The past decade has seen a renewed interest in moral psychology. A unique feature of the present endeavor is its unprecedented interdisciplinarity. For the first time, cognitive, social, and developmental psychologists, neuroscientists, experimental philosophers, evolutionary biologists, and anthropologists collaborate to study the same or overlapping phenomena. This review focuses on moral judgments and is written from the perspective of cognitive psychologists interested in theories of the cognitive and affective processes underlying judgments in moral domains. The review will first present and (...) discuss a variety of different theoretical and empirical approaches, including both behavioral and neuroscientific studies. We will then show how these theories can be applied to a selected number of specific research topics that have attracted particular interest in recent years, including the distinction between moral and conventional rules, moral dilemmas, the role of intention, and sacred/protected values. One overarching question we will address throughout the chapter is whether moral cognitions are distinct and special, or whether they can be subsumed under more domain-general mechanisms. (shrink)

In everyday life, people typically observe fragments of causal networks. From this knowledge, people infer how novel combinations of causes they may never have observed together might behave. I report on 4 experiments that address the question of how people intuitively integrate multiple causes to predict a continuously varying effect. Most theories of causal induction in psychology and statistics assume a bias toward linearity and additivity. In contrast, these experiments show that people are sensitive to cues biasing various integration rules. (...) Causes that refer to intensive quantities (e.g., taste) or to preferences (e.g., liking) bias people toward averaging the causal influences, whereas extensive quantities (e.g., strength of a drug) lead to a tendency to add. However, the knowledge underlying these processes is fallible and unstable. Therefore, people are easily influenced by additional task‐related context factors. These additional factors include the way data are presented, the difficulty of the inference task, and transfer from previous tasks. The results of the experiments provide evidence for causal model and related theories, which postulate that domain‐general representations of causal knowledge are influenced by abstract domain knowledge, data‐driven task factors, and processing difficulty. (shrink)

I defend the claim that in psychological theories concerned with theoretical or practical rationality there is a constitutive relation between normative and descriptive theories: Normative theories provide idealized descriptive accounts of rational agents. However, we need to resist the temptation to collapse descriptive theories with any specific normative theory. I show how a partial separation is possible.

The authors challenge the reigning “causal power framework” as an explanation for whether a particular outcome was actually caused by a specific potential cause. They test a new measure of causal attribution in two experiments by embedding the measure within the Structure Induction model of Singular Causation (SISC, Stephan & Waldmann, 2016).

Causal queries about singular cases, which inquire whether specific events were causally connected, are prevalent in daily life and important in professional disciplines such as the law, medicine, or engineering. Because causal links cannot be directly observed, singular causation judgments require an assessment of whether a co‐occurrence of two events c and e was causal or simply coincidental. How can this decision be made? Building on previous work by Cheng and Novick (2005) and Stephan and Waldmann (2018), we propose (...) a computational model that combines information about the causal strengths of the potential causes with information about their temporal relations to derive answers to singular causation queries. The relative causal strengths of the potential cause factors are relevant because weak causes are more likely to fail to generate effects than strong causes. But even a strong cause factor does not necessarily need to be causal in a singular case because it could have been preempted by an alternative cause. We here show how information about causal strength and about two different temporal parameters, the potential causes' onset times and their causal latencies, can be formalized and integrated into a computational account of singular causation. Four experiments are presented in which we tested the validity of the model. The results showed that people integrate the different types of information as predicted by the new model. (shrink)

Currently, two frameworks of causal reasoning compete: Whereas dependency theories focus on dependencies between causes and effects, dispositional theories model causation as an interaction between agents and patients endowed with intrinsic dispositions. One important finding providing a bridge between these two frameworks is that failures of causes to generate their effects tend to be differentially attributed to agents and patients regardless of their location on either the cause or the effect side. To model different types of error attribution, we augmented (...) a causal Bayes net model with separate error sources for causes and effects. In several experiments, we tested this new model using the size of Markov violations as the empirical indicator of differential assumptions about the sources of error. As predicted by the model, the size of Markov violations was influenced by the location of the agents and was moderated by the causal structure and the type of causal variables. (shrink)

ABSTRACTModern technological means allow for meaningful interaction across arbitrary distances, while human morality evolved in environments in which individuals needed to be spatially close in order to interact. We investigate how people integrate knowledge about modern technology with their ancestral moral dispositions to help relieve nearby suffering. Our first study establishes that spatial proximity between an agent's means of helping and the victims increases people's judgement of helping obligations, even if the agent is constantly far personally. We then report and (...) meta-analyse 20 experiments elucidating the cognitive mechanisms behind this effect, which include inferences of increased efficaciousness and personal involvement. Implications of our findings for the scientific understanding of ancestral moral dispositions in modern environments are discussed, as well as suggestions for how these insights might be exploited to increase charitable giving. Our meta-analysis provides a practical example.. (shrink)

