The writings of Francis Hutcheson played a central role in the development of British moral philosophy in the eighteenth century. "His Illustrations on the Moral Sense" is significant not only historically but also for its exploration of problems of concern in contemporary ethics. Yet except for brief selections it has not appeared in print since the eighteenth century. This edition of "Illustrations on the Moral Sense" again makes available Hutcheson's contributions to normative ethics and metaethics, thus making possible a more accurate evaluation of his significance in the history of ethics.
A work dealing with the bases of morality and virtue, both public and private. Hutcheson argues that the natural inclination of the human being is to be virtuous, since the pleasures of being virtuous are the greatest we can experience. Individual human beings have a common inbuilt morality because of the human constitution. In addition to the five senses, he believed there was a moral sense, both equal and complementary to these five. The picture he paints is of a human mentality positively geared to harmonious society, which stumbles and fails only when selfish interest gets in the way. Selfish interest though, was for him only a secondary phenomenon, a failure of the system, which can be corrected if only people could be brought to realize their own nature and the nature of their senses.
Are human beings naturally endowed with a conscience? Or is morality artificially acquired through social pressure and instruction? Most people assume that modern science proves the latter. Further, most of our current social policies are based upon this “scientific” view of the sources of morality. In this book, however, James Q. Wilson seeks to reconcile traditional ideas with a range of important empirical research into the sources of human behavior over the last fifty years. Marshalling evidence drawn from diverse scientific disciplines, including animal behavior, anthropology, evolutionary theory, biology, endocrinology, brain science, genetics, primatology, education and psychology, Wilson shows that the facts about the origin and development of moral reasoning are not at odds with traditional views predating Freud, Darwin and Marx. Our basic sense of right and wrong actually does have a biological and behavioral origin. This “moral sense” arises from the infant’s innate sociability, though it must also be nurtured by parental influence. Thus, this book revives ancient traditions of moral and ethical argument that go back to Aristotle, and reunifies the separate streams of philosophical and scientific knowledge that for so long were regarded as unbridgeable.
"It is hard to put this profound book into a category. Despite the author's criticisms of Thoreau, it is more like Walden than any other book I have read. . . . The book makes great strides toward bringing the best insights from medieval philosophy and from contemporary environmental ethics together. Anyone interested in both of these areas must read this book."—Daniel A. Dombrowski, The Thomist "Those who share Kohák's concern to understand nature as other than a mere resource or matter in motion will find his temporally oriented interpretation of nature instructive. It is here in particular that Kohák turns moments of experience to account philosophically, turning what we habitually overlook or avoid into an opportunity and basis for self-knowledge. This is an impassioned attempt to see the vital order of nature and the moral order of our humanity as one."—Ethics
"John Paul Lederach's work in the field of conciliation and mediation is internationally recognized. He has provided consultation, training and direct mediation in a range of situations from the Miskito/Sandinista conflict in Nicaragua to Somalia, Northern Ireland, Tajikistan, and the Philippines. His influential 1997 book Building Peace has become a classic in the discipline. In this book, Lederach poses the question, "How do we transcend the cycles of violence that bewitch our human community while still living in them?" Peacebuilding, in his view, is both a learned skill and an art. Finding this art, he says, requires a worldview shift. Conflict professionals must envision their work as a creative act-an exercise of what Lederach terms the "moral imagination." This imagination must, however, emerge from and speak to the hard realities of human affairs. The peacebuilder must have one foot in what is and one foot beyond what exists. The book is organized around four guiding stories that point to the moral imagination but are incomplete. Lederach seeks to understand what happened in these individual cases and how they are relevant to large-scale change. His purpose is not to propose a grand new theory. Instead he wishes to stay close to the "messiness" of real processes and change, and to recognize the serendipitous nature of the discoveries and insights that emerge along the way. overwhelmed the equally important creative process. Like most professional peacemakers, Lederach sees his work as a religious vocation. Lederach meditates on his own calling and on the spirituality that moves ordinary people to reject violence and seek reconciliation. Drawing on his twenty-five years of experience in the field he explores the evolution of his understanding of peacebuilding and points the way toward the future of the art." http://www.loc.gov/catdir/enhancements/fy0616/2004011794-d.html.
Moral systems, like normative systems more broadly, involve complex mental representations. Rational Rules proposes that moral learning can be understood in terms of general-purpose rational learning procedures. Nichols argues that statistical learning can help answer a wide range of questions about moral thought: Why do people think that rules apply to actions rather than consequences? Why do people expect new rules to be focused on actions rather than consequences? How do people come to believe a principle of liberty, according to which whatever is not expressly prohibited is permitted? How do people decide that some normative claims hold universally while others hold only relative to some group? The resulting account has both empiricist and rationalist features: since the learning procedures are domain-general, the result is an empiricist theory of a key part of moral development, and since the learning procedures are forms of rational inference, the account entails that crucial parts of our moral system enjoy rational credentials. Moral rules can also be rational in the sense that they can be effective for achieving our ends, given our ecological settings. Rational Rules argues that at least some central components of our moral systems are indeed ecologically rational: they are good at helping us attain common goals. Nichols argues that the account might be extended to capture moral motivation as a special case of a much more general phenomenon of normative motivation. On this view, a basic form of rule representation brings motivation along automatically, and so part of the explanation for why we follow moral rules is that we are built to follow rules quite generally.
