•  56
    Self-knowledge
    The Philosophers' Magazine 72 35-36. 2016.
  •  1017
    Time, Value, and Collective Immortality
    The Journal of Ethics 19 (2): 197-211. 2015.
    Samuel Scheffler has recently defended what he calls the ‘afterlife conjecture’, the claim that many of our evaluative attitudes and practices rest on the assumption that human beings will continue to exist after we die. Scheffler contends that our endorsement of this claim reveals that our evaluative orientation has four features: non-experientialism, non-consequentialism, ‘conservatism,’ and future orientation. Here I argue that the connection between the afterlife conjecture and these four fe…Read more
  •  2229
    Paternalism and our Rational Powers
    Mind 126 (501): 123-153. 2017.
    According to rational will views of paternalism, the wrongmaking feature of paternalism is that paternalists disregard or fail to respect the rational will of the paternalized, in effect substituting their own presumably superior judgments about what ends the paternalized ought to pursue or how they ought to pursue them. Here I defend a version of the rational will view appealing to three rational powers that constitute rational agency, which I call recognition, discrimination, and satisfaction.…Read more
  •  190
    In “On duties to oneself,” Marcus G. Singer argued that, contrary to long established philosophical tradition, there are no duties to oneself. Singer observes that to have a duty is to be accountable to someone for that duty’s fulfillment, and while she to whom a duty is owed may release the person who has the duty from being bound to fulfill it, the latter cannot release herself from the duty. For releasing oneself from a duty is no different from simply opting not to fulfill it, which would ma…Read more
  •  50
    Ethical issues in teaching
    International Encyclopedia of Ethics. 2013.
    Learning is any process that, by engaging with a person's rational powers, results in an improvement in that person's knowledge, skills, behaviors, or values. Learning can of course occur unaided. Teaching, however, is the deliberate effort to induce learning in another person. The ethics of teaching, then, addresses the ethical standards, values, or traits that govern deliberate efforts to induce learning in others.
  •  629
    Kant and the irrationality of suicide
    History of Philosophy Quarterly 17 (2): 159-176. 2000.
    Though Kant calls the prohibition against suicide the first duty of human beings to themselves, his arguments for this duty lack his characteristic rigor and systematicity. The lack of a single authoritative Kantian approach to suicide casts doubt on what is generally regarded as an extreme and implausible position, to wit, that not only is suicide wrong in every circumstance, but is among the gravest moral wrongs. Here I try to remedy this lack of systematicity in order to show that Kant's posi…Read more
  •  41
  •  133
    Dialectical Refutation as a Paradigm of Socratic Punishment
    Journal of Philosophical Research 27 371-379. 2002.
    Evidence from the Apology, Crito, Protagoras, and Gorgias is mustered in defense of the claim that for Socrates, dialectic typifies just punishment: Dialectic benefits the punished by making her more just, since it disabuses her of the false beliefs that stand in the way of her acquiring knowledge of justice. Though painful and disorienting to the interlocutor, having one’s opinions refuted by Socrates—who is wiser than his interlocutors due to his awareness of the vastness of his ignorance—is i…Read more
  •  1236
    The denial of moral dilemmas as a regulative ideal
    Canadian Journal of Philosophy 46 (2): 268-289. 2016.
    The traditional debate about moral dilemmas concerns whether there are circumstances in which an agent is subject to two obligations that cannot both be fulfilled. Realists maintain there are. Irrealists deny this. Here I defend an alternative, methodologically-oriented position wherein the denial of genuine moral dilemmas functions as a regulative ideal for moral deliberation and practice. That is, moral inquiry and deliberation operate on the implicit assumption that there are no genuine moral…Read more
  •  8837
    A Direct Kantian Duty to Animals
    Southern Journal of Philosophy 52 (3): 338-358. 2014.
    Kant's view that we have only indirect duties to animals fails to capture the intuitive notion that wronging animals transgresses duties we owe to those animals. Here I argue that a suitably modified Kantianism can allow for direct duties to animals and, in particular, an imperfect duty to promote animal welfare without unduly compromising its core theoretical commitments, especially its commitments concerning the source and nature of our duties toward rational beings. The basis for such duties …Read more
  •  2203
    Philosophical defenses of parents’ rights typically appeal to the interests of parents, the interests of children, or some combination of these. Here I propose that at least in the case of biological, non-adoptive parents, these rights have a different normative basis: namely, these rights should be accorded to biological parents because of the compensatory duties such parents owe their children by virtue of having brought them into existence. Inspried by Seana Shiffrin, I argue that procreation…Read more
  •  3201
    Kantian paternalism and suicide intervention
    In Christian Coons & Michael Weber (eds.), Paternalism: Theory and Practice, Cambridge University Press. 2013.
    Defends Kantian paternalism: Interference with an individual’s liberty for her own sake is justified absent her actual consent only to the extent that such interference stands a reasonable chance of preventing her from exercising her liberty irrationally in light of the rationally chosen ends that constitute her conception of the good. More specifically, interference with an individual’s liberty is permissible only if, by interfering, we stand a reasonable chance of preventing that agent from pe…Read more
  •  252
    Moore’s Paradox and Moral Motivation
    Ethical Theory and Moral Practice 12 (5): 495-510. 2009.
    Assertions of statements such as 'it's raining, but I don't believe it' are standard examples of what is known as Moore's paradox. Here I consider moral equivalents of such statements, statements wherein individuals affirm moral judgments while also expressing motivational indifference to those judgments. I argue for four main conclusions concerning such statements: 1. Such statements are genuinely paradoxical, even if not contradictory. 2. This paradoxicality can be traced to a form of epistemi…Read more
  •  997
    A plethora of promises — or none at all
    American Philosophical Quarterly 51 (3): 261-272. 2014.
    Utilitarians are supposed to have difficulty accounting for our obligation to keep promises. But utilitarians also face difficulties concerning our obligation to make promises. Consider any situation in which the options available to me are acts A, B, C… n, and A is utility maximizing. Call A+ the course of action consisting of A plus my promising to perform A. Since there appear to be a wide range of instances in which A+ has greater net utility then A, utilitarianism obligates us to make far m…Read more
  •  266
    Intentional learning as a model for philosophical pedagogy
    Teaching Philosophy 30 (1): 35-58. 2007.
    The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learn…Read more
  •  417
    The moral conversion of rational egoists
    Social Theory and Practice 37 (4): 533-556. 2011.
    One principal challenge to the rationalist thesis that the demands of morality are requirements of rationality has been that posed by the "rational egoist." In attempting to answer's the egoist's challenge, some rationalists have supposed that an adequate reply must take the form of a deductive argument that "converts" the egoist by showing that her position is contradictory, arbitrary, or violates some precept that defines practical rationality as such. Here I argue (a) that such rationalist re…Read more
  •  133
    Contingency and Divine Knowledge in Ockham
    American Catholic Philosophical Quarterly 77 (1): 81-91. 2003.
    Ockham appeared to maintain that God necessarily knows all true propositions, including future contingent propositions, despite the fact that such propositions have determinate truth values. While some commentators believe that Ockham’s attempt to reconcile divine omniscience with the contingency of true future propositions amounts to little more than a simple-minded assertion of Ockham’s Christian faith, I argue that Ockham’s position is more sophisticated than this and rests on attributing to …Read more