Research on human causal induction has shown that people have general prior assumptions about causal strength and about how causes interact with the background. We propose that these prior assumptions about the parameters of causal systems do not only manifest themselves in estimations of causal strength or the selection of causes but also when deciding between alternative causal structures. In three experiments, we requested subjects to choose which of two observable variables was the cause and which the effect. We found (...) strong evidence that learners have interindividually variable but intraindividually stable priors about causal parameters that express a preference for causal determinism. These priors predict which structure subjects preferentially select. The priors can be manipulated experimentally and appear to be domain-general. Heuristic strategies of structure induction are suggested that can be viewed as simplified implementations of the priors. (shrink)

Recent studies indicate that indicative conditionals like "If people wear masks, the spread of Covid-19 will be diminished" require a probabilistic dependency between their antecedents and consequents to be acceptable (Skovgaard-Olsen et al., 2016). But it is easy to make the slip from this claim to the thesis that indicative conditionals are acceptable only if this probabilistic dependency results from a causal relation between antecedent and consequent. According to Pearl (2009), understanding a causal relation involves multiple, hierarchically organized conceptual dimensions: (...) prediction, intervention, and counterfactual dependence. In a series of experiments, we test the hypothesis that these conceptual dimensions are differentially encoded in indicative and counterfactual conditionals. If this hypothesis holds, then there are limits as to how much of a causal relation is captured by indicative conditionals alone. Our results show that the acceptance of indicative and counterfactual conditionals can become dissociated. Furthermore, it is found that the acceptance of both is needed for accepting a causal relation between two co-occurring events. The implications that these findings have for the hypothesis above, and for recent debates at the intersection of the psychology of reasoning and causal judgment, are critically discussed. Our findings are consistent with viewing indicative conditionals as answering predictive queries requiring evidential relevance (even in the absence of direct causal relations). Counterfactual conditionals in contrast target causal relevance, specifically. Finally, we discuss the implications our results have for the yet unsolved question of how reasoners succeed in constructing causal models from verbal descriptions. (shrink)

Adults’ intentionality judgments regarding an action are influenced by their moral evaluation of this action. This is clearly indicated in the so-called side-effect effect: when told about an action (e.g. implementing a business plan) with an intended primary effect (e.g. raise profits) and a foreseen side effect (e.g. harming/helping the environment), subjects tend to interpret the bringing about of the side effect more often as intentional when it is negative (harming the environment) than when it is positive (helping the environment). (...) From a cognitive point of view, it is unclear whether the side-effect effect is driven by the moral status of the side effects specifically, or rather more generally by its normative status. And from a developmental point of view, little is known about the ontogenetic origins of the effect. The present study therefore explored the cognitive foundations and the ontogenetic origins of the side-effect effect by testing 4-to 5-year-old children with scenarios in which a side effect was in accordance with/violated a norm. Crucially, the status of the norm was varied to be conventional or moral. Children rated the bringing about of side-effects as more intentional when it broke a norm than when it accorded with a norm irrespective of the type of norm. The side-effect effect is thus an early-developing, more general and pervasive phenomenon, not restricted to morally relevant side effects. (shrink)

The goal of the present set of studies is to explore the boundary conditions of category transfer in causal learning. Previous research has shown that people are capable of inducing categories based on causal learning input, and they often transfer these categories to new causal learning tasks. However, occasionally learners abandon the learned categories and induce new ones. Whereas previously it has been argued that transfer is only observed with essentialist categories in which the hidden properties are causally relevant for (...) the target effect in the transfer relation, we here propose an alternative explanation, the unbroken mechanism hypothesis. This hypothesis claims that categories are transferred from a previously learned causal relation to a new causal relation when learners assume a causal mechanism linking the two relations that is continuous and unbroken. The findings of two causal learning experiments support the unbroken mechanism hypothesis. (shrink)

The following article discusses an edition of Hugo Grotius’s De jure belli ac pacis, issued without a place of publication or publisher in 1719. The article focuses on the claim first advanc...

This special issue originated in a workshop of June 2017 on ‘Hume’s Thought and Hume’s Circle’ at the Institute for Advanced Studies in the Humanities (IASH) in the University of Edinburgh. Among t...

