This books examines the fundamental values and principles of conduct in the professions, focusing specifically on four areas: law, politics, medicine and business. One central question unifies its inquiry into the different professions: should the principles for judging the actions of professionals be the same as those used to judge private individuals, or do these professions require special moral principles to guide their conduct. The author considers arguments deriving from the underlying institutional goals of each profession in turn.

Life's Values offers new analyses of the nature of pleasure, happiness, well-being, and meaning in life. Recognizing how individuals have different priorities, Goldman explains what is of ultimate value in our lives and argues that making our desires rational - relevantly informed of what it's like to satisfy them - maximizes well-being.

When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that (...) has opened between the scientific community and their mould-be critics. But the truth is that not only postmodern critics but Americans in general have a weak grasp on scientific principles and facts. In Connected Knowledge, physicist Alan Cromer offers a way to bridge the chasm, with a lively, lucid account of scientific thinking and a provocative new agenda for American education. Science, Cromer argues, is anything but common sense: It requires a particular habit of mind that does not come naturally. For example, something as simple as buoyancy can only be explained through Archimedes' principle--that a body in a fluid is subject to an upward force equal to the weight of fluid it displaces--yet few scientists could arrive at this ancient concept by trial and error. School children, however, are often given a ball and a tank of water, and asked to explain buoyancy any way they can. Today's de emphasis on teaching pupils necessary facts and principles, he argues, "far from empowering them, makes them slaves of their own subjective opinions." This movement in education, known as Constructivism, has close ties to postmodern critics (such as the editors of Social Text) who question the objectivity of science, and with it the existence of an objective reality. Cromer offers a ringing defense of the knowability of the world, both as an objective reality and as a finite landscape of discovery. The advance of scientific knowledge, he argues, is not unlike the mapping of the continents; at this point, we have found them all. He shows how the advent of quantum mechanics, rather than making knowledge less certain, actually offers a more precise understanding of the behavior of atoms and electrons. Turning from philosophy to education, he argues that instead of allowing students to flounder, however creatively, schools should follow a progressive curriculum that returns theoretical knowledge to the classroom. Connected Knowledge, however, goes much farther. As a discipline that insists upon connecting theory with measurable reality, physical science offers a new direction for reforming the social sciences. Cromer also shows how some of the hottest issues in public policy--including the debates over special education and group variations in I.Q., can be resolved through clear, hard headed thinking. For example, he argues for use of the G.E.D. as a national educational standard, with a new "politics of intelligence" to guide the distribution of school resources. Always forthright and articulate, Alan Cromer offers a startling new vision for integrating science, philosophy, and education. (shrink)

In this concise survey, intended for advanced undergraduate students of aesthetics, Alan Goldman focuses on the question of aesthetic value, using many practical examples from painting, music, and literature to make his case. Although he treats a wide variety of views, he argues for a nonrealist view of aesthetic value, showing that the personal element can never be factored out of evaluative aesthetic judgments and explaining why this is so.

Robert Nozick argued that we would not plug into his machine that could give us any experiences we chose. More recently Richard Kraut has argued that it would be prudentially rational to plug into the machine, since only experiences count for personal welfare. I argue that both are wrong, that either choice can be rational or not, depending on the central desires of the subjects choosing. This claim is supported by the empirical evidence, which shows an almost even split between (...) those who would enter and those who would not. If we interpret those on both sides as making rational choices to maximize their personal well-being, and if such rational choice tends to enhance well-being, then the experience machine thought experiment supports neither experientialism nor its denial, but instead a rational desire satisfaction account of personal well-being. Unlike objective list and perfectionist accounts, the desire satisfaction account of well-being easily accommodates rational choices on both sides, depending on the motivational sets of the choosers. (shrink)

It is consistent with ¬CH that every universal theory of relational structures with the joint embedding property and amalgamation for P --diagrams has a universal model of cardinality ℵ 1. For classes with amalgamation for P --diagrams it is consistent that $2^{\aleph_0} > \aleph_2$ and there is a universal model of cardinality ℵ 2.

