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بایگانی‌های 1059 - خانه اخلاق پژوهان جوان
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POSTMODERNITY, ETHICS AND THE NOVEL

by Andrew Gibson

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Subject: Literary Criticism,

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Normative Web

by Terence Cuneo

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Subject: Electronic Books, Epistemics, Ethics, Moral Realism,

Antirealist views about morality claim that moral facts or truths do not exist. Does this imply that other types of normative facts, such as epistemic facts, do not exist? The Normative Web develops a positive answer to this question. Terence Cuneo argues that moral and epistemic facts are sufficiently similar so that, if moral facts do not exist, then epistemic facts do not exist. But epistemic facts do exist: to deny their existence would commit us to an extreme version of epistemological scepticism. Therefore, Cuneo concludes, moral facts do exist. And if moral facts exist, then moral realism is true. It is sometimes said that moral realists rarely offer arguments for their position, settling instead for mere defenses of a view they find intuitively plausible. By contrast, The Normative Web provides not merely a defense of robust realism in ethics, but a positive argument for this position. In so doing, it engages with a range of antirealist positions in epistemology such as error theories, expressivist views, and reductionist views of epistemic reasons. These positions, Cuneo claims, come at a prohibitively high theoretical cost. Given this cost, it follows that realism about both epistemic and moral facts is a position that we should find highly attractive.

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Valuing Intellectual Property in Japan, Britain and the United States

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Subject: Intangible Property - Valuation - Great Britain, Intangible Property - Valuation - Japan, Intangible Property - Valuation - United States, Intellectual Property - Valuation - Great Britain,

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The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson (American Philosophy)

by Natsu Saito

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Subject: Education/ Philosophy, Perfection,

In the name of efficiency, the practice of education has come to be dominated by neoliberal ideology andprocedures of standardization and quantification. Such attempts to make all aspects of practice transparent and subject to systematic accounting lack sensitivity to the invisible and the silent, to something in the humancondition that cannot readily be expressed in an either-or form. Seeking alternatives to such trends, Saito readsDewey’s idea of progressive education through the lens of Emersonian moral perfectionism (to borrow a term coined by Stanley Cavell). She elucidates a spiritual and aesthetic dimension to Dewey’s notion of growth, one considerably richer than what Dewey alone presents in his typically scientific terminology.

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