Anita Superson

Traditionally, the problem of defeating scepticism about the rationality of morality is that of showing that every morally required act is rationally required. Little or no direct attention has been paid to whether we must also show that it is rational for the agent to have and act from the morally appropriate motive, whatever that may be. This is not to say that philosophers have entirely ignored the issue of motives; a fair number—Kant and Aristotle come to mind—are concerned in part with the kind of motive agents ought to have and from which they ought to act. But the link to scepticism has not been clearly made. At issue is whether scepticism is fully defeated if we show that every morally required act is rationally required, even if we leave it possible that a fully rational person who performs the act just “goes through the motions” in doing so

I defend the Interdependency Thesis, according to which rational evaluations of dispositions and actions are made in light of each other. I invoke a model of rationality that relies on various levels of consistency existing between an agent’s reasons for adopting a moral disposition, the argument for the moral theory she endorses (relying on the Kantian notion that all persons are equal in humanity), her desires, disposition, and choice to be a moral person as reflected in the maxim she adopts. The Interdependency Thesis shows that we do not need to demonstrate the rationality of every morally required action in order to defeat scepticism fully.

This paper (1) summarizes the main points of the papers in the volume which demonstrate some of the ways that academic freedom is at odds with recent conservative attacks on the professoriate; (2) argues that some of the conservative attacks from students on faculty are at base a failure to acknowledge their equal personhood, but treat them as inferior beings and thus elicit harmful psychological reactions similar to those found in victims of racist slurs; and (3) examines possible solutions, including distancing on the part of faculty, and distributing the burden of critical thinking among all faculty and college courses, thereby making academic freedom a reality for all.