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Exemplarist Moral Theory by Linda Trinkaus Zagzebski Pdf
In Exemplarist Moral Theory of Linda Zagzebski presents an original moral theory based on direct reference to exemplars of goodness, whom we identify through the emotion of admiration. Using examples of heroes, saints, and sages, she shows how narratives of exemplars and empirical work on the most admirable persons can be incorporated into the theory to serve both theoretical and practical purposes.
In this book Linda Zagzebski presents an original moral theory based on direct reference to exemplars of goodness, modeled on the Putnam-Kripke theory which revolutionized semantics in the seventies. In Exemplarist Moral Theory, exemplars are identified through the emotion of admiration, which Zagzebski argues is both a motivating emotion and an emotion whose cognitive content permits the mapping of the moral domain around the features of exemplars. Using examples of heroes, saints, and sages, Zagzebski shows how narratives of exemplars and empirical work on the most admirable persons can be incorporated into the theory for both the theoretical purpose of generating a comprehensive theory, and the practical purpose of moral education and self-improvement. All basic moral terms, including "good person," "virtue," "good life," "right act," and "wrong act" are defined by the motives, ends, acts, or judgments of exemplars, or persons like that. The theory also generates an account of moral learning through emulation of exemplars, and Zagzebski defends a principle of the division of moral linguistic labor, which gives certain groups of people in a linguistic community special functions in identifying the extension or moral terms, spreading the stereotype associated with the term through the community, or providing the reasoning supporting judgments using those terms. The theory is therefore semantically externalist in that the meaning of moral terms is determined by features of the world outside the mind of the user, including features of exemplars and features of the social linguistic network linking users of the terms to exemplars. The book ends with suggestions about versions of the theory that are forms of moral realism, including a version that supports the existence of necessary a posteriori truths in ethics.
Moral Exemplars in the Analects by Amy Olberding Pdf
In this study, Olberding proposes a new theoretical model for reading the Analects. Her thesis is that the moral sensibility of the text derives from an effort to conceptually capture and articulate the features seen in exemplars, exemplars that are identified and admired pre-theoretically and thus prior to any conceptual criteria for virtue. Put simply, Olberding proposes an "origins myth" in which Confucius, already and prior to his philosophizing knows whom he judges to be virtuous. The work we see him and the Analects' authors pursuing is their effort to explain in an organized, generalized, and abstract way why pre-theoretically identified exemplars are virtuous. Moral reasoning here begins with people and with inchoate experiences of admiration for them. The conceptual work of the text reflects the attempt to analyze such people and parse such experiences in order to distill abstract qualities that account for virtue and can guide emulation.
Epistemic Authority by Linda Trinkaus Zagzebski Pdf
Gives an extended argument for epistemic authority from the implications of reflective self-consciousness. Epistemic authority is compatible with autonomy, but epistemic self-reliance is incoherent. The book argues that epistemic and emotional self-trust are rational and inescapable, that consistent self-trust commits us to trust in others, and that among those we are committed to trusting are some whom we ought to treat as epistemic authorities, modelled on the well-known principles of authority of Joseph Raz. Some of these authorities can be in the moral and religious domains. The book investigates the way the problem of disagreement between communities or between the self and others is a conflict within self-trust, and argue against communal self-reliance on the same grounds as the book uses in arguing against individual self-reliance. The book explains how any change in belief is justified--by the conscientious judgment that the change will survive future conscientious self-reflection. The book concludes with an account of autonomy. -- Información de la editorial.
The Disappearance of Moral Knowledge by Dallas Willard Pdf
Based on an unfinished manuscript by the late philosopher Dallas Willard, this book makes the case that the 20th century saw a massive shift in Western beliefs and attitudes concerning the possibility of moral knowledge, such that knowledge of the moral life and of its conduct is no longer routinely available from the social institutions long thought to be responsible for it. In this sense, moral knowledge—as a publicly available resource for living—has disappeared. Via a detailed survey of main developments in ethical theory from the late 19th through the late 20th centuries, Willard explains philosophy’s role in this shift. In pointing out the shortcomings of these developments, he shows that the shift was not the result of rational argument or discovery, but largely of arational social forces—in other words, there was no good reason for moral knowledge to have disappeared. The Disappearance of Moral Knowledge is a unique contribution to the literature on the history of ethics and social morality. Its review of historical work on moral knowledge covers a wide range of thinkers including T.H Green, G.E Moore, Charles L. Stevenson, John Rawls, and Alasdair MacIntyre. But, most importantly, it concludes with a novel proposal for how we might reclaim moral knowledge that is inspired by the phenomenological approach of Knud Logstrup and Emmanuel Levinas. Edited and eventually completed by three of Willard’s former graduate students, this book marks the culmination of Willard’s project to find a secure basis in knowledge for the moral life.
Ignorance and Moral Obligation by Michael J. Zimmerman Pdf
Michael J. Zimmerman explores whether and how our ignorance about ourselves and our circumstances affects what our moral obligations and moral rights are. He rejects objective and subjective views of the nature of moral obligation, and presents a new case for a 'prospective' view.
