal, it is correct to believe, assert and act on a proposition if and only if one is in a position to know it, but one has justification to believe, assert and act on a proposition if and only if one has justification to believe that one is in a position to know it. (shrink)

Philosophy of Technology Assessment: Problems of Quantification and Prediction. Technology Assessment (TA) as an interdiscipline project to assist decision-making in the area of technology politics is well-established. A critical analysis based on the constructive philosophy of science, however, uncovers several deficiencies of the philosophical foundation of TA. Especially the fundamental differences between natural and social sciences are neglected by the TA, for example by treating normative problems of decision-making with descriptive techniques of quantification and prediction. It is shown (...) that in TA the philosophical limitations for quantifications and predictions - based on elements of acting theory and a reflection on the nature of descriptive and normative propositions - are ignored. Consequently, a revision of the foundations of technology assessment is suggested. (shrink)

The paper deals with the role of assent and instinct in the process of cognition. The author shows, that the Stoic instinct is a dynamic aspect in the processes of cognition, decision making and action, its consequence being at the same time the assent, i. e. the approval of a given descriptive or prescriptive proposition as a true one. Tha paper wants to stress e remarcable rationalistic character of the Stoic epistemology - the only constitutive elemnent of the (...) instinct is, at least in early Stoicism, the rational capacity of the soul. The three Stoic levels of cognition: opinion, understanding and cognition are intoruced as related to various intensities of assent given to the particual meanings of the proposition. (shrink)

The purpose of this study is to explore with more rigor and detail the role of social norms in tax compliance. This study draws on Cialdini and Trost’s (The Handbook of Social Psychology: Oxford University Press, Boston, MA, 1998) taxonomy of social norms to investigate with more specificity this potentially decisive (Alm and McKee, Managerial and Decision Economics, 19:259–275, 1998) influence on tax compliance. We test our research hypotheses regarding the direct and indirect influences of social norms using a (...) hypothetical compliance scenario with 174 experienced taxpayers as participants. Factor analysis of the social norm questions successfully identified four distinct social norm constructs, in line with Cialdini and Trost (1998). Results of the path analysis show that individuals’ standards for behavior/ethical beliefs (personal norms) as well as the expectations of close others (subjective norms) directly influence tax compliance decisions, whereas general societal expectations (injunctive norms) and other individuals’ actual behavior (descriptive norms) have an indirect influence. This shows that social norms have important direct as well as indirect influences on tax compliance behavior. We also investigate a number of attitudinal variables that may be related to social norms and taxpayer compliance. The results of this study further clarify the important role that social norms have with regard to taxpayers’ compliance behavior. (shrink)

The goal of this paper is to show that a cognitivist–externalist view about moral judgment is compatible with a key intuition that motivates non-cognitivist expressivism. This is the intuition that normative judgments have a close connection to action that ordinary “descriptive factual beliefs” do not have, or, as James Dreier has suggested, that part of the fundamental role of normative judgment is to motivate. One might think that cognitivist–externalist positions about normative judgment are committed to (...) viewing normative judgments as having the same role in our psychology as ordinary descriptive factual beliefs. This paper argues to the contrary. It restricts attention to moral judgments. It develops an account of moral belief according to which, first, moral beliefs are representational cognitive states that have the same basic nature as ordinary descriptive factual beliefs. Yet, second, their fundamental role is such that, when all goes well, moral beliefs mesh with our moral policies to motivate action. The paper draws on a society-centered account of the grounding of morality, a distinction between “basic” and “internal” ways of thinking of the moral properties, and a hybrid account of the “meaning” of moral predicates, called “realist-expressivism.”. (shrink)

Power is now measured by economic strength. The world is becoming more integrated. Europe and the Pacific are challenging US dominance. The debt crisis is a crisis in capital and job creation. In the future, key economic issues will be job creation, increased production, grassroots development and safeguarding the poor from the debt crisis. The most viable form of employment will be in small scale enterprises. These meet the real needs of the poorest, are locally owned and controlled, produce products (...) for a local market and use locally available resources. They contribute to economic stability, are not subject to international currency fluctuations and use an environmentally sustainable technology. (shrink)

Due to its wide-ranging reservations and lack of effective enforcement mechanisms the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) has failed to dismantle widespread and systemic discrimination. The present paper proposes a broad, theoretical, preventive and relational approach to creating and enhancing the effectiveness of novel interventions to accelerate gender equality. We describe the main elements of affective empathy (i.e. intersubjectivity, multisensory engagement and empathic embodiment) and identify potential interventions that build on those elements to (...) advance gender equality. We ultimately argue that increased empathy towards women, transwomen and girls is required to disrupt the beliefs and behaviours that lead to discrimination, and that these changes must be enacted alongside legislative reforms and community education that construct equality environments. Our affective empathy framework could have the capacity to operationalise the normative fight against gender stereotypes and inequality in line with article 5(a) of CEDAW. (shrink)

I begin by summarizing the first two chapters of (Harman 1986). The first chapter stresses the importance of not confusing inference with implication and of not confusing reasoning with the sort of argument studied in deductive logic. Inference and reasoning are psychological events or processes that can be done more or less well. The sort of implication and argument studied in deductive logic have to do with relations among propositions and with structures of propositions distinguished into premises, intermediate (...) steps, and conclusion. Deductive logic is not a particular psychological subject and is not a particularly normative subject, although one might attempt to develop a logic of belief or a deontic logic, for example. (shrink)

