This is a reminder for:
Title: Peter Bowden
WHY MORAL PHILOSOPHERS SHOULD NOT TEACH ETHICS
An alternate title to this paper is An Appeal to Moral Philosophers, an
appeal which asks that they incorporate into their teaching a range of
empirical findings on ethical practices. Either title raises questions.
The first is what defines moral philosophy and whether it should include
research findings. Other questions are if yes, then what are the more
significant findings? And whether current teaching includes these
findings now, and if it doesn’t should it? The first question is answered
by documenting statements by Lafollette, Singer and other philosophers
today, and Nowell-Smith a half-century ago. Despite some inevitable
disagreements, the paper develops a conditional statement that empirical
findings are a necessary component of a course on ethics. The more
significant of these findings starts with now convincing research that
determines that most effective way to identify a wrong is through the views
of those who are aware of it, and willing to say so. A second is Daniel
Dennett’s assertion that having rules works – somewhat; but more
particularly the research on how those rules might be effectively developed
and framed. A third is the exponential growth in structures and
responsibilities that are now being used to institutionalise ethical
practices The content of current teaching is determined by examining what
journals of moral philosophy contain; on the basis that philosophers write
about what they teach; and assuming that if they do not write about
empirical research, they do not teach it.. The final paragraphs explore
the concept of how the research could be incorporated with other views on
teaching ethics.
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