We live in a world of rapidly advancing, revolutionary technologies that are not just reshaping our world and wars, but also creating a host of ethical questions that must be dealt with. But in trying to answer them, we must also explore why exactly is it so hard to have effective discussions about ethics, technology, and war in the first place? This article delves into the all-too-rarely discussed underlying issues that challenge the field of ethics when it comes to talking (...) about war, weapons, and moral conduct. These issues include the difficulty of communicating across fields; the complexity of real world dilemmas versus the seminar room and laboratory; the magnified role that money and funding sources play in shaping not just who gets to talk, but what they research; cross-cultural differences; the growing role of geographic and temporal distance issues; suspicion of the actual value of law and ethics in a harsh realm like war; and a growing suspicion of science itself. If we hope better to address our growing ethical concerns, we must face up to these underlying issues as well. (shrink)

Book review of "“P. W. Singer, Wired for War: The Robotics Revolution and Conflict in the 21st Century," Penguin books.

In a series of formal studies and less formal applications, Hong and Page offer a ‘diversity trumps ability’ result on the basis of a computational experiment accompanied by a mathematical theorem as explanatory background (Hong & Page 2004, 2009; Page 2007, 2011). “[W]e find that a random collection of agents drawn from a large set of limited-ability agents typically outperforms a collection of the very best agents from that same set” (2004, p. 16386). The result has been extremely influential as (...) an epistemic justification for diversity policy initiatives. Here we show that the ‘diversity trumps ability’ result is tied to the particular random landscape used in Hong and Page’s simulation. We argue against interpreting results on that random landscape in terms of ‘ability’ or ‘expertise.’ These concepts are better modeled on smother and more realistic landscapes, but keeping other parameters the same those are landscapes on which it is groups of the best performing that do better. Smoother landscapes seem to vindicate both the concept and the value of expertise. Change in other parameters, however, also vindicates diversity. With an increase in the pool of available heuristics, diverse groups again do better. Group dynamics makes a difference as well; simultaneous ‘tournament’ deliberation in a group in place of the ‘relay’ deliberation in Hong and Page’s original model further emphasizes an advantage for diversity. ‘Tournament’ 2 dynamics particularly shows the advantage of mixed groups that include both experts and non-experts. As a whole, our modeling results suggest that relative to problem characteristics and conceptual resources, the wisdom of crowds and the wisdom of the few each have a place. We regard ours as a step toward attempting to calibrate their relative virtues in different modelled contexts of intellectual exploration. (shrink)

Part I: WHAT IS ETHICS? Plato: Socratic Morality: Crito. Suggestions for Further Reading. Part II: ETHICAL RELATIVISM VERSUS ETHICAL OBJECTIVISM. Herodotus: Custom is King. Thomas Aquinas: Objectivism: Natural Law. Ruth Benedict: A Defense of Ethical Relativism. Louis Pojman: A Critique of Ethical Relativism. Gilbert Harman: Moral Relativism Defended. Alan Gewirth: The Objective Status of Human Rights. Suggestions for Further Reading. Part III: MORALITY, SELF-INTEREST AND FUTURE SELVES. Plato: Why Be Moral? Richard Taylor: On the Socratic Dilemma. David Gauthier: Morality and (...) Advantage. Gregory Kavka: A Reconciliation Project. Derek Parfit: Later Selves and Moral Principles. Bernard Williams: Persons, Character, and Morality. Suggestions for Further Reading. Part IV: VALUE. Jeremy Bentham: Classical Hedonism. Robert Nozick: The Experience Machine. Richard Taylor: Value and the Origin of Right and Wrong. Friedrich Nietzsche: The Transvaluation of Values. Derek Parfit: What Makes Someone’s Life Go Best? Thomas Nagel: Value: The View from Nowhere. Suggestions for Further Reading. Part V: UTILITARIANISM AND CONSEQUENTIALISM. John Stuart Mill: Utilitarianism. J.J.C. Smart: Extreme and Restricted Utilitarianism. Kai Nielsen: Against Moral Conservatism. Bernard Williams: Against Utilitarianism. John Hospers: Rule-Utilitarianism. Robert Nozick: Side Constraints. Peter Singer: Famine, Affluence and Morality. Suggestions for Further Reading. Part VI: KANTIAN AND DEONTOLOGICAL SYSTEMS. Immanuel Kant: Foundation for the Metaphysic of Morals. W. D. Ross: What Makes Right Acts Right? Onora O’Neill: Kantian Formula of the End in Itself and World Hunger. Thomas Nagel: Moral Luck. Philippa Foot: Morality as a System of Hypothetical Imperatives. Judith Jarvis Thomson: Killing, Letting Die, and the Trolley Problem. Suggestions for Further Reading. Part VII: CONTRACTARIAN ETHICAL SYSTEMS. Thomas Hobbes: The Leviathan. David Gauthier: Why Contractarianism? John Rawls: Contractualism: Justice as Fairness. T.M. Scanlon: Contractualism and Utilitarianism. Suggestions for Further Reading. Part VIII: VIRTUE-BASED ETHICAL SYSTEMS. Aristotle: The Ethics of Virtue. Bernard Mayo: Virtue and the Moral Life. William Frankena: A Critique of Virtue-Based Ethics. Walter Schaller: Are Virtues No More than Dispositions to Obey Moral Rules? Alasdair MacIntyre: The Nature of the Virtues. Susan Wolf: Moral Saints. Louis P. Pojman: In Defense of Moral Saints. Suggestions for Further Reading. Part IX: THE FACT/VALUE PROBLEM: METAETHICS IN THE TWENTIETH CENTURY. David Hume: On Reason and the Emotions: The Fact/Value Distinction. G. E. Moore: Non-Naturalism. A. J. Ayer: Emotivism. R. M. Hare: Prescriptivism: The Structure of Ethics and Morals. Geoffrey Warnock: The Object of Morality. Suggestions for Further Reading. Part X: MORAL REALISM AND THE CHALLENGE OF SKEPTICISM. J.L. Mackie: The Subjectivity of Values. Jonathan Harrison: A Critique of Mackie’s Error Theory. Gilbert Harman: Moral Nihilism. Nicholas Sturgeon: Moral Explanations. Bernard Williams: Ethics and the Limits of Philosophy. Bruce Russell: Two Forms of Ethical Skepticism. Michael Smith: A Defense of Moral Realism. Suggestions for Further Reading. Part XI: RELIGION AND ETHICS. Plato: Morality and Religion. Immanuel Kant: God and Immortality as Necessary Postulates of Morality. George Mavrodes: Religious and the Queerness of Morality. Kai Nielson: Ethics Without God. Suggestions for Further Reading. Part XII: CONTEMPORARY CHALLENGES TO CLASSICAL ETHICAL THEORY. Part A. Sociobiology and the Question of Moral Responsibility. Charles Darwin: Ethics and the Descent of Man. E.O.Wilson: Sociobiology and Ethics. Michael Ruse: Evolution and Ethics: The Sociobiological Approach. Elliot Sober: Prospects for an Evolutionary Ethics. J.L. Mackie: The Law of the Jungle, Evolution and Morality. Suggestions for Further Readingon Sociobiology. Part B. The Challenge of Determinism to Moral Responsibility and Desert. Galen Strawson: The Impossibility of Moral Responsibility. Louis Pojman: Free Will, Determinism, and Moral Responsibility:A Response to Galen Strawson. Richard Taylor: A Libertarian Defense of Free Will and Responsibility. Suggestions for Further Reading on Moral Responsibility. Glossary of Ethical Terms. (shrink)

