Modern Moral Philosophy: Royal Institute of Philosophy - download pdf or read online

By Anthony O'Hear

ISBN-10: 0521603269

ISBN-13: 9780521603263

Even supposing this choice of articles isn't officially a remark on Elizabeth Anscombe's recognized article of an identical identify, during which she criticized the ethical philosophy popular in 1958, many of the members contemplate Anscombe's paintings as a kick off point. the gathering will be interpreted as an illustration of the level to which ethical philosophers have because tried to answer Anscombe's problem, and to improve an method of their topic that's neither in response to divine legislation nor permissive of the impermissible.

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Extra resources for Modern Moral Philosophy: Royal Institute of Philosophy Supplement: 54 (Royal Institute of Philosophy Supplements)

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There seems to be no question that they act well in doing as they do. But if you insist on classifying it as either done for moral, or for prudential reasons, you will find that an equally convincing, or equally unconvincing, case can be made for either option. (b) Justice is no doubt an important part of morality. And the rights that are protected by justice and respected by the just are often viewed as representing particularly important interests of the right-holders. But is this in fact their job?

Weakness raises problems of its own that I wish to avoid here. 33 Anselm Winifred Muller a situation where an agent acknowledges the soundness of an inference that issues in $-ing but does not accept it—he does not actually draw the practical conclusion. He does admit that the promise he has made is, under the circumstances, a mandatory reason to do as he promised, but he does not act on it. This, however, is only part of the story. For here, too, we won't content ourselves with just saying: 'Well, he is convinced that the practical inference is valid; only he just doesn't take the step that he knows he ought to take.

How can the use of these expressions be acquired? What kind of environment and behaviour is it that goes with relevant occurrences of 'so', 'therefore' etc.? What is the child typically exposed to on his way to mastering the notions of a reason and of acting well? We may begin by noting—and this is crucial to my argument— that the last thing the child is typically exposed to is the presence or presentation of criteria for something's being a good reason. He does not learn what are the conditions that permit or typically prompt the use of a proposition of the form 'Such-and-such is a reason to $ ' .

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Modern Moral Philosophy: Royal Institute of Philosophy Supplement: 54 (Royal Institute of Philosophy Supplements) by Anthony O'Hear

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