I argue that imperatives express contents that are both cognitively and semantically related to, but nevertheless distinct from, modal propositions. Imperatives, on this analysis, semantically encode features of planning that are modally specified. Uttering an imperative amounts to tokening this feature in discourse, and thereby proffering it for adoption by the audience. This analysis deals smoothly with the problems afflicting Portner's Dynamic Pragmatic account and Kaufmann's Modal account. It also suggests an appealing reorientation of clause-type theorizing, in which the (...) cognitive act of updating on a typed sentence plays a central role in theorizing about both its semantics and role in discourse. (shrink)

In 1949 Culliton noted that "... religion has something to offer business" (Culliton, 1949, p. 265). While religion definitely does have something to offer business, especially business ethics, it is only recently that empirical research linking religiosity and business ethics has been conducted. Indeed, religiosity affords a background, against which the ethical nature of business, including marketing and consumer behavior, can be interpreted. This article offers a descriptive, rather than normative, perspective in reviewing articles linking religion to business (...) and consumer ethics. The main objective of the article being both to present some of the most significant empirical findings to date and also to encourage researchers to pursue further research in this relatively under researched area. (shrink)

Coercion in mental health care gives rise to many ethical challenges. Many countries have recently implemented state policy programs or development projects aiming to reduce coercive practices and improve their quality. Few studies have explored the possible role of ethics in such initiatives. This study adds to this subject by exploring health professionals’ descriptions of their ethical challenges and strategies in everyday life to ensure morally justified coercion and best practices. Seven semi-structured telephone interviews were carried out in 2012 (...) with key informants in charge of central development projects and quality-assurance work in mental health services in Norway. No facilities used formal clinical ethics support. However, the informants described five areas in which ethics was of importance: moral concerns as implicit parts of local quality improvement initiatives; moral uneasiness and idealism as a motivational source of change; creating a normative basis for development work; value-based leadership; and increased staff reflexivity on coercive practices. The study shows that coercion entails both individual and institutional ethical aspects. Thus, various kinds of moral deliberation and ethics support could contribute to addressing coercion challenges by offering more systematic ways of dealing with moral concerns. However, more strategic use of implicit and institutional ethics is also needed. (shrink)

Appeals to human nature in normative inquiry have fallen out of favor among contemporary philosophers. There are a variety of reasons frequently cited by those who see appeals to human nature as deeply problematic: (a) that the notion of human nature, which conceives nature as having a teleological direction, is incompatible with evolutionary biology; (b) that the manifest diversity of cultural values and traditions falsify any essentialist claims involving a common nature necessarily shared by all humans; (c) that appeals (...) to human nature have been frequently employed throughout history to justify the oppression of women and other marginalized members of society; (d) that human nature, if seen as a descriptive account of how human beings naturally are, does not tell us anything about how we ought to be; and (e) that human nature, if seen as a normative account of how we ought to be, lacks explanatory power and cannot play any substantive role in moral inquiry. To fully defend the view that human nature has a substantive role to play in ethics, one would have to address at least each of these challenges. (For a response to such challenges, see Van Norden 2007, 341-50.) Such a defense is not the aim of this essay. Instead, I want to focus on the following question: Are there any good reasons to think that an account of human nature is indispensable for moral inquiry, here conceived as the systematic exploration of the nature of and the connections between such significant moral concepts as practical reason, virtue, and wellbeing? (shrink)

Naturalistic Descriptions and Normative-Intentional Interpretations Normative pragmatists about linguistic meaning such as Sellars and Brandom have to explain how norms can be implicit in practices described in purely naturalistic terms. The explanation of implicit norms usually offered in the literature commits pragmatists to equate actions with naturalistic events. Since this is an unacceptable consequence, I propose an alternative explanation of implicit norms that avoids this identification. To do so, one has to treat the normative-intentional concepts such as (...) "norm", "action", "sanction", "belief", "desire" as a holistic system, in the sense that one has to apply all of them to a given naturalistic practice simultaneously. This result might be taken to imply that the pragmatist strategy of explaining the content of assertions and beliefs in terms of norm-governed use is misguided because it presupposes that one can account for the concept "norm" independently of the concept "belief". I argue that this consequence does not follow. (shrink)

This collection demonstrates the strong influence that humanism and freethought had in developing the history and ideals of black intellectualism. Most people are quick to note the profound influence that religion has played in African-American history: consoling the downtrodden slave or inspiring the abolitionists, the underground railroad, and the civil rights movement. But few are aware of the role humanism played in shaping the black experience: developing the thought and motivating the actions of powerful African-American intellectuals. Section One of (...) this book offers biographical sketches of such prominent black humanists as Frederick Douglass, Cheikh Anta Diop, W.E.B. DuBois, Hubert H. Harrison, and Richard Wright. Section Two features essays by black humanists: Douglass, DuBois, Charles W. Faulkner, Langston Hughes, Zora Neale Hurston, Ishmael Jaffree, Claude McKay, Melvin B. Tolson, and Bruce Wright. Section Three offers the views of contemporary black African humanists: Freda Amakye Ansah, Emmanuel Kofi Mensah, Nkeonye Otakpor, Franz Vanderpuye, and Kwasi Wiredu. Section Four contains interviews conducted by Allen on the subjects of black humanist activism, the Afroasiatic roots of classical civilization, and the Harlem Renaissance with: Martin G. Bernal, Charles Faulkner, Leonard Harris, Norman Hill, and Alaine Locke. (shrink)