Part I. The ethics of an Anselmian being -- Anselmianism about God -- Is the Anselmian being loving? -- Is the Anselmian being morally good? -- The ethics of the Anselmian being I (promotion) -- The ethics of the Anselmian being II (respect) -- The argument from evil and the ethics of the Anselmian being -- Part II. God's ethics -- Worship-worthiness and allegiance-worthiness -- The good of religion and contingent divine ethics -- The argument from evil and God's contingent ethics
Receptive Human Virtues by Elizabeth Agnew Cochran Pdf
This book offers a new reading of Jonathan Edwards’s virtue ethic that examines a range of qualities Edwards identifies as “virtues” and considers their importance for contemporary ethics. Each of Edwards’s human virtues is “receptive” in nature: humans acquire the virtues through receiving divine grace, and therefore depend utterly on Edwards’s God for virtue’s acquisition. By contending that humans remain authentic moral agents even as they are unable to attain virtue apart from his God’s assistance, Edwards challenges contemporary conceptions of moral responsibility, which tend to emphasize human autonomy as a central part of accountability.
Normative reasons have become a popular theoretical tool in recent decades. One helpful feature of normative reasons is their weight. The fourteen new essays in this book theorize about many different aspects of weight. Topics range from foundational issues to applications of weight in debates across philosophy.
In Taking Morality Seriously: A Defense of Robust Realism David Enoch develops, argues for, and defends a strongly realist and objectivist view of ethics and normativity more broadly. This view—according to which there are perfectly objective, universal, moral and other normative truths that are not in any way reducible to other, natural truths—is familiar, but this book is the first in-detail development of the positive motivations for the view into reasonably precise arguments. And when the book turns defensive—defending Robust Realism against traditional objections—it mobilizes the original positive arguments for the view to help with fending off the objections. The main underlying motivation for Robust Realism developed in the book is that no other metaethical view can vindicate our taking morality seriously. The positive arguments developed here—the argument from the deliberative indispensability of normative truths, and the argument from the moral implications of metaethical objectivity (or its absence)—are thus arguments for Robust Realism that are sensitive to the underlying, pre-theoretical motivations for the view.
The Two Greatest Ideas by Linda Trinkaus Zagzebski Pdf
Two simple yet tremendously powerful ideas that shaped virtually every aspect of civilization This book is a breathtaking examination of the two greatest ideas in human history. The first is the idea that the human mind can grasp the universe. The second is the idea that the human mind can grasp itself. Acclaimed philosopher Linda Zagzebski shows how the first unleashed a cultural awakening that swept across the world in the first millennium BCE, giving birth to philosophy, mathematics, science, and virtually all the major world religions. It dominated until the Renaissance, when the discovery of subjectivity profoundly transformed the arts and sciences. This second great idea governed our perception of reality up until the dawn of the twenty-first century. Zagzebski explores how the interplay of the two ideas led to conflicts that have left us ambivalent about the relationship between the mind and the universe, and have given rise to a host of moral and political rifts over the deepest questions human beings face. Should we organize civil society around the ideal of living in harmony with the world or that of individual autonomy? Zagzebski explains how the two greatest ideas continue to divide us today over issues such as abortion, the environment, free speech, and racial and gender identity. This panoramic book reveals what is missing in our conception of ourselves and the world, and imagines a not-too-distant future when a third great idea, the idea that human minds can grasp each other, will help us gain an idea of the whole of reality.
Values and Virtues by Timothy Chappell,Timothy D. J.. Chappell Pdf
After 25 centuries, Aristotle's influence on our society's moral thinking remains profound even when subterranean. Typical members of our society can often be made to see that their moral thought and action are, in crucial ways, unwittingly Aristotelian. No one in contemporary philosophical ethics can afford to ignore Aristotle. Much of the finest work in recent moral philosophy has been overtly and professedly Aristotelian in inspiration. And many writers who would officiallydistance themselves from Aristotle and his contemporary followers are nonetheless indebted to him, sometimes in ways that they do not realise.Values and Virtues provides a platform for some notable writers in the area to present and discuss their new ideas about Aristotelian ethics in a way that will advance the academic debate and engage the interest of a broad range of philosophical readers.
Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community. In providing an educational reading of Spinoza’s moral theory, this book sets up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. This book also considers how education, from a Spinozistic point of view, may be approached in terms of a kind of cognitive therapy serving to further a more scientifically adequate understanding of the world and aimed at combating prejudices and superstition. Spinoza and Education demonstrates that Spinoza’s moral theory can further an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent philosophy of education. As such, it will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, critical thinking, philosophy, ethics, and Spinoza studies.
Compared to other kinds of knowledge, how fragile is our knowledge of morality? Does knowledge of the difference between right and wrong fundamentally differ from knowledge of other kinds, in that it cannot be forgotten? What makes reliable evidence in fundamental moral convictions? And what are the associated problems of using testimony as a source of moral knowledge? Sarah McGrath provides novel answers to these questions and many others, as she investigates the possibilities, sources, and characteristic vulnerabilities of moral knowledge. She also considers whether there is anything wrong with simply outsourcing moral questions to a moral expert and evaluates the strengths and weaknesses of the method of equilibrium as an account of how we make up our mind about moral questions. Ultimately, McGrath concludes that moral knowledge can be acquired in any of the ways in which we acquire ordinary empirical knowledge. Our efforts to acquire and preserve such knowledge, she argues, are subject to frustration in all of the same ways that our efforts to acquire and preserve ordinary empirical knowledge are.
