The morals of metaphysics: Kant's 'Groundwork' as intellectual paideia

To approach philosophy as a way of working on the self means to begin not with the experience it clarifies and the subject it discovers, but with the acts of self‐transformation it requires and the subjectivity it seeks to fashion. Commenting on the variety of spiritual exercises to be found in the ancient schools, Pierre Hadot remarks that: Some, like Plutarch’s ethismoi, designed to curb curiosity, anger or gossip, were only practices intended to ensure good moral habits. Others, particularly the meditations of the Platonic tradition, demanded a high degree of mental concentration. Some, like the contemplation of nature as practiced in all philosophical schools, turned the soul toward the cosmos, while still others—rare and exceptional—led to a transfiguration of the personality, as in the experiences of Plotinus. We also saw that the emotional tone and notional content of these exercises varied widely from one philosophical school to another: from the mobilization of energy and consent to destiny of the Stoics, to the relaxation and detachment of the Epicureans, to the mental concentration and renunciation of the sensible world among the Platonists.1 While successfully applied to ancient philosophy,2 this approach has not been widely exploited in the history of philosophy more broadly. There is, however, at least one study of medieval metaphysics in these terms,3 and there are some important discussions of early modern Stoicism and Epicureanism.4 And a recent study of Hume shows the fruitfulness of the approach for Enlightenment philosophy.5 It is all the more surprising then that there seems to have been no serious attempt to approach Kant’s moral philosophy in this way.

Social norms, morals and self-interest as determinants of pro-environment behaviour.

This paper considers the role which selfish, moral and social incentives and pressures play in explaining the extent to which stated choices over pro-environment behaviours vary across individuals. The empirical context is choices over household waste contracts and recycling actions in Poland. A theoretical model is used to show how cost-based motives and the desire for a positive self- and social image combine to determine the utility from alternative choices of recycling behaviour. We then describe a discrete choice experiment designed to empirically investigate the effects such drivers have on stated choices. Using a latent class model, we distinguish three types of individual who are described as duty-orientated recyclers, budget recyclers and homo oeconomicus. These groups vary in their preferences for how frequently waste is collected, and the number of categories into which household waste must be recycled. Our results have implications for the design of future policies aimed at improving participation in recycling schemes.

Educar en valors és educar sentiments morals

En aquest article presentem una proposta del que significa educar en valors partint d'una concepció activa del subjecte en desenvolupament. Per aquesta raó, considerem que educar en valors consisteix a crear condicions per aprendre èticament. L'aprenentatge ètic és un procés que ateny tant els àmbits d'educació formal com els no formals i informals, ja que la seva naturalesa no descansa exclusivament en un coneixement reglat sinó que es fonamenta en les relacions establertes en els diferents contextos a partir dels quals anem construint, elaborant i reelaborant els nostres esquemes cognitius i també afectius. S'aposta pel cultiu de l'autonomia personal, de la voluntat, del respecte a la diferència, per l'acceptació de la contrarietat i la disponibilitat cap al diàleg com a valor i com a mitjà per afrontar les relacions amb els altres. L'abordatge de tot això ens obliga a considerar, en els plantejaments i en les accions pedagògiques, els raonaments i els sentiments, i més concretament els sentiments morals, amb la mateixa intensitat si volem aconseguir fer real la màxima d'educar en la integralitat i si volem donar una resposta des de la globalitat.

Llenguatge i decisions morals

'Què faries si l"única manera de salvar cinc persones d"una mort segura a causa d"un accident atzarós fos provocar expressament la mort d"una altra persona que no està en perill?" No és una pregunta fàcil, ni la resposta trivial. Prenem decisions constantment, sovint intranscendents-quina camisa em poso avui?-, però també moltes que tenen un cert component moral, que poden afectar altres persones.

Educar en valors ??s educar sentiments morals.

Resumen tomado de la publicaci??n

Podem trobar valors morals comuns a les religions?. '¿Podemos encontrar valores comunes en las religiones?'.

Resumen basado en el de la autora en catalán

Les emocions i els sentiments morals en l???educaci?? de la ciutadania

Resumen basado en el de la publicaci??n

Es pot educar nom??s amb m??nims morals : ??tica de m??nims "versus" m??nima educaci??

Resumen basado en el de la publicaci??n

Do Information, Price, or Morals Influence Ethical Consumption? A Natural Field Experiment and Customer Survey on the Purchase of Fair Trade Coffee

We address ethical consumption using a natural field experiment on the actual purchase of Fair Trade (FT) coffee in three supermarkets in Germany. Based on a quasi-experimental before-and-after design the effects of three different treatments – information, 20% price reduction, and a moral appeal – are analyzed. Sales data cover actual ethical purchase behavior and avoid problems of social desirability. But they offer only limited insights into the motivations of individual consumers. We therefore complemented the field experiment with a customer survey that allows us to contrast observed (ethical) buying behavior with self-reported FT consumption. Results from the experiment suggest that only the price reduction had the expected positive and statistically significant effect on FT consumption.

The crucifixion viewed from a Jewish standpoint : a lecture delivered by invitation before the "Chicago Institute for Morals, Religion and Letters" /

Mode of access: Internet.