This paper considers the role of constitutivity and normativity in Frege’s conception of logic. It outlines an historical interpretation with two goals. First, it traces these concepts back to their origins in Kant’s philosophy. Second, it considers some of the different ways in which the issue of normativity and its proper grounding was addressed in the neo-Kantian tradition and in early analytic philosophy. Some neo-Kantians worked out an epistemic-normative conception of objective judgment, according to which the objectivity of (...) cognition is constituted by distinctively logical norms. In Frege we find an original and sophisticated version of this line of thought. For Frege, the normative and constitutive roles of logic come to the fore in the articulation of scientific reason which follows the classical model of demonstrative science as cognitio ex principiis. Wittgenstein’s Tractatus then opens up a fresh Kantian perspective on the constitutivity of logic, one that grounds logic in structure rather than norms, and does so in conscious opposition to Frege and his normative science. Logic is transcendental, according to Wittgenstein, being the essence of the world and of all description. Hence, the normative function of logic becomes, in a way, superfluous. (shrink)

The use of coercion is morally problematic and requires an ongoing critical reflection. We wondered if not knowing or being uncertain whether coercion is morally right or justified is related to professionals’ normative attitudes regarding the use of coercion. This paper describes an explorative statistical analysis based on a cross-sectional survey across seven wards in three Norwegian mental health care institutions. Descriptive analyses showed that in general the 379 respondents a) were not so sure whether coercion should be (...) seen as offending, b) agreed with the viewpoint that coercion is needed for care and security, and c) slightly disagreed that coercion could be seen as treatment. Staff did not report high rates of moral doubt related to the use of coercion, although most of them agreed there will never be a single answer to the question ‘What is the right thing to do?’. Bivariate analyses showed that the more they experienced general moral doubt and relative doubt, the more one thought that coercion is offending. Especially psychologists were critical towards coercion. We found significant differences among ward types. Respondents with decisional responsibility for coercion and leadership responsibility saw coercion less as treatment. Frequent experience with coercion was related to seeing coercion more as care and security. This study showed that experiencing moral doubt is related to some one’s normative attitude towards coercion. Future research could investigate whether moral case deliberation increases professionals’ experience of moral doubt and whether this will evoke more critical thinking and increase staff’s curiosity for alternatives to coercion. (shrink)

The field of bioethics is increasingly coming into contact with empirical research findings. In this article, we ask what role empirical research can play in the process of ethical clarification and decision-making. Ethical reflection almost always proceeds in three steps: the description of the moral question,the assessment of the moral question and the evaluation of the decision-making. Empirical research can contribute to each step of this process. In the description of the moral object, first of all, empirical research has (...) a role to play in the description of morally relevant facts. It plays a role in answering the “reality-revealing questions” (what, why,how, who, where and when), in assessing the consequences and in proposing alternative courses of action. Secondly, empirical research plays a role in assessing the moral question. It must be acknowledged that research possesses “the normative power of the factual,” which can also become normative by suppressing other norms. However, inductive normativity should always be balanced out by a deductive form of normativity. Thirdly, empirical research also has a role to play in evaluating the decision-making process. It can rule out certain moral choices by pointing out the occurrence of certain unexpected consequences or effects. It can also be useful, however, as a sociology of bioethics in which the discipline of bioethics itself becomes an object of research. (shrink)

Although the use of military force for humanitarian ends seems utterly divorced from the use of such force to combat terrorism, both uses answer to similar descriptions. Both appear to encourage nations that are not necessarily themselves under attack to set aside the reigning conventions of national sovereignty and territorial integrity for the overriding purposes of international law enforcement and protection of vulnerable noncombatants. Both involve offensive rather than purely defensive uses of military force. Both answer to criteria of justification (...) that can be derived more readily from the normative moral principles of the classical just war tradition than from purely descriptive revisions of the 'legalist paradigm' in international relations, because the latter is deeply wedded by precedent to notions of sovereignty, territorial integrity, and a purely defensive use of military force. Most significantly, the justification for both kinds of military action depends essentially upon a notion of 'the international community' that is inchoate and urgently in need of rigorous reformulation. In this paper, I attempt to formulate criteria for the justifiable use of military force for these non-defensive purposes, with attention to the nuances of internationalism that several of the resulting criteria entail. Challenges to the de facto role of the United Nations as the sole authoritative representative of this community, and alternatives to its authority in legitimating the use of military force for purposes of international law enforcement, are considered. (shrink)

This work offers a challenge to the orthodox view that descriptive rules are non-normative and passive in their role and usage. It does so by arguing that, although lacking in normativity themselves, descriptive rules can be sources of normativity by way of the normative attitudes that can develop around them. That is, although descriptive rules typically depict how things are, they can also play a role in how things ought to be. In this (...) way, the limited role that this type of rule can play as either a basis for the development of normative reasons, or as explanatory reasons for action is identified and clarified. One desirable outcome of the analysis is a more complete view of what descriptive rules are and how they are utilized by agents. (shrink)

A central question for psychologists, economists, and philosophers is how human lives should be valued. Whereas egalitarian considerations give rise to models emphasizing that every life should be valued equally, empirical research has demonstrated that valuations of lives depend on a variety of factors that often do not conform to specific normative expectations. Such factors include emotional reactions to the victims and cognitive considerations leading to biased perceptions of lives at risk (e.g., attention, mental imagery, pseudo-inefficacy, and scope neglect). (...) They can lead to a valuation function with decreasing marginal value and sometimes even decreasing absolute value as the number of victims increases. As a result, people spend more money to save an individual while at the same time being insensitive and apathetic to large losses of life, despite endorsing egalitarian norms. In this conceptual paper, we propose a descriptive model highlighting the role of different motivations and the conditions under which cognitions and emotions result in deviations from egalitarian normative valuations of human lives. (shrink)

