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Common Knowledge, 2010
The field of “science studies” has often been suspected of dubious moral grounds because of its intensive concern with nonhumans; the accusation is made by those who use a roughly Kantian definition of what it is to occupy the moral high ground. By evaluating four contrasting texts (by Comte-Sponville, Kant, Serres, and Lovelock) in tandem, this ...
Émilie Hache, Bruno Latour
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The field of “science studies” has often been suspected of dubious moral grounds because of its intensive concern with nonhumans; the accusation is made by those who use a roughly Kantian definition of what it is to occupy the moral high ground. By evaluating four contrasting texts (by Comte-Sponville, Kant, Serres, and Lovelock) in tandem, this ...
Émilie Hache, Bruno Latour
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SSRN Electronic Journal, 2003
with respect to questions of fact, people use heuristics – mental short-cuts, or rules of thumb, that generally work well, but that also lead to systematic errors. people use moral heuristics too – moral short-cuts, or rules of thumb, that lead to mistaken and even absurd moral judgments. these judgments are highly relevant not only to morality, but to
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with respect to questions of fact, people use heuristics – mental short-cuts, or rules of thumb, that generally work well, but that also lead to systematic errors. people use moral heuristics too – moral short-cuts, or rules of thumb, that lead to mistaken and even absurd moral judgments. these judgments are highly relevant not only to morality, but to
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South African Journal of Philosophy, 2006
Descartes' morals are often considered a marginal epiphenomenon not only with respect to his metaphysics, but also in regard to the ethical theories that preceded and followed it, that is, broadly Aristotle's eudaimonism, Kantian deontologism and Mill's utilitarianism.
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Descartes' morals are often considered a marginal epiphenomenon not only with respect to his metaphysics, but also in regard to the ethical theories that preceded and followed it, that is, broadly Aristotle's eudaimonism, Kantian deontologism and Mill's utilitarianism.
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Moral dilemmas and moral rules
Cognition, 2006Recent work shows an important asymmetry in lay intuitions about moral dilemmas. Most people think it is permissible to divert a train so that it will kill one innocent person instead of five, but most people think that it is not permissible to push a stranger in front of a train to save five innocents.
Shaun, Nichols, Ron, Mallon
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Morality, Moral Dilemmas, and Moral Requirements
1996Abstract There are at least two issues that are central to determining whether genuine moral dilemmas exist. The first is whether moral considerations are bound to “run out” in certain situations, leaving an agent with conflicting moral requirements.
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Common morality and moral reform
Theoretical Medicine and Bioethics, 2009The idea of moral reform requires that morality be more than a description of what people do value, for there has to be some measure against which to assess progress. Otherwise, any change is not reform, but simply difference. Therefore, I discuss moral reform in relation to two prescriptive approaches to common morality, which I distinguish as the ...
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Moral Cognition and Moral Emotions
2017Moral cognition, a central aspect of human social functioning, involves complex interactions between emotion and reasoning to tell right from wrong. In this chapter, we summarize the cognitive neuroscience literature on moral cognition and moral emotions, highlighting their close relationship with other social cognition domains.
Báez Buitrago, Sandra Jimena +2 more
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Morale positiva vs morale critica
Materiali per una storia della cultura giuridica, 2014Il saggio esamina alcune ambiguità del concetto di "morale" e ricostruisce criticamente i modi in cui alcuni classici del pensiero utilitarista e analitico hanno cercato di eliminarle. Particolare attenzione è dedicata alle opposizioni "m. positiva vs m. critica", "m. convenzionale" vs "m. in conflitto", "diritto naturale positivo" vs p. di utilità.
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The Morality of Moral Education
The Hastings Center Report, 1978E ighteen students, about to embark on graduate work in educational psychology, were asked to state their professional interests. In 1970 most of them would have mentioned open education or de-schooling. In the mid-sixties they would have said compensatory education. And five years earlier it would have been programmed instruction.
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