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“This book provides answers to both normative and metaethical questions in a way that shows the interconnection of both types of questions, and also shows how a complete theory of reasons can be developed by moving back and forth between the two types of questions. It offers an account of the nature of intimate relationships and of the nature of the reasons that intimacy provides, and then uses that account to defend a traditional intuitionist metaethics. The book thus combines attention to the details of the lived moral life – the context in which many of our most pressing moral questions arise, how we deliberate and make moral decisions, the complexities that plague our attempts to know what we ought to do – with theoretical rigor in offering an account of the nature of reasons, how we come to have moral knowledge, and how we can adjudicate between competing positions.”–BOOK JACKET.
Can we regard ourselves as having free will? What is the place of values in a world of facts? What grounds the authority of moral injunctions, and why should we care about them? Unless we provide satisfactory answers to these questions, ethics has no credible status and is likely to be subsumed by psychology, history, or rational decision theory. According to Ermanno Bencivenga, this outcome is both common and regrettable. Bencivenga points to Immanuel Kant for the solution. Kant’s philosophy is a sustained, bold, and successful effort aiming at offering us the answers we need. Ethics Vindicated is a clear and thorough account of this effort that builds on Bencivenga’s previous interpretation of transcendental philosophy (as articulated in his Kant’s Copernican Revolution) and draws on the entire Kantian corpus.
Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence – in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding ‘equal opportunities’, ‘social mix’ and ‘reverse discrimination’. Further chapters criticize the ‘new egalitarianism’ favoured, on epistemological grounds, by various sociologists of knowledge in recent years and ‘cultural egalitarianism’ according to which standard criteria of educational value merely reflect parochial and economic interests.
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