To say that an object is beautiful or ugly is seemingly to refer to a property of the object. But it is also to express a positive or negative response to it, a set of aesthetic values, and to suggest that others ought to respond in the same way. Such judg- ments are descriptive, expressive, and normative or prescriptive at once. These multiple features are captured well by Humean accounts that analyze the judgments as ascribing relational properties. To say that (...) an object is beautiful is to say, in part, that it is such as to elicit a response expressing pleasure in certain observers. The observers in question must not be ignorant, biased, insensitive, or of poor taste, and they must not base their evaluations on aesthetically irrelevant properties of the objects they judge. The reference to the object's "being such . . ." captures the objective side of the relation; refer- ence to the pleasurable response captures the expressive function of these judgments; and the ideal properties of the observers suggest that others ought to judge in the same way. (shrink)

Alan H. Goldman argues for the internalist or subjectivist view of practical reasons on the grounds that it is simpler, more unified, and more comprehensible ...

This passage has long embarrassed interpreters, and many, beginning with Kock, have condemned it as spurious. But this would mean that Aeschylus' only answer to Dionysus' question ‘what safety have you for the city?’ would be, in effect, ‘none’ : and this would hardly justify the general confidence expressed in the final scene that Aeschylus will in fact be able to save the city. The most recent editor, Stanford, rightly rejects the idea of interpolation here.

In a well known collection of essays, Martha Nussbaum has argued that novels are indispensable in teaching and learning ethics in the right way.1 A large part of such learning consists in developing the capacity to perceive and respond to complex, nuanced situations having numerous morally relevant features deriving from particular relationships and past commitments that combine these context sensitive features in unique and unpredictable ways. Careful attention to detailed, intricate stories with finely sketched characters develops such capacity far better (...) than does reading analytical philosophy papers. Only such narratives capture the particularity and complexity of morally charged contexts with their myriad of .. (shrink)

As the Roman philosopher Lucretius asked, why do we fear and regret death, but do not regret not having been born earlier, when death and prenatal nonexistence are mirror images? Both deprive us of goods we might have had, and this deprivation most plausibly explains the badness of death. This paper first considers and rejects explanations other than the deprivation of goods. It then suggests an explanation in terms of a state of which death deprives us, and which is itself (...) asymmetrical in regard to the future and the past. This sharp asymmetry in this one very important good helps to justify the difference in our attitudes, especially among those for whom death approaches. The paper departs from the usual rigid format in which a philosopher says what she is going to say, then says it, and then repeats it. In matching form to mystery content, the missing clue to the solution will not be revealed until later in the paper. (shrink)

Despite judging the central controversial thesis of this book false and arguments for it ultimately unconvincing, I highly recommend the book for its many philosophical virtues, prominent among them being breadth and clarity.1 1 Sullivan addresses all the major issues surrounding various time biases that decision-makers exhibit. Writing on topics that can often become overly technical, she spells her arguments out in the clearest prose, making the book ideal as an introduction to this interesting subdivision of practical reason, but also, (...) since packed with arguments, many original, and defending a counterintuitive if recently popular thesis, making this must reading for those familiar with its topics. (shrink)

Definitions of stronger and weaker versions of physical realism are offered, The first relating to the existence of physical objects and the second to the independence of their properties. It is argued that recent debates about the commensurability and convergence of scientific theories and the causal theory of reference are irrelevant to the truth of these theses, Although their proponents seem to think them linked. It is then argued that support for realist positions must be inductive. Such support is provided (...) for both the weaker and stronger theses. (shrink)

Peter Kivy and Noël Carroll advocate a narrow view of aesthetic experience according to which it consists mainly in attention to formal properties. Excluded are cognitive and moral properties. I defend the broader view that includes the latter properties. I argue first that cognition and moral assessment can be inseparable in experience from grasp of form and expressiveness. Second, Kivy and Carroll must extend the notion of form itself beyond ordinary usage to accommodate acknowledged aesthetic experience. Third, the broad view (...) has a more impressive historical lineage than the narrow view. Fourth, aesthetic experience is appreciation of aesthetic value, and the latter is more plausibly analyzed in a broad way. (shrink)

