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D O I N G E T H I C S
‘’ Moral Reasoning and Contemporary Issues
Fourth Edition
Lewis Vaughn
BW. W. NORTON & COMPANY Independent and Employee-Owned New York . London
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W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program—trade books and college texts—were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today—with a staff of four hundred and a comparable number of trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees.
Copyright © 2016, 2013, 2010, 2008 by W. W. Norton & Company, Inc.
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C O N T E N T S
‘’ P R E F A C E xvi i
PART 1: FUNDAMENTALS
CHAPTER 1 Ethics and the Examined Life 3
The Ethical Landscape 5
The Elements of Ethics 6
The Preeminence of Reason 6
QUICK REVIEW 7
The Universal Perspective 7
The Principle of Impartiality 8
The Dominance of Moral Norms 8
Religion and Morality 8
Believers Need Moral Reasoning 9
When Conflicts Arise, Ethics Steps In 9
CRITICAL THOUGHT: ETHICS, RELIGION, AND TOUGH MORAL ISSUES 10
Moral Philosophy Enables Productive Discourse 10
Summary 12
Exercises: Review Questions / Discussion Questions 12
READINGS
from What Is the Socratic Method? by Christopher Phillips 13
from The Euthyphro by Plato 16
CHAPTER 2 Subjectivism, Relativism, and Emotivism 20
Subjective Relativism 21
QUICK REVIEW 21
JUDGE NOT? 22
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Cultural Relativism 23
CRITICAL THOUGHT: “FEMALE CIRCUMCISION” AND CULTURAL RELATIVISM 24
Emotivism 28
Summary 30
Exercises: Review Questions / Discussion Questions 31
READINGS
from Anthropology and the Abnormal by Ruth Benedict 32
Trying Out One’s New Sword by Mary Midgley 35
PART 2: MORAL REASONING
CHAPTER 3 Evaluating Moral Arguments 41
Claims and Arguments 41
Arguments Good and Bad 43
CRITICAL THOUGHT: THE MORALITY OF CRITICAL THINKING 44
Implied Premises 47
QUICK REVIEW 47
Deconstructing Arguments 48
Moral Statements and Arguments 51
Testing Moral Premises 53
Assessing Nonmoral Premises 55
QUICK REVIEW 55
Avoiding Bad Arguments 56
Begging the Question 56
Equivocation 56
Appeal to Authority 57
Slippery Slope 57
APPEAL TO EMOTION 57
Faulty Analogy 58
Appeal to Ignorance 58
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Straw Man 59
Appeal to the Person 59
Hasty Generalization 59
QUICK REVIEW 60
Writing and Speaking about Moral Issues 60
Summary 62
Exercises: Review Questions / Discussion Questions / Argument Exercises 62
PART 3: THEORIES OF MORALITY
CHAPTER 4 The Power of Moral Theories 67
Theories of Right and Wrong 67
MORAL THEORIES VERSUS MORAL CODES 68
Major Theories 69
Consequentialist Theories 69
Nonconsequentialist Theories 70
QUICK REVIEW 71
Evaluating Theories 72
Criterion 1: Consistency with Considered Judgments 73
CONSIDERED MORAL JUDGMENTS 73
Criterion 2: Consistency with Our Moral Experiences 74
CRITICAL THOUGHT: A 100 PERCENT ALL-NATURAL THEORY 74
Criterion 3: Usefulness in Moral Problem Solving 75
QUICK REVIEW 75
Summary 76
Exercises: Review Questions / Discussion Questions 76
CHAPTER 5 CONSEQUENTIALIST THEORIES: MAXIMIZE THE GOOD 78
Ethical Egoism 78
Applying the Theory 79
Evaluating the Theory 80
CONTENTS Á v
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CAN ETHICAL EGOISM BE ADVOCATED? 82
QUICK REVIEW 84
Utilitarianism 84
Applying the Theory 88
PETER SINGER, UTILITARIAN 88
QUICK REVIEW 89
Evaluating the Theory 89
Learning from Utilitarianism 93
CRITICAL THOUGHT: CROSS-SPECIES TRANSPLANTS: WHAT WOULD A UTILITARIAN DO? 94
Summary 94
Exercises: Review Questions / Discussion Questions 95
READING
from Utilitarianism by John Stuart Mill 96
CHAPTER 6 Nonconsequentialist Theories: Do Your Duty 102
Kant’s Ethics 102
CRITICAL THOUGHT: SIZING UP THE GOLDEN RULE 104
Applying the Theory 106
Evaluating the Theory 106
THE KANTIAN VIEW OF PUNISHMENT 107
Learning from Kant’s Theory 109
Natural Law Theory 109
Applying the Theory 111
QUICK REVIEW 111
CRITICAL THOUGHT: DOUBLE EFFECT AND THE “TROLLEY PROBLEM” 112
Evaluating the Theory 113
Learning from Natural Law 114
Summary 114
Exercises: Review Questions / Discussion Questions 115
