•  2
    Why Shouldn’t Philosophers Teach Medical Ethics?
    Discourse: Learning and Teaching in Philosophical and Religious Studies 6 (2): 227-236. 2007.
  •  9
    Ethics for A-Level
    OpenBook Publisher. 2017.
    Tailored to the Ethics components of AQA Philosophy and OCR Religious Studies. What does pleasure have to do with morality? What role, if any, should intuition have in the formation of moral theory? If something is ‘simulated’, can it be immoral? This accessible and wide-ranging textbook explores these questions and many more. Key ideas in the fields of normative ethics, metaethics and applied ethics are explained rigorously and systematically, with a vivid writing style that enlivens the topics…Read more
  •  12
    Might Teaching be Judgement Dependent?
    Philosophia 48 (2): 777-787. 2020.
    Our thesis in this paper is that consideration of Wright’s account of what it is to be judgement-dependent leads us to the conclusion that teaching is judgement dependent. We begin with a consideration of Wright’s account of what it is to be judgement-dependent. We then make the case that teaching satisfies the conditions on what it is to be judgement-dependent. Our intention is not to delve into the independent plausibility of such a view. Our focus is simply on showing the connection between W…Read more
  •  20
    Trust in education
    Educational Philosophy and Theory 52 (7): 780-790. 2019.
    The philosophy of trust is a relatively small subfield. Nonetheless, it contains within it many important insights. Our contention in this paper is that careful study of this subfield can b...
  •  68
    A review of Jonas Olson's "Moral Error Theory: History, critique and defence"
  •  23
    Watching Sport—But Who Is Watching's
    Journal of the Philosophy of Sport 32 (2): 184-194. 2005.
    Imagine you are a cycling fan and are watching Lance Armstrong decimate his rivals in the time trial up L’Alpe d’Huez. However, before the event ends you are called away from the TV. You quickly put a videotape in and press record. You get time to watch the video the next morning and have successfully avoided finding out the result. Are you as excited about watching the video as you were when you sat down to watch the event on TV? I suggest not. I think this example highlights an interesting top…Read more
  •  117
    Arguing About Metaethics (edited book)
    Routledge. 2006.
    _Arguing about Metaethics_ collects together some of the most exciting contemporary work in metaethics in one handy volume. In it, many of the most influential philosophers in the field discuss key questions in metaethics: Do moral properties exist? If they do, how do they fit into the world as science conceives it? If they don’t exist, then how should we understand moral thought and language? What is the relation between moral judgement and motivation? As well as these questions, this volume di…Read more
  •  93
    Helping Philosophy Students Become (Even More) Employable
    Teaching Philosophy 39 (4): 413-451. 2016.
    Can we help philosophy students become employable without offending those who say that such a task is not the job of an academic? Can we do this by using the insights from the literature that suggest the most effective way to teach employability is a close link to employers? We are happy to report that the answer is ‘yes.’ In this paper we share what we achieved and why we believe it was effective. We briefly discuss the background and genesis of ‘Communicating Philosophy,’ our employability cou…Read more
  •  95
    Companions in guilt: Arguments for ethical objectivity – Hallvard Lillehammer
    Philosophical Quarterly 59 (235): 379-382. 2009.
    A review of "Companions in guilt: Arguments for ethical objectivity" by Hallvard Lillehammer
  •  40
    Engaging undergraduate students and instigating debate within philosophy seminars is one of the greatest challenges faced by instructors on a daily basis. _How to Get Philosophy Students Talking: An Instructor’s Toolkit _is an innovative and original resource designed for use by academics looking to help students of all abilities get the most out of their time spent in group discussions. Each chapter features thought experiments, discussion questions and further readings on topics within the fol…Read more
  •  138
    Good, God, and the open-question argument
    Religious Studies 41 (3): 335-341. 2005.
    In Finite and Infinite Goods, Robert Adams defends his metaphysical account that good is resemblance to God via an ‘open-question’ intuition. It is, however, unclear what this intuition amounts to. I give two possible readings: one based on the semantic framework Adams employs, and another based on Adams's account of humankind's epistemological limitations. I argue that neither of these readings achieves Adams's advertised aim.
  •  35
    Review of Folke Tersman, Moral Disagreement (review)
    Notre Dame Philosophical Reviews 2007 (2). 2007.
  •  296
    Metaethics: An Introduction
    Acumen Publishing. 2011.
    Do moral facts exist? What would they be like if they did? What does it mean to say that a moral claim is true? What is the link between moral judgement and motivation? Can we know whether something is right and wrong? And is morality a fiction? " Metaethics : An Introduction" presents a very clear and engaging survey of the key concepts and positions in what has become one of the most exciting and influential fields of philosophy. Free from technicality and jargon, this book covers the main ide…Read more