Adam Zweber

Much of contemporary metaethics revolves around the issue of “naturalism.” However, there is little agreement on what “naturalism” is or why it should be of significance. In this paper, I aim to rectify this situation by providing a set of necessary conditions on what positions ought to count as “naturalistic.” A metaethical view should count as an instance of naturalism only if it claims that there can be evidence for normative claims that is both public and spatiotemporal. I argue that, unlike other characterizations of “naturalism,” this view shows a clear difference between many metaethical positions and the sciences. The view thereby renders debates about naturalism philosophically significant: the division between naturalists and non‐naturalists is that between philosophers who hold that ethics is relevantly similar to the sciences and those who deny this.

Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments in a way that fails to develop their philosophical abilities. We argue that this problem exists even if students can produce better papers with AI and even if instructors can detect AI-generated content with decent reliability. But LLMs also create a pedagogical opportunity. We propose that instructors shift the emphasis of their assignments from philosophy papers to “LLM dialogues”: philosophical conversations between the student and an LLM. We describe our experience with using these types of assignments over the past several semesters. We argue that, far from undermining quality philosophical instruction, LLMs allow us to teach philosophy more effectively than was possible before.