The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences of education, of upbringing and of ‘life lessons’, however, are so often not about the fulfilment of oneself, about the discovery and actualisation of one's (...) full potential. Such experiences instead involve moments of sometimes irreparable failure and loss—a matter that has not received a great deal of attention in educational research and theory. After briefly examining the way that fulfilment is favourably framed both in humanistic psychology and in neo-humanist Bildungstheorie, this paper considers some of the exceptions to the nearly ubiquitous identification of education with fulfilment: Arthur Schopenhauer's view of the irrationality of human (developmental) experience and Ludwig Wittgenstein's use of the term ‘conditioning’ (Abrichtung) in some of his accounts of learning and socialisation. We then focus on failure and loss in education through an overview of the pedagogical theory of O.F. Bollnow. Bollnow, as is gradually being recognised in English-language scholarship, saw moments of uncertainty, disorientation and above all crisis as indispensable in educational experience—for both student and teacher. In this way, we show that instead of being the pursuit of self-fulfilment, education is unavoidably a matter of difficulty, disruption and also failure. It reshapes us, and this reshaping can be seen as being as much about formation as it is about deformation. (shrink)

The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences of education, of upbringing and of ‘life lessons’, however, are so often not about the fulfilment of oneself, about the discovery and actualisation of one's (...) full potential. Such experiences instead involve moments of sometimes irreparable failure and loss—a matter that has not received a great deal of attention in educational research and theory. After briefly examining the way that fulfilment is favourably framed both in humanistic psychology and in neo-humanist Bildungstheorie, this paper considers some of the exceptions to the nearly ubiquitous identification of education with fulfilment: Arthur Schopenhauer's view of the irrationality of human (developmental) experience and Ludwig Wittgenstein's use of the term ‘conditioning’ (Abrichtung) in some of his accounts of learning and socialisation. We then focus on failure and loss in education through an overview of the pedagogical theory of O.F. Bollnow. Bollnow, as is gradually being recognised in English-language scholarship, saw moments of uncertainty, disorientation and above all crisis as indispensable in educational experience—for both student and teacher. In this way, we show that instead of being the pursuit of self-fulfilment, education is unavoidably a matter of difficulty, disruption and also failure. It reshapes us, and this reshaping can be seen as being as much about formation as it is about deformation. (shrink)

One of the contexts for the development of social capital and spiritual health is cultural capital. The relationship between religion as an independent variable and social capital as a dependent variable has been analysed. This article aims to analyse the role of cultural capital in the development of social capital and spiritual health from the perspective of religion and negative Islamic teachings. This study attempts to answer the question, 'what is the role of cultural capital on the development (...) of social capital and spiritual health from the perspective of negative Islamic teachings?' In this article, an attempt has been made to compare the negative aspect of education in the form of the Qur'anic concept of 'cultivation', with its positive aspect in terms of principles, approach and method, in order to return to the model arising from Qur'anic and mystical teachings. The research method is descriptive and analytical, and data processing is interpretive and critical. Data collection has been performed utilising documentary and library study methods. The research findings demonstrate that 'ethics, science, values, norms, rituals and art' are the most important elements of embodied cultural capital, which are effective in the development of social capital. CONTRIBUTION: Therefore, there is a substantial relationship between religion, negative Islamic teachings, the development of embodied cultural capital and the development of social capital and spiritual health. (shrink)

One of the contexts for the development of social capital and spiritual health is cultural capital. The relationship between religion as an independent variable and social capital as a dependent variable has been analysed. This article aims to analyse the role of cultural capital in the development of social capital and spiritual health from the perspective of religion and negative Islamic teachings. This study attempts to answer the question, 'what is the role of cultural capital on the development (...) of social capital and spiritual health from the perspective of negative Islamic teachings?' In this article, an attempt has been made to compare the negative aspect of education in the form of the Qur'anic concept of 'cultivation', with its positive aspect in terms of principles, approach and method, in order to return to the model arising from Qur'anic and mystical teachings. The research method is descriptive and analytical, and data processing is interpretive and critical. Data collection has been performed utilising documentary and library study methods. The research findings demonstrate that 'ethics, science, values, norms, rituals and art' are the most important elements of embodied cultural capital, which are effective in the development of social capital. CONTRIBUTION: Therefore, there is a substantial relationship between religion, negative Islamic teachings, the development of embodied cultural capital and the development of social capital and spiritual health. (shrink)

Research on ethical norms has grown in recent years, but imprecise language has made it unclear when these norms prescribe “what ought to be” and when they merely describe behaviors or perceptions (“what is”). Studies of ethical norms, moreover, tend not to investigate whether participants were influenced by the prescriptive aspect of the norm; the studies primarily demonstrate, rather, that people will mimic the behaviors or perceptions of others, which provides evidence for the already well-substantiated social proof theory. In this (...) review article, we delineate three streams of norms research in business ethics: behavioral, perceptual, and prescriptive. We argue that by properly categorizing norms, and designing studies to investigate when prescriptions, more than mere mimicry, improve ethical outcomes in organizations, researchers can enhance managers’ efforts to promote ethical outcomes in organizations. (shrink)

Descriptive realism holds that T is true, while normative realism holds that T is warranted. Descriptive pessimism holds that T is false, while normative pessimism holds that T is unwarranted. We should distinguish between descriptive and normative realism because some arguments against scientific realism require that scientific realism be interpreted as descriptive realism, and because scientific realists can retreat from descriptive to normative realism when descriptive realism is under attack. We (...) should also distinguish between descriptive and normative pessimism because some arguments against scientific pessimism require that it be interpreted as descriptive pessimism, and because scientific pessimists can retreat from descriptive to normative pessimism when descriptive pessimism is under attack. -/- . (shrink)

Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how these present a general underlying similarity compared to those in place today. It then goes on to consider examples of elements of speech and (...) presentation, description and illustration that are used in the biology lecture from the early modern (sixteenth to seventeenth centuries) and late modern (or contemporary) eras. The anatomy lecture thus demonstrates a basic physical and technical continuity in the classroom or theater, whereas the larger epistemic functions in which it is embedded have changed: from a descriptive, discursive function, focusing on individual organs and their physicality, to one that is more integrative, systemic and also performative in both form and content. (shrink)

Every description contains within it a qualifier that allows us to avoid the problem of descriptive regress, and thus allows us to use the description for various purposes. Descriptive regress occurs because no one description can be understood without referring to further descriptions, which themselves require unpacking by reference to further descriptions ad infinitum. There are no fundamental descriptions no descriptions that attain and keep some privileged ontological status. The qualifier works by invoking the normal circumstances in which (...) the description obtains. It is impossible to foresee and describe in advance all the circumstances that would not be normal and that would reveal to us when the description could not obtain. It is our common sense the sense we develop as members of communities, and a sense sometimes narrowed and specialized in certain forms of life of what set of normal circumstances are implied into the description that allows us to use descriptions for various purposes (e.g. for describing circumstances in which some normative consequence should follow if the description obtains). This theory of descriptions is particularly relevant to the analysis of the role of descriptions of behavior and behavioral concepts in law. Law, in order to enable the regulation and evaluation of human behavior, cannot do without behavioral foundations criteria for evaluation of behavior are always based on certain descriptions of behavior and behavioral concepts. The theory of descriptions developed explains how descriptions of behavior function, namely, their utility relies on the legal community's common sense of the qualifiers attaching to descriptions of behavior. But that theory also has a reformative agenda: we should not think that any one description or any one behavioral concept such as that of intentionality can do all the work for us, in every area of the law, and in respect of every single social phenomenon. We need, in other words, to rethink the criteria for the evaluation of behavior on the basis of this theory of descriptions: i.e. on both the power and the limitations of descriptions of behavior. (shrink)

I argue that knowledge about the human condition can be derived from appreciating works of fictional literature. I support this claim in two major ways. ;First, I present a theory of "fictive modeling," which holds that: Fictive works may embody the structure of some subject matter ; and Such an embodiment allows the subject matter's structure to become more perspicuous to suitable appreciators and, thereby, susceptible to a wide range of epistemic operations . I contend this theory accommodates more segments (...) of the knowledge acquisition process than standard propositional theories, which limit what we learn from fiction to propositions contained either implicitly or explicitly in a fictive text. I hold that fictive knowledge includes shifts in pattern recognition, conceptual classification and analogical projection--each of which is an important epistemic result in science and practical affairs, yet which is inadequately articulated by the notion of a determinate proposition. ;Second, I analyze several kinds of knowledge fiction typically generates about the human condition. These include both descriptive and normative knowledge concerning human emotions, subjective "ways of seeing," and self-deceptions, as well as imaginative knowledge of other people's views and circumstances. ;In my discussion, I challenge Plato's conception that fictive art leads appreciators to have hedonic and emotive experiences which discourage the attainment of knowledge. I contend Plato underestimates the capacity of appreciators to subject fictive models to critical testing and, in this way, to control such experience. Critical testing may be accomplished by employing the claims and procedures of experts or the appreciator's own experiences. ;I also discuss the beneficial role served by literacy critics, who guide appreciators in identifying and assessing epistemic models contained in fictive works. Concerning the problem of multiple, yet contrary, interpretations of a work , I claim there is no logical difficulty here, since there are good reasons to accept the premise that fictive works are structurally ambiguous objects. (shrink)

The notion of “the burden of proof” plays an important role in real-world argumentation contexts, in particular in law. It has also been given a central role in normative accounts of argumentation, and has been used to explain a range of classic argumentation fallacies. We argue that in law the goal is to make practical decisions whereas in critical discussion the goal is frequently simply to increase or decrease degree of belief in a proposition. In the latter (...) case, it is not necessarily important whether that degree of belief exceeds a particular threshold (e.g., ‘reasonable doubt’). We explore the consequences of this distinction for the role that the “burden of proof” has played in argumentation and in theories of fallacy. (shrink)

If description of mental processes and evaluation of agents and their beliefs are rightly to be considered as complementary concerns on any plausible construal of the epistemological project, then this relationship cries out for explanation. For the complementarity of these concerns is hardly straightforward: One cannot epistemically evaluate a belief without knowing how it was formed, a causal or a scientific question; on the other hand, epistemic norms are and must be used to evaluate our scientific beliefs and theories, and (...) apparently then require a basis at least partly independent of scientific matters of fact. (shrink)

