Damian Cox

The gamer’s dilemma, initially proposed by Luck (Ethics and Information Technology 11(1):31–36, 2009) posits a moral comparison between in-game acts of murder and in-game acts of paedophilia within single-player videogames. Despite each activity lacking the obvious harms of their real-world equivalents, common intuitions suggest an important difference between them. Some responses to the dilemma suggest that intuitive responses to the two cases are based on important differences between the acts themselves or their social meaning. Others challenge the fundamental assumptions of the dilemma. In this paper, we identify and explore key imaginative and emotional differences in how certain types of in-game violence are experienced by players, consider how these differences factor into the moral lives of players, and use these insights to resolve the dilemma. The view we develop is that the key moral emotion in offensive video gameplay is self-repugnance. This is not repugnance of the act one directs a game character to perform in the game, nor repugnance of the character one plays. It is repugnance of oneself in playing the game. If self-repugnance is a fitting emotional response to playing a videogame, then this is prima facie grounds for thinking it is wrong to play the videogame. Our approach to the gamer’s dilemma is to distinguish the fittingness conditions of self-repugnance from the fittingness conditions of other moral emotions as they pertain to playing videogames. We argue that because of the virtual character of the actions performed in video games, self-repugnance is a fitting response to particular kinds of offensive gameplay. On the other hand, in-game murder is not invariably a fitting ground for self-repugnance. We argue that this difference is grounded in imaginative responses to the harm of death and the harms of profound suffering. Our task is to explain and justify this difference in fittingness conditions and use this to resolve the gamer’s dilemma.

In attempting to debunk moral realism through an appeal to evolutionary facts, debunkers face a series of problems, which we label the problems of scope, corrosiveness, and post‐hoc justification. To overcome these problems, debunkers must assume certain metaphysical or epistemological positions, or otherwise pre‐establish them. In doing so, they must assume or pre‐establish the very conclusion they seek in advancing the argument. This means that such debunking arguments either beg the question against the moral realist or are undermined as standalone metaethical arguments.

Posthumanist film and television is both a vehicle for reflection on discrimination and prejudice and a means of gratifying in fantasy deeply imbedded human impulses towards prejudice. Discrimination lies at the heart of posthuman narratives whenever the posthuman coalesces around an identifiable group in conflict with humans. We first introduce the idea of prejudice as a form of psychological defense, contrasting it with other accounts of prejudice in the philosophical literature. We then apply this notion to number of posthumanist film and television narratives. An adequate account of prejudice tells us about posthumanism in film—the significance of posthumanist thinking, speculation and fantasy. It helps account for the proliferation of television series and films about people who—being at one time dead, still dead or partially dead, or only sometimes dead, or have powers and appetites we do not have—are borderline creatures: not fully us, but still near to us.

Competition and contest underpin academic life in many ways, not all of them constructive or valuable. In this paper I make a start on the task of distinguishing valuable academic competition from its opposite and suggest reforms of academic institutions that would diminish the prevalence of destructive competition and approach more nearly the egalitarian goal of treating all members of the academic community—especially, but not only, students—as equally valued and equally deserving of respect. To do this, I develop a distinction between two kinds of competition: tender competition and rank competition. I analyse the illusion of meritocracy in terms of them. My principal recommendation for university pedagogical practice is to eliminate grading of student work and replace grading systems with a system of demanding pass/fail assessments.

In “A Refutation of Environmental Ethics” Janna Thompson argues that by assigning intrinsic value to nonhuman elements of nature either our evaluations become arbitrary, and therefore unjustified, or impractical, or justified and practical, but only by reflecting human interest, thus failing to be truly intrinsic to nonhuman nature. There are a number of possible responses to her argument, some of which have been made explicitly in reply to Thompson and others which are implicit in the literature. In this discussion I describe still another response, one which takes Thompson’s concerns about value seriously, but does not assign nature intrinsic or nonanthropocentric value. I suggest a relational environmental ethic as the basis for a genuinely ethical stance toward nature in which our relations to nature are a principal object of ethical concern.