Criteria for a successful theory of punishment include first, that it specify a reasonable limit to punishments in particular cases, and second, that it allow benefits to outweigh costs in a penal institution.It is argued that traditional utilitarian and retributive theories fail to satisfy both criteria, and that they cannot be coherently combined so as to do so. Retributivism specifies a reasonable limit in its demand that punishment equal crime, but this limit fails to allow benefits to outweigh costs of (...) punishing. Utilitarians demand the latter but cannot guarantee the former. Combinations continue to violate one requirement or the other. (shrink)

Accounts of happiness in the philosophical literature see it as either a judgment of satisfaction with one’s life or as a balance of positive over negative feelings or emotional states. There are sound objections to both types of account, although each captures part of what happiness is. Seeing it as an emotion allows us to incorporate both features of the accounts thought to be incompatible. Emotions are analyzed as multicomponent states including judgments, feelings, physical symptoms, and behavioral dispositions. It is (...) shown that prototypical happiness contains all these components, and each is explicated. The concept of happiness, like the concepts of other emotions, is a cluster concept. The features of such concepts are made clear. Happiness is shown to be similar to other emotions in many respects, including the phenomenon of adaptation, the “paradox of happiness,” and the existence of both paradigm and borderline instances. The account allows us to capture all that was right in earlier accounts while avoiding objections to them. (shrink)

Building on Goldman 2008 and 2009, which argue that objective values would be strange in coming in degrees but in no determinate number of degrees, this paper argues that related properties having to do with degrees of value make a further case against objective values. The properties of giving rise to intransitive orderings and being essentially comparative are explained by Larry Temkin in Rethinking the Good. He shows that “better than” is intransitively ordered. Many subjective states are too. But similar (...) arguments for the intransitive orderings of intrinsic objective properties fail. Furthermore, subjective properties and states can change without these changes being explained by changes in their objects. This is similar to the essentially comparative nature of goodness. Given the analogies to subjective states and lack of analogies to objective properties that the present article points out, it argues that we should infer, as Temkin does not, that values are subjective. (shrink)

These lines come from the passage describing the mourning of the natural world following the death of Orpheus. A. D. Melville translates as follows:[‘ … ] and naiads wore,and Dryads too, their mourning robes of blackAnd hair dishevelled.’.

Rules proliferate; some are kept with a bureaucratic stringency bordering on the absurd, while others are manipulated and ignored in ways that injure our sense of justice. Under what conditions should we make exceptions to rules, and when should they be followed despite particular circumstances? The two dominant models in the literature on rules are the particularist account and that which sees the application of rules as normative. Taking a position that falls between these two extremes, Alan Goldman provides (...) a systematic framework to clarify when we need to follow rules in our moral, legal and prudential decisions, and when we ought not to do so. The book distinguishes among various types of rules; it illuminates concepts such as integrity, self-interest and self-deception; and finally, it provides an account of ordinary moral reasoning without rules. This book will be of great interest to advanced students and professionals working in philosophy, law, decision theory and the social sciences. (shrink)

The idea that a just political system must ignore or nullify socially caused initial advantages in competing for positions and other social benefits is as old as political philosophy itself. Plato called for social mobility among his classes so that all could gravitate toward the classes for which their temperaments naturally suited them. The idea that the system must take positive steps to correct for these differences among individuals is likewise as old as the concept of public education, the supposed (...) great equalizer. But the claim that society must correct also for natural differences among individuals – differences in intelligence, talents, beauty, and physical prowess – is far more recent, having been articulated most forcefully by Rawls. The reasoning underlying this further step toward a more radical notion of equal opportunity appeals to the fact that natural differences are equally arbitrary from a moral point of view as a basis for differential rewards as are socially caused differences. A person no more deserves to be born smart than rich. Why then should the former but not the latter be allowed to influence future benefits and rewards? A negative answer, however, creates a tension within a liberal theory of justice between the demand to nullify natural differences, or to use them to the benefit of those least well endowed, and the demand to respect distinct individuals that supposedly grounds such a theory. (shrink)