Introduction, by G. Holton.--Three eighteenth-century social philosophers: scientific influences on their thought, by H. Guerlac.--Science and the human comedy: Voltaire, by H. Brown.--The seventeenth-century legacy: our mirror of being, by G. de Santillana.--Contemporary science and the contemporary world view, by P. Frank.--The growth of science and the structure of culture, by R. Oppenheimer.--The Freudian conception of man and the continuity of nature, by J. S. Bruner.--Quo vadis, by P. W. Bridgman.--Prospects for a new synthesis: science and the humanities as complementary (...) activities, by C. Morris.--A humanist looks at science, by H. M. Jones. (shrink)

As militarization of bodies politic continues apace the world over, as military organizations again reveal themselves as primary political, economic and cultural forces in many societies, we argue that the emergent and potentially dominant form of political economic organization is a species of neo-feudal corporatism. Drawing upon Bourdieu, we theorize bodies politic as living habitus. Bodies politic are prepared for war and peace through new mediations, powerful means of public pedagogy. The process of militarization requires the generation of new, antagonistic (...) evaluations of other bodies politic. Such evaluations are inculcated via these mediations, the movement of meanings across time and space, between formerly disparate histories, places, and cultures. New mediations touch new and different aspects of the body politic: its eyes, its ears, its organs, but they are consistently targeted at the formation of dispositions, the prime movers of action. (shrink)

One thing which has struck me most as I have read the articles of the Encyclopedia of Unified Science is the complexity that can be discerned in many of the operations which for the purpose of the article are treated as elementary. It is apparent that Unity of Science, like every other discipline, has its own stock of “atoms of discourse”, suited to its own purposes. Experience in physics would prepare one to expect that for certain purposes it may be (...) profitable to attempt to analyze these atoms further. The atom of discourse, or presupposition commonly made by most adherents of the Unity of Science movement, with which I shall be chiefly concerned, is with regard to the nature of “science“. My present concern with this matter has arisen from my extreme difficulty in communicating my meaning to other people. The difficulty has been a genuine puzzle to me, until quite recently a discussion with one of my colleagues disclosed a difference of attitude on fundamental matters so revelatory that I am encouraged to return again to the attack. (shrink)

Originally published 1968, the book examines the ways in which the definitions of education held by different groups with power have changed since 1800 and traces which social institutions exercised the preponderant influence on the growth of the English educational system during the seminal period in which the state system was founded and grew to its present position. Especial attention is given to the influence of the ideologies of the various social classes, to the growing demands of the economy on (...) the educational system and to changes in the structure of the family. (shrink)