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Normative reasons are reasons to do and believe things. Intellectual inquiry seems to presuppose their existence, for we cannot justifiably conclude that we exist; that there is an external world; and that there are better and worse ways of investigating it and behaving in it, unless there are reasons to do and believe such things. But just what in the world are normative reasons? In this book a case will be made for believing normative reasons are favouring relations that have a single, external source, filling this significant gap in the literature in an area within contemporary philosophy that has quickly grown in prominence. Providing a divine command metanormative analysis of normative reasons on entirely non-religious grounds, its arguments will be relevant to both secular and non-secular audiences alike and will address key issues in meta-ethics, evolutionary theory – especially evolutionary debunking threats to moral reasons and the normative more generally – and epistemology. .
The huge and fractured literature on adolescence challenges both students and scholars. For students there is too much to learn and too little coherence across topics to enable deeper understanding. For scholars, there are few integrative visions to connect minitheories, research programs, and practical concerns. In the first edition of this advanced text, Moshman provided a constructivist synthesis of the literatures of cognitive, moral, and identity development, from the classic universalist theories of Piaget, Kohlberg, and Erikson through the more pluralist research and theorizing of the late 20th century. Without assuming any prior knowledge of psychology, he introduced and coordinated basic concepts to enable students to wrestle with the questions of concern to experts and help experts see those concerns from a larger perspective. In this thoroughly updated second edition, Moshman develops his conceptualization of advanced psychological development in adolescence and early adulthood and proposes–in a new chapter–a conception of rational moral identity as a developmental ideal. Unlike the prototypical changes of early childhood, advanced psychological development cannot be understood as progress through universal stages to a universally achieved state of maturity. Progress is possible, however, through rational processes of reflection, coordination, and social interaction.
William James (18421910) was both a philosopher and a psychologist, nowadays most closely associated with the pragmatic theory of truth. The essays in this Companion deal with the full range of his thought as well as other issues, including technical philosophical issues, religious speculation, moral philosophy and political controversies of his time. The relationship between James and other philosophers of his time, as well as his brother Henry, are also examined. By placing James in his intellectual landscape the volume will be particularly useful to teachers and students outside philosophy in such areas as religious studies, history of ideas, and American studies. New readers and nonspecialists will find this the most convenient and accessible guide to James currently available. Advanced students and specialists will find a conspectus of recent developments in the interpretation of James.
ما از اخلاق چه انتظاری داریم؟ این سوال شاید تاحدودی برای عموم مردم و یا متخصصان این رشته قابل پاسخ باشد؛ اینکه خوب بودن را به ما بیاموزد و در تنظیم روابط فردی م...
جشن کتاب تهران به ایستگاه سی و یکم رسیده است. حال و احوال نشر کتاب خوب نیست و باید فرهنگدوستان را به خرید و هدیه دادن کتاب ترغیب نمود. خانه اخلاقپژوهان جوان ب...
بنیاد کتابهای اخلاق اسلامی عمدتا پالایش جان از آلودگیها و آراستن آن به زیباییها است. اندیشه محوری این قبیل کتابها آن است که انسان فعلی آنی نیست که باید باشد...
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