Dealing with Darwall

Author(s):  
Robert Stern

This chapter contrasts Løgstrup’s position with the account of moral obligation offered by Stephen Darwall, which bases obligation on second-personal authority. The chapter begins by setting out Darwall’s position (§10.1). It then focuses on three respects in which he could seem to claim an advantage over Løgstrup: namely, in the way he links obligations to rights; in the place he gives to respect for autonomy in his account; and in the greater explanatory resources he has available to make sense of the idea of moral obligation (§10.2). The chapter then considers responses that Løgstrup might give to these challenges (§10.3), arguing that Løgstrup’s objection to the command account of obligation is also telling against Darwall.

Vaccines ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 113
Author(s):  
Meta Rus ◽  
Urh Groselj

Although vaccination is recognised as the top public health achievement of the twentieth century, unequivocal consensus about its beneficence does not exist among the general population. In countries with well-established immunisation programmes, vaccines are “victims of their own success”, because low incidences of diseases now prevented with vaccines diminished the experience of their historical burdens. Increasing number of vaccine-hesitant people in recent years threatens, or even effectively disables, herd immunity levels of the population and results in outbreaks of previously already controlled diseases. We aimed to apply a framework for ethical analysis of vaccination in childhood based on the four principles of biomedical ethics (respect for autonomy, nonmaleficence, beneficence and justice) to provide a comprehensive and applicable model on how to address the ethical aspects of vaccination at both individual and societal levels. We suggest finding an “ethical equilibrium”, which means that the degree of respect for parents’ autonomy is not constant, but variable; it shall depend on the level of established herd immunity and it is specific for every society. When the moral obligation of individuals to contribute to herd immunity is not fulfilled, mandatory vaccination policies are ethically justified, because states bear responsibility to protect herd immunity as a common good.


1992 ◽  
Vol 16 (4) ◽  
pp. 415-428 ◽  
Author(s):  
Cynthia L. Miller ◽  
A. Gaye Cummins

Historically, theoretical and popular conceptions about power have not included or addressed women's experiences. This study adds to the growing body of knowledge about women by examining women's perceptions of and relationship to power. One hundred twenty-five women, ranging in age from 21 to 63, were asked to define and explore power through a variety of structured and open-ended questions. The results showed that women's definition of power differed significantly from their perception of society's definition of power, as well as from the way power has traditionally been conceptualized. More theoretical and empirical attention should be given to understanding the role of personal authority in both women's and men's experience of power.


2018 ◽  
Vol 30 (4) ◽  
pp. 393-419 ◽  
Author(s):  
Siegwart Lindenberg ◽  
Linda Steg ◽  
Marko Milovanovic ◽  
Anita Schipper

The most investigated form of moral hypocrisy is pragmatic hypocrisy in which people fake moral commitment for their own advantage. Yet there is also a different form of hypocrisy in which people take a moral stance with regard to norms they endorse without thereby also expressing a commitment to act morally. Rather they do it in order to feel good. We call this hedonic moral hypocrisy. In our research, we posit that this kind of hypocrisy comes about when people’s overarching goals are shifted in a hedonic direction, that is, in the direction of focusing on the way one feels, rather than on moral obligation. Hedonic shifts come about by cues in the environment. People are sometimes sincere when expressing a moral stance (i.e. they mean it and also act on it), and sometimes, when they are subject to a hedonic shift, they express a moral stance just to make them feel good. This also implies that they then decline to do things that make them feel bad, such as behaving morally when it takes unrewarded effort to do so. In two experimental studies, we find that there is such a thing as hedonic moral hypocrisy and that it is indeed brought about by hedonic shifts from cues in the environment. This seriously undermines the meaning of a normative consensus for norm conformity. Seemingly, for norm conformity without close social control, it is not enough that people endorse the same norms, they also have to be exposed to situational cues that counteract hedonic shifts. In the discussion, it is suggested that societal arrangements that foster the focus on the way one feels and nurture a chronic wish to make oneself feel better (for example, in the fun direction through advertisements and entertainment opportunities, or in the fear direction by populist politicians, social media, economic uncertainties, crises, or wars and displacements) are likely to increase hedonic hypocrisy in society.


2002 ◽  
Vol 11 (3) ◽  
pp. 273-281 ◽  
Author(s):  
CANDACE CUMMINS GAUTHIER

The principle of respect for autonomy is increasingly under siege as a valuable component of healthcare ethics. Its critics charge that it has been elevated to a position out of proportion to its contribution, so that the individual's wishes and rights have come to dominate healthcare decisionmaking, while obligations and responsibilities are ignored or devalued. If we are to salvage respect for autonomy we must find a way to reconnect the individual and the community, rights and responsibilities, in the way we think about, discuss, and make healthcare decisions.