The study of social, ethical, and political issues from a naturalistic perspective has been pervasive in social sciences and the humanities in the last decades. This articulation of empirical research with philosophical and normative reflection is increasingly getting attention in academic circles and the public spheres, given the prevalence of urgent needs and challenges that society is facing on a global scale. The contemporary world is full of challenges or what some philosophers have called ‘existential risks’ to humanity. Nuclear (...) wars, natural and/or engineered pandemics, climate change, global totalitarianism, and emergent technologies, are some of the challenges mentioned by many authors devoted to the study of long-term potential risks for the survival of the human species. However, while there are many reasons to be a pessimist about the future of humanity, there is also a lot of ink wasted in showing that the world today is far better than we had in the past and also that there have been many instances of social and moral progress in the last centuries. Some authors have even claimed that “we have made more progress over the last 100 years than in the first 100,000”. According to ‘our world in data’, some of the most relevant advances of humanity in the last centuries have to do with the reduction of poverty and/or inequality, better health and security, the decline of violence and war, and the development of democracy and institutional mechanisms to guarantee individual freedom and rights. Yet, there is a more concrete concern that our world faces nowadays, and requires a particularly detailed analysis. In a few words, the advance in information and communication technologies, the huge volume of people migration because of prevalent instances of global inequality, and the reality of an interconnected world that just mirrors an extensive history of massive human intergroup relations open the question about the feasibility of social and moral progress in the contexts of diverse, multicultural, and unequal societies. This makes it crucial to reflect not only on whether human societies may keep advancing on a path of social progress, but how this can be achieved by addressing the challenges of inequality and potential intergroup conflict. This concern closely relates to the further consolidation of democratic values and the achievement of a more generalized consideration of the equal moral value of human individuals far from group, ethnic, or collective distinctions. This vision of progress follows the moral convictions that have been considered right and worthy to be pursued by most ethical theories explored by philosophers and social scientists so far. This work aims to contribute to the study of the mechanisms and feasibility of social and moral progress grounded on the precept of human equality and is guided by the idea that social and moral progress in a plural world requires the accomplishment of a more democratic and tolerant society. These forms of progress have already been defined by philosophers Allen Buchanan and Russel Powell as inclusivist forms of moral progress. According to these authors, inclusivist moral progress is featured by the transformation of moral judgments, motivations, and norms guided by the rejection of “group-based restrictions on moral standing and moral status” (2018). The work of Buchanan and Powell is fundamental for the argumentation developed in this work since they have pioneered a more complex debate in the field of evolutionary social sciences and philosophical anthropology. In brief, these authors have inquired how human nature, conceptualized by the advances in evolutionary thinking and the empirical sciences, is related to our moral convictions and the possibilities that we have to establish certain forms of social and moral progress. The work of Buchanan and Powell contributes to the debate on moral progress by incorporating empirically-informed concepts and arguments. With this objective in mind, they develop their discussion around a generalized tension between exclusivist and inclusivist forms of moral progress. This tension revolves around the question of whether and to what extent human moral concerns, motivations, and norms, are limited or bounded by social identities, group thinking, or collective values. This question is at the center of this work. In other words, I aim to answer whether and to what extent the nature of our social and moral cognition hinders or enables the development of inclusivist forms of morality and moral progress. As I mentioned so far, the distinction between exclusivist and inclusivist forms of morality has a practical implication and facilitates the reflection on the mechanisms and feasibility of concrete forms of progress based on the precept of human equality, which is the road to progress that we should follow according to most ethical theories. The distinction between exclusivist and inclusivist morality is not used here as a form of summarizing highly divergent descriptive approaches to morality, but as a way to address the practical implications of morality research, particularly around the question of the feasibility of social forms of progress based on the precept of equality and tolerance. My objective then has less to do with offering a conceptualization of human morality or with the proposition of a new ethical perspective. Instead, I aim to identify, from an empirically informed perspective, what enables the achievement of egalitarian forms of social progress, to subsequently offer a normative reflection about what we should do if we want to accomplish such inclusivist forms of progress. This task is of great relevance, having in mind that some theoretical proposals on the matter have claimed that human prosocial behavior and morality are constrained by exclusivist fixed tendencies as a product of our evolutionary history. According to these views, human morality is a group-centered cognitive and behavioral expression that has severe limits in its scope and extent, which hinders in the end the emergence of inclusivist forms of moral concerns and behaviors. These claims align with the philosophical intuition about the ‘dissociation of empathy’, or the fact that human individuals tend to express empathy and sympathy preferably for members of their group whereas their empathic and moral concern and recognition for outgroup individuals tend to be reduced or eliminated in real-life social interactions. Multiple theorists have expressed, however, that these assumptions are wrong for empirical and philosophical reasons, which results in a serious challenge to the conception of human morality as exclusivist by nature. Furthermore, simple intuition and practical experience constantly show us that human individuals can develop and endorse a broad spectrum of moral considerations and adopt an arguably inclusivist stance concerning the kind of persons or agents that deserve moral concern. Moreover, and adopting a historical perspective, the expansion of cultural and commercial exchanges, the consolidation of democracy, the development of welfare states, or the emergence of institutions based on the concept of universal human rights, have partially driven human progress based on the impartial concern for the well-being of persons. These historical instances of cultural evolution and institutional design have shown that it is feasible to promote behaviors and attitudes grounded in impersonal prosocial and inclusivist principles. This optimistic perspective, however, still begs the question of the exact relationship between social, cultural, and historical contexts, and the emergence of certain behavioral expressions of inclusivist morality. This is crucial since a great number of human individuals around the world still do not make part of these instances of social progress, and some authors have suggested that such instances of social and moral progress are particularly favored by the contexts of the WEIRD world, that is the world of Western, Educated, Industrialized, Rich, and Democratic societies. Some of these approaches consider moral inclusivity a ‘luxury good’ and follow the ‘dependency thesis’ according to which the expression of moral inclusivity depends on the presence of very concrete material conditions that trigger inclusivist and impersonal prosocial tendencies that human beings are not able to express in threatening contexts without physical security. This thesis is problematic for various reasons and has led to incomplete explanations about the enabling and causal factors of inclusivist moral progress, as well as unsatisfactory suggestions about what we should do to foster the accomplishment of more generalized instances of progress based on inclusivist concerns. In an attempt to contribute to this debate, the main objective of this thesis is to offer an alternative proposal about the nature of human morality and a more detailed reflection on what we should do if we want to further accomplish such instances of progress. More precisely, this work adopts a particular developmental and constructivist vision of human morality to answer the question of how feasible it is to reach generalized forms of social progress based on the precepts of moral inclusivity. Furthermore, it offers some ideas about what are the most adequate and favorable conditions to foster such progress both