David Hume's Essays, which were written and published at various junctures between 1741 and his death in 1776, offer his most accessible and often most profound statements on a range of subjects including politics, philosophy, aesthetics, and political economy. In Hume's lifetime, the readable and wide-ranging Essays acquired considerable fame throughout Europe and North America, influencing the writings of such diverse figures as James Madison and William Paley, yet they have not been given the same scholarly attention as his more (...) famous philosophical works. This Critical Guide provides a series of in-depth studies of the Essays, as well as an account of the state of scholarship on the work. Thirteen chapters examine the Essays from historical, political and philosophical perspectives, with the aim of restoring the work to its rightful place among Hume's works and in intellectual history more broadly. (shrink)

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

This book expounds a system of ideas about the nature of mathematics which Michael Resnik has been elaborating for a number of years. In calling mathematics a science he implies that it has a factual subject-matter and that mathematical knowledge is on a par with other scientific knowledge; in calling it a science of patterns he expresses his commitment to a structuralist philosophy of mathematics. He links this to a defense of realism about the metaphysics of mathematics--the view that (...) mathematics is about things that really exist. (shrink)

On the 100th anniversary of the publication of History and Class Consciousness, a new edition of this indispensable guide to Lukacs's thought and politics The philosophical and political development that converted Georg Lukács from a distinguished representative of Central European aesthetic vitalism into a major Marxist theorist and Communist militant has long remained an enigma. In this this now classic study, Michael Löwy for the first time traced and explained the extraordinary mutation that occurred in Lukács's thought between 1909 (...) and 1929. Utilizing many as yet unpublished sources, Löwy meticulously reconstructed the complex itinerary of Lukács's thinking as he gradually moved towards his decisive encounter with Bolshevism. The religious convictions of the early Lukács, the peculiar spell exercised on him and on Max Weber by Dostoyevskyan images of pre-revolutionary Russia, the nature of his friendships with Ernst Bloch and Thomas Mann, were amongst the discoveries of the book. Then, in a fascinating case-study in the sociology of ideas, Löwy showed how the same philosophical problematic of Lebensphilosophie dominated the intelligentsias of both Germany and Hungary in the pre-war period, yet how the different configurations of social forces in each country bent its political destiny into opposite directions. The famous works produced by Lukács during and after the Hungarian Commune—Tactics and Ethics, History and Class Consciousness and Lenin—were analysed and assessed. A concluding chapter discussed Lukács's eventual ambiguous settlement with Stalinism in the thirties, and its coda of renewed radicalism in the final years of his life. In this new edition, Löwy has added a substantial new introduction which reassess the nature of Lukacs's thought in the light of newly published texts and debates. (shrink)

This paper offers a qualified defense of a historically popular view that I call sentimental perceptualism. At a first pass, sentimental perceptualism says that emotions play a role in grounding evaluative knowledge analogous to the role perceptions play in grounding empirical knowledge. Recently, András Szigeti and Michael Brady have independently developed an important set of objections to this theory. The objections have a common structure: they begin by conceding that emotions have some important epistemic role to play, but then (...) go on to argue that understanding how emotions play that role means that there must be some alternative, emotion-independent route to obtaining knowledge of value. If there has to be such an emotion-independent route, then the perceptual analogy breaks down in a significant way. In this paper, I argue that the right ways for sentimental perceptualists to respond to each of these objections are revealed by thinking through how analogous objections applied to perception and the empirical domain would be answered. Although Szigeti's and Brady's objections should not persuade sentimental perceptualists to give up their view, the objections do put important constraints on what a form of the view has to be like in order to do exciting metaethical work. (shrink)

What kinds of political arrangements enable people from different national, racial, religious, or ethnic groups to live together in peace? In this book one of the most influential political theorists of our time discusses the politics of toleration. Michael Walzer examines five "regimes of toleration"—from multinational empires to immigrant societies—and describes the strengths and weaknesses of each regime, as well as the varying forms of toleration and exclusion each fosters. Walzer shows how power, class, and gender interact with religion, (...) race, and ethnicity in the different regimes and discusses how toleration works—and how it should work—in multicultural societies like the United States. Walzer offers an eloquent defense of toleration, group differences, and pluralism, moving quickly from theory to practical issues, concrete examples, and hard questions. His concluding argument is focused on the contemporary United States and represents an effort to join and advance the debates about "culture war," the "politics of difference," and the "disuniting of America." Although he takes a grim view of contemporary politics, he is optimistic about the possibility of coexistence: cultural pluralism and a common citizenship can go together, he suggests, in a strong and egalitarian democracy. (shrink)

Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. -/- In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to show that moral (...) education can and should be fully rational. It is true that many moral standards and justificatory theories are controversial, and educators have an obligation to teach these nondirectively, with the aim of enabling children to form their own considered views. But reasonable moral disagreement does not go all the way down: some basic moral standards are robustly justified, and these should be taught directively, with the aim of bringing children to recognise and understand their authority. -/- This is an original and important contribution to the philosophy of moral education, which lays a new theoretical foundation for the urgent practical task of teaching right from wrong. (shrink)

Philosophical naturalism, according to which philosophy is continuous with the natural sciences, has dominated the Western academy for well over a century, but Michael Rea claims that it is without rational foundation. Rea argues compellingly to the surprising conclusion that naturalists are committed to rejecting realism about material objects, materialism, and perhaps realism about other minds.

Developments in medical science have afforded us the opportunity to improve and enhance the human species in ways unthinkable to previous generations. Whether it's making changes to mitochondrial DNA in a human egg, being prescribed Prozac, or having a facelift, our desire to live longer, feel better and look good has presented philosophers, medical practitioners and policy-makers with considerable ethical challenges. But what exactly constitutes human improvement? What do we mean when we talk of making "better" humans? In this book (...) Michael Hauskeller explores these questions and the ideas of human good that underpin them. Posing some challenging questions about the nature of human enhancement, he interrogates the logic behind its processes and examines the justifications behind its criteria. Questioning common assumptions about what constitutes human improvement, Hauskeller asks whether the criteria proposed by its advocates are convincing. The book draws on recent research as well as popular representations of human enhancement from advertising to the internet, and provides a non-technical and accessible survey of the issues for readers and students interested in the ethics and politics of human enhancement. (shrink)

Sceptical theists--e.g., William Alston and Michael Bergmann--have claimed that considerations concerning human cognitive limitations are alone sufficient to undermine evidential arguments from evil. We argue that, if the considerations deployed by sceptical theists are sufficient to undermine evidential arguments from evil, then those considerations are also sufficient to undermine inferences that play a crucial role in ordinary moral reasoning. If cogent, our argument suffices to discredit sceptical theist responses to evidential arguments from evil.

This book provides a comprehensive survey of Hegel's philosophical thought via a systematic exploration of over 100 key terms, from `absolute' to `will'. By exploring both the etymological background of such terms and Hegel's particular use of them, Michael Inwood clarifies for the modern reader much that has been regarded as difficult and obscure in Hegel's work.

Possibility offers a new analysis of the metaphysical concepts of possibility and necessity, one that does not rely on any sort of "possible worlds." The analysis proceeds from an account of the notion of a physical object and from the positing of properties and relations. It is motivated by considerations about how we actually speak of and think of objects. Michael Jubien discusses several closely related topics, including different purported varieties of possible worlds, the doctrine of "essentialism," natural kind (...) terms and alleged examples of necessity a posteriori. The book also offers a new theory of the functioning of proper names, both actual and fictional, and the discussion of natural kind terms and necessity a posteriori depends in part on this theory. (shrink)

This is an engaging and accessible introduction to the Nicomachean Ethics, Aristotle's great masterpiece of moral philosophy. Michael Pakaluk offers a thorough and lucid examination of the entire work, uncovering Aristotle's motivations and basic views while paying careful attention to his arguments. The chapter on friendship captures Aristotle's doctrine with clarity and insight, and Pakaluk gives original and compelling interpretations of the Function Argument, the Doctrine of the Mean, courage and other character virtues, Akrasia, and the two treatments of (...) pleasure. There is also a useful section on how to read an Aristotelian text. This book will be invaluable for all student readers encountering one of the most important and influential works of Western philosophy. (shrink)

The margins of philosophy are populated by non-human, non-animal living beings, including plants. While contemporary philosophers tend to refrain from raising ontological and ethical concerns with vegetal life, Michael Marder puts this life at the forefront of the current deconstruction of metaphysics. He identifies the existential features of plant behavior and the vegetal heritage of human thought so as to affirm the potential of vegetation to resist the logic of totalization and to exceed the narrow confines of instrumentality. Reconstructing (...) the life of plants "after metaphysics," Marder focuses on their unique temporality, freedom, and material knowledge or wisdom. In his formulation, "plant-thinking" is the non-cognitive, non-ideational, and non-imagistic mode of thinking proper to plants, as much as the process of bringing human thought itself back to its roots and rendering it plantlike. (shrink)