BOOK REVIEW Extract: Integrity, it seems, is a matter of remaining true to oneself, or rather, it is a matter of remaining true to what one reasonably judges to be the best of oneself. In Integrity and the Virtues of Reason, Greg Scherkoske seeks to overturn this piece of conventional wisdom. It is a fine book and I learned a lot from it. Scherkoske elaborates and defends the idea that integrity is an epistemic virtue; that it is not fundamentally a matter of being true to oneself but of being a good and responsible epistemic agent. What is wrong with the conventional picture, Scherkoske thinks, is that it invites moral danger. The moral danger Scherkoske has in mind takes two forms. One is self-indulgence. When faced with demands from others, fidelity to one's own commitments just because they are one's own can easily lead to a promotion of one's own interests over the interests of others. The second danger is blind allegiance. "Even if a person's commitments cannot be construed as self-indulgent or egoistic, an individual's belief that something is a matter of integrity might be taken to foreclose the possibility of challenge and revision".

Extract: Clearly, academic life takes place at the intersection of many social practices. If MacIntyre is right, the role-specific virtues of academic life should be understood in terms of these practices.2 Academic virtues are those excellences required to obtain the internal goods of the social practices constituting academic life. And the social practices of academic life are sustained, competitive and cooperative attempts to achieve a set of academic goals and realize academic forms of excellence. They are also sustained attempts to expand and improve conceptions of these goals and forms of excellence. They emerge out of traditions—for instance the tradition of scientific argument— and must be understood in terms of these traditions. MacIntyre argues that this preliminary account of virtues in relation to social practices needs to be deepened in two ways: connecting it to the unity of an individual’s life on the one hand and to a coherent historical tradition on the other. Virtues are not just any set of traits delivering the internal goods of social practices, but those that serve to make coherent a person’s life and her place in an on-going tradition. They are crucial to lending meaning to one’s life and its struggles.

In this paper, I develop a solution to the puzzle of mirror perception: why do mirrors appear to reverse the image of an object along a left/right axis and not around other axes, such as the top/bottom axis? I set out the different forms the puzzle takes and argue that one form of it – arguably the key form – has not been satisfactorily solved. I offer a solution in three parts: setting out the conditions in which an apparent left/right reversal of mirror images is generated; explaining why these conditions are so often met; explaining why we are cognitively biased towards the perception of left/right reversal when these conditions are met.

This paper is a study in contrasts. In the first part, I describe one prominent set of approaches to representing the ethical: those of analytic philosophy and the experimental moral psychology inspired by it. I argue that what is missing in this approach is a perspicuous representation of the ethical. The term “perspicuous representation” is drawn from the work of Wittgenstein, where it means a way of representing phenomena that reveals the inner connections between their parts or aspects and makes apparent their meaning for us. Arriving at perspicuous representations is fundamental to Wittgenstein’s interpretative/philosophical methodology. In Philosophical Investigations he says, “The concept of a perspicuous...

In this chapter I use a film by the Belgian filmmakers Jean-Pierre and Luc Dardenne, Le Fils, to explore the difference between Stoic and Anti-Stoic approaches to overcoming victimhood. The Stoic approach to overcoming victimhood emphasizes the inner-strength and resourcefulness of victims. It sets up an ideal of Stoic independence in which a person responds to becoming a victim by marshalling inner resources to overcome destructive and painful emotions. An Anti-Stoic approach to overcoming victimhood rejects such an appeal to independence and acknowledges that victims do not generally possess the inner resources needed to eliminate destructive and painful emotions. According to Anti-Stoicism, overcoming victimhood is a risky affair; it requires both courage and luck. I use Le Fils to argue that the Anti-Stoic approach to overcoming victimhood is both more realistic and more valuable than the Stoic approach

In this paper we explore the connections between ethics and decision theory. In particular, we consider the question of whether decision theory carries with it a bias towards consequentialist ethical theories. We argue that there are plausible versions of the other ethical theories that can be accommodated by “standard” decision theory, but there are also variations of these ethical theories that are less easily accommodated. So while “standard” decision theory is not exclusively consequentialist, it is not necessarily ethically neutral. Moreover, even if our decision-theoretic models get the right answers vis-`a-vis morally correct action, the question remains as to whether the motivation for the non-consequentialist theories and the psychological processes of the agents who subscribe to those ethical theories are lost or poorly represented in the resulting models.

While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution it is over and done with. The buildings still stand. Students enrol and may attend lectures, though most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an “uncanny” spectral presence. The encompassing ethico-philosophical question is this: what is it about spectral space and the feeling of absence with regard to the university that is important to understand? The Spectral University is characterized by the absence of what used to give the university its constitutive form and structure; of what is essential to the university as an important place of learning and growth. What is gone is the ability to pursue the academic virtues.