at the individual and the collective level. At this point, a preliminary clarification of some starting points is necessary. In the first place, and contrary to what other authors have proposed when debating moral progress from an empirically-based approach, my perspective adopts a radical developmental and constructivist perspective, following particularly the conceptual and empirical ideas of the social-domain theory in moral psychology. From this perspective, morality is a domain of normative and social knowledge that develops and emerges in human interactions. Moral concerns, judgments, and norms are not only the result of the expression of innate adaptive intuitions, nor the product of social conformity and a simple process of mirroring the normativity that communities have established to organize their social life. Human individuals, instead, construct moral concerns and judgments during their situated interactions. More specifically, the constructivist tradition claims that we need to research how moral concerns, judgments, and reasons emerge in social interactions and how human beings construct the content of their moral knowledge in the first place. Based on these ideas, morality is defined here as the result of a constructive process through which human individuals, by the means of constant interactions on a background of mutual respect and recognition, develop evaluative concerns about how we ought to treat others, and how to ‘care’ and ‘respect’ others’ well-being, needs, and vulnerabilities. This developmental-constructivist theory of human psychology contributes to an alternative understanding of the origins of moral variability and informs a very particular normative stance about the most desirable contexts needed for the urgent accomplishment of inclusivist forms of morality in contemporary societies. This is so given that the very same definition of morality adopted presupposes the feature of inclusivity. The main objective of this work is then to argue, based on a developmental perspective, what are the most favorable conditions to foster the development of moral inclusivity and what we should do to accomplish concrete instances of moral progress that truly help us to overcome our most urgent moral challenges. The whole thesis is organized as follows. In part I, I show how received visions about human social evolution have informed conceptions of morality as an adaptive function evolved to solve the challenges of cooperative life. Based on these assumptions, some theories argue that human morality is limited by the boundaries of group thinking, and always obeys the mandates of collective interests and the will of the majority. However, this conception has problematic implications from a normative and ethical perspective. The aim of Chapter 1 is to present this introductory debate in detail. In chapter 2, I consider a relevant amount of scientific evidence that helps to consolidate a more optimistic and inclusivist perspective about the starting conditions of human prosocial behavior. Later, I will summarize some ideas offered to explain the possible evolutionary mechanisms that led to the consolidation of these inclusivist capacities. However, I will also show how evolutionary theories that share the same adaptationist foundations but initially seem relevant to explain the feasibility of moral inclusivity, result incomplete when considering the complexity of moral behavior and its ethical implications. Part II is devoted to presenting a developmental alternative to the adaptationist versions around the starting conditions of morality. In this section, I first summarize the epistemological, conceptual, and empirical basis of a constructivist perspective already proposed by several authors in the last decades. This is the goal of chapter 3. More precisely, I adopt the conceptualization of morality established by the social-domain theory school and clarify its conception of the situated development of moral concerns, motivations, and norms. All these ideas are essential for my argumentation on the feasibility of inclusivist moral progress offered later. Chapter 4 provides a more detailed idea of constructivist thinking about moral development, by analyzing one particular dimension: the development of moral concerns for fairness and the sense of justice in distributive dilemmas. In Part III, I assume a constructivist perspective on morality to contribute to the philosophy of moral progress. In particular, I discuss the implications of such a perspective for the conceptualization of human moral nature and discuss what are the most favorable conditions for moral inclusivity to emerge. Answering that question is of enormous relevance since favoring the transition of human societies towards more inclusivist forms of moral concern and behavior supposes a more generalized accomplishment of our most urgent moral convictions. Previous developmental or culturally-sensible attempts to explore this issue are already on the market. As mentioned before, most authors have approached the topic by situating the cultural evolution and development of (inclusivist) moral progress in the WEIRD world. For instance, some of these authors claim that very concrete material conditions (mostly present in the Western World) have been necessary for triggering inclusivist and impersonal prosocial tendencies that human beings are not able to express in threatening contexts without physical security. Despite their interest in explaining inclusivist morality and the feasibility of inclusivist forms of progress following a naturalistic and culturally situated approach, these theories are problematic for two main reasons. In the first place, most of the authors that explain moral progress tend to focus exclusively on the consolidation of liberal values in the Western world and the underlying adoption of laws, social-epistemic practices, and public narratives about tolerance and inclusivity, as unequivocal signs of inclusivist morality. Nevertheless, there is an enormous distance between the institutional and public support of inclusivist moral values or the construction of public images of tolerance and inclusivity, and the real materialization of impersonal moralities in situated social interactions. Secondly, the variability of human moral behavior is far bigger than most of the theories in moral psychology and moral progress tend to assume. Accordingly, inclusivist and exclusivist forms of morality may develop simultaneously in similar or divergent geographical and socio-ecological environments, including those with harsh conditions such as competition for scarce resources, potential intergroup conflict, and risks of disease transmission. In addition, harsh environmental conditions are usually present in almost all societies around the globe, and the presence of socio-ecological conditions such as physical security and prosperity, predominant in highly resourced populations, do not prevent the existence of exclusivist moral tendencies. My model explores a different perspective on the relationships between cultural, institutional, and historical factors, and the situated development of human morality. This supposes a clear distinction from previous approaches to the matter since it offers a different view on what we should do to pursue further instances of inclusivist social progress. In the fifth chapter, I first analyze the proposals of some defenders of the ‘dependency’ theory. The attention is focused on the ‘Evolutionary Developmental Model’ proposed by Buchanan and Powell (2018). Based on a critique of this approach, I will argue that to explain the evolution and development of human morality in its multiple manifestations, it is essential to put focus on social interactions. This also involves a different perspective on human-environment relations that in line with a constructivist worldview makes an innovative contribution to the philosophy of moral behavior and moral progress. Later, in the sixth chapter, I will define my alternative relational view of inclusivist morality and I will offer my view on how to establish favorable conditions that make inclusivist morality possible. Complementing the constructivist approach, my conception is based on the essential role of equality and individuality and on how moral inclusivity is favored if moral concerns do not develop driven by the accomplishment of group-centered, binding, and communitarian concerns and values. In brief, my relational model suggests that the accomplishment of moral inclusivity not only depends on the overall achievement of certain levels of physical security or economic prosperity. Instead, its development is favored by transforming the interactional contexts in which moral concerns towards autonomy and individuality emerge. In arguing so, I will need to start with a critique of contemporary situated and embodied approaches in ethics. Then, I will show how societies guided by the accomplishment of group-centered values of power, dominance, and relational inequality tend to express exclusivist moral behaviors, while individualistic societies tend to be more inclusivist. Starting from this diagnosis, my final attempt is then to reflect on which are the best conditions for the moral valuation of individuality to emerge and what we should do to promote the accomplishment of moral inclusivity at the societal level. (shrink)