Utilitas ◽  
2003 ◽  
Vol 15 (3) ◽  
pp. 353-368 ◽  
Author(s):  
Theo Van Willigenburg

I oppose the way John Skorupski characterizes morality in terms of the blameworthy and the role he consequently assigns to punitive feelings in directing one's will and shaping one's character. Skorupski does not hold that the punishment involved in blame- and guilt-feelings grounds the normativity of moral obligation. He defends a specific view of moral psychology and moral practice in which the blame-feeling disposes to the withdrawal of recognition, which involves some sort of casting the transgressor out of the community resulting in the suffering of repentance which is necessary to make atonement (at-one-ment) possible. I argue that this picture threatens to socialize morality. I defend the Kantian idea that the will is not aligned to obligation through castigation, but through our consciousness of our vocation as takers and givers of reasons. This highlights very different feelings as essential to the typically moral stance, feelings that are not necessarily punitive, like feelings of respect and reverence.


Author(s):  
Robert Stern

This book focuses on the ethics of the Danish philosopher and theologian K. E. Løgstrup (1905–81), and in particular on his key text The Ethical Demand (1956). The first part of the book provides a commentary on The Ethical Demand. The second part contains chapters on Løgstrup as a natural law theorist; his critique of Kant and Kierkegaard; his relation to Levinas; the difference between his position and the second-person ethics of Stephen Darwall; and the role of Luther in Løgstrup’s thinking. Overall, it is argued that Løgstrup rejects accounts of ethical obligation based on the commands of God, or on abstract principles governing practical reason, or on social norms; instead he develops a different picture, at the basis of which is our interdependence, which he argues gives his ethics a grounding in the nature of life itself. The book claims that Løgstrup offers a distinctive and attractive account of our moral obligation to others, which fits into the natural law tradition.


No Refuge ◽  
2020 ◽  
pp. 50-75
Author(s):  
Serena Parekh

This chapter argues that Western liberal democracies have a moral obligation to rethink the way that refugees are treated during their displacement and to ensure they have access to the minimum conditions of human dignity. Yet many people find the language of morality uncomfortable or inappropriate when it comes to refugees. Others deny that morality is real and makes legitimate demands on us. This chapter responds to these concerns and gives an overview of the concept of a moral obligation by looking at its roots in philosophy and religion. The chapter examines the consequentialist, Kantian, religious, and human rights grounds for morality in order to demonstrate why a moral perspective is fundamental to addressing the crisis that refugees experience. This chapter makes clear that morality is not merely personal but can and must be extended globally. Countries must take their moral obligations to refugees seriously.


1997 ◽  
Vol 4 (6) ◽  
pp. 465-471 ◽  
Author(s):  
Paul Cain

An important part of the student nurse’s training involves reflection on practice, as expressed in written assignments and seminar discussions. In this, students make use of material drawn from their work with clients. A key ethical question is, therefore: should clients’ permission be sought by students for this use of case material in coursework assignments. This article examines in some detail the arguments both for and against seeking clients’ permission and concludes that, in view of the principle of respect for autonomy, there is a moral obligation to gain consent. It is argued, however, that there may be legitimate exceptions to this.


Philosophy ◽  
1946 ◽  
Vol 21 (78) ◽  
pp. 29-41
Author(s):  
A. C. Ewing

The editor suggested my writing an article on the question whether it was possible to provide an ethics based upon principles which would be agreed to by all enlightened men, and he further suggested that I should begin the article by stating clearly what morality is. That is a somewhat difficult task, because while “morality” might be defined as “living as one ought,” it is a very disputable question whether and how this “ought” is itself to be defined, and I could not undertake to deal with this question by the way as an introduction to an article on something else. It is, however, clear that there is another sense of “ought” besides the strictly moral sense. We do use the term in cases where it does not entail that a man is neglecting his moral duty if he does not do what he “ought.” For instance we say: “You ought to have seen that film,” “You ought not to have made that move,” “You ought to have seen through that argument,” even “Hitler ought to have invaded England after Dunkirk” where we should have regarded it as the reverse of a good thing if he had done what we say he ought. In none of these cases are we asserting a moral obligation. For we do not ordinarily regard people as under a moral obligation to seek their own pleasure, nor to make certain moves in a game, and while we should say that in matters of serious concern a person is morally obliged to do his best to form a true view as to the merits of a relevant argument, we should not say that he was morally obliged actually to form a true view, for this does not depend solely on his will. And in the fourth instance the action is one which we should think morally wrong rather than morally obligatory. What is there in common between “ought” as used in these cases and the moral “ought”? It is that in each case the action fits the situation, either wholly, or with certain limitations, as in the last instance where we presumably mean that to invade England would have fitted in better with Hitler's ends in the given environment than did the policy Hitler actually adopted.


Author(s):  
Syamsul Arifin

The aim of this article is to anake the institutionalization of multiculturalism by means of the method of living values in madrasah. As apart of education institution, madrasah has a moral obligation to evolve the students insights concerned with the problem of plurality in society particularly in religious aspect. Dealing with the multicultural values development, this article tries to offer the way of how to institutionalize any multicultural values as a theoretical base to develop the multicultural education in madrasah.


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