Expressivists about normative thought and discourse traditionally deny that there are nondeflationary normative propositions. However, it has recently been suggested that expressivists might avoid a number of problems by providing a theory of normative propositions compatible with expressivism. This paper explores the prospects for developing an expressivist theory of propositions within the framework of cognitive act theories of propositions. First, I argue that the only extant expressivist theory of cognitive propositions—Michael Ridge's ‘ecumenical (...) expressivist’ theory—fails to explain identity conditions for normative propositions. Second, I argue that this failure motivates a general constraint—the ‘unity requirement’—that any expressivist theory of propositions must provide a unified nonrepresentational explanation of that in virtue of which propositional attitudes have the content that they have. Third, I argue that conceptual role accounts of content provide a promising framework in which to develop an expressivist theory of cognitive propositions. (shrink)

The field of bioethics is increasingly coming into contact with empirical research findings. In this article, we ask what role empirical research can play in the process of ethical clarification and decision-making. Ethical reflection almost always proceeds in three steps: the description of the moral question,the assessment of the moral question and the evaluation of the decision-making. Empirical research can contribute to each step of this process. In the description of the moral object, first of all, empirical research has (...) a role to play in the description of morally relevant facts. It plays a role in answering the “reality-revealing questions” (what, why,how, who, where and when), in assessing the consequences and in proposing alternative courses of action. Secondly, empirical research plays a role in assessing the moral question. It must be acknowledged that research possesses “the normative power of the factual,” which can also become normative by suppressing other norms. However, inductive normativity should always be balanced out by a deductive form of normativity. Thirdly, empirical research also has a role to play in evaluating the decision-making process. It can rule out certain moral choices by pointing out the occurrence of certain unexpected consequences or effects. It can also be useful, however, as a sociology of bioethics in which the discipline of bioethics itself becomes an object of research. (shrink)

According to Millian Descriptivism, while the semantic content of a linguistically simple proper name is just its referent, we often use sentences containing such expressions “to make assertions…that are, in part, descriptive” (Soames 2008). Against this view, I show, following Ted Sider and David Braun (2006), that simple sentences containing names are never used to assert descriptively enriched propositions. In addition, I offer a diagnosis as to where the argument for Millian Descriptivism goes wrong. Once we appreciate the (...) distinctive way in which this account fails, we can better appreciate the very modest role that associated descriptive information plays in the pragmatics of proper names. (shrink)

As companies increasingly communicate CSR initiatives through social media, viral message propagation has become a crucial prerequisite for CSR success. Evidence from two experimental studies, one based on a national representative online sample, shows that social media peers’ endorsement of a CSR message in terms of number of shares, likes and positive replies contributes to an individual’s intention to share it on the social network and thereby participate in message propagation, and that this process can be explained by normative (...) influences exerted by the social media community through the activation of injunctive and descriptive norms, as well as social identity motives. Findings further confirmed that the norm-activating effects of social media endorsement are moderated by the empowering qualities of the CSR message, the sharing source of the message by affecting CSR credibility, and the recipient’s interdependent self-construal. Corporate communication managers are advised to achieve a high degree of initial social media endorsement of their CSR message, for recipients of the message to perceive social pressure motivating message sharing with their social media peers. (shrink)

The current discussion of consumerism in higher education focuses largely on what the providers are obliged to do for the consumers, against the background of rising tuition fees. This framework does not always sit comfortably with lecturers in the context of a learning and teaching relationship, as it appears to ignore the reciprocal obligations lecturers and students have to one another. The purpose of this article is to offer an alternative view of what lecturers and students are obliged to do (...) in the learning and teaching relationship, if learning is to be effective. I argue, drawing on Aristotle's function argument, that both students and lecturers in higher education have moral role obligations; that these moral role obligations are derived from the functions of the roles being voluntarily undertaken by each party; that therefore, by ascertaining the functions of a student and of a lecturer, both a descriptive purpose and a normative purpose will be revealed for each; and that using moral role obligations as a basis for the student/lecturer relationship offers a less contentious alternative to the consumerist model. (shrink)