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READINGS
from Fundamental Principles of the Metaphysic of Morals by Immanuel Kant 116
from Summa Theologica by St. Thomas Aquinas 125
CHAPTER 7 Virtue Ethics: Be a Good Person 136
The Ethics of Virtue 136
CRITICAL THOUGHT: LEARNING VIRTUES IN THE CLASSROOM 137
Virtue in Action 138
Evaluating Virtue Ethics 138
CRITICAL THOUGHT: WARRIOR VIRTUES AND MORAL DISAGREEMENTS 140
The Ethics of Care 141
QUICK REVIEW 141
Learning from Virtue Ethics 141
FEMINIST ETHICS 142
Summary 143
Exercises: Review Questions / Discussion Questions 144
READINGS
from Nicomachean Ethics by Aristotle 145
The Need for More Than Justice by Annette C. Baier 153
PART 4: ETHICAL ISSUES
CHAPTER 8 Abortion 163
Issue File: Background 163
ABORTION IN THE UNITED STATES: FACTS AND FIGURES 164
MAJORITY OPINION IN ROE V. WADE 166
Moral Theories 166
ABORTION AND THE SCRIPTURES 168
QUICK REVIEW 169
Moral Arguments 169
CRITICAL THOUGHT: LATE-TERM ABORTIONS 170
Summary 174
CONTENTS Á vii
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READINGS
A Defense of Abortion by Judith Jarvis Thomson 175
On the Moral and Legal Status of Abortion by Mary Anne Warren 185
Why Abortion Is Immoral by Don Marquis 194
Virtue Theory and Abortion by Rosalind Hursthouse 205
Cases for Analysis 211
CHAPTER 9 Altering Genes and Cloning Humans 213
Issue File: Background 213
GENE THERAPY: SOME RECENT DEVELOPMENTS 216
Moral Theories 218
CRITICAL THOUGHT: LONGER LIFE THROUGH GENE THERAPY? 219
Moral Arguments 219
QUICK REVIEW 221
Summary 221
READINGS
Genetic Enhancement by Walter Glannon 222
Is Gene Therapy a Form of Eugenics? by John Harris 226
The Wisdom of Repugnance by Leon R. Kass 232
Cloning Human Beings: An Assessment of the Ethical Issues Pro and Con by Dan W. Brock 249
Cases for Analysis 260
CHAPTER 10 Euthanasia and Physician-Assisted Suicide 263
THE DEATH OF KAREN ANN QUINLAN 264
Issue File: Background 264
LANDMARK COURT RULINGS 266
QUICK REVIEW 267
Moral Theories 267
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CRITICAL THOUGHT: DR. KEVORKIAN AND PHYSICIAN-ASSISTED SUICIDE 269
Moral Arguments 269
PUBLIC OPINION AND EUTHANASIA 271
Summary 273
READINGS
Active and Passive Euthanasia by James Rachels 274
The Wrongfulness of Euthanasia by J. Gay-Williams 278
From Voluntary Active Euthanasia by Dan W. Brock 281
Euthanasia by Philippa Foot 289
Killing and Allowing to Die by Daniel Callahan 304
Cases for Analysis 306
CHAPTER 11 Capital Punishment 310
Issue File: Background 310
Moral Theories 312
CRITICAL THOUGHT: MEDICATED FOR THE DEATH PENALTY 313
QUICK REVIEW 315
CRITICAL THOUGHT: BOTCHED EXECUTIONS 316
Moral Arguments 318
CRITICAL THOUGHT: DIFFERENT CASES, SAME PUNISHMENT 319
Summary 320
READINGS
The Ultimate Punishment: A Defense by Ernest van den Haag 321
from Justice, Civilization, and the Death Penalty: Answering van den Haag by Jeffrey H. Reiman 326
Against the Death Penalty: The Minimal Invasion Argument by Hugo Adam Bedau 332
In Defense of the Death Penalty by Louis P. Pojman 337
Cases for Analysis 347
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CHAPTER 12 Drug Use, Harm, and Personal Liberty 350
Issue File: Background 351
DIVERSE VIEWS IN THE UNITED STATES ON USING MARIJUANA 352
Moral Theories 353
CRITICAL THOUGHT: DOES LEGALIZING MEDICAL MARIJUANA ENCOURAGE USE AMONG TEENAGERS? 354
Moral Arguments 354
QUICK REVIEW 356
Summary 357
READINGS
The Ethics of Addiction by Thomas Szasz 357
The Fallacy of the “Hijacked Brain” by Peg O’Connor 366
Against the Legalization of Drugs by James Q. Wilson 368
Cases for Analysis 377
CHAPTER 13 Sexual Morality 380
Issue File: Background 380
VITAL STATS: SEXUAL BEHAVIOR 381
Moral Theories 382
Moral Arguments 383
VITAL STATS: SEX AND RELATIONSHIPS 384
QUICK REVIEW 385
Summary 386
READINGS
Plain Sex by Alan H. Goldman 386
Sexual Morality by Roger Scruton 395
Sexual Perversion by Thomas Nagel 402
Feminists against the First Amendment by Wendy Kaminer 409
“The Price We Pay?”: Pornography and Harm by Susan J. Brison 416
Cases for Analysis 426
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CHAPTER 14 Same-Sex Marriage 429
Issue File: Background 429
Moral Theories 430
OPINION POLLS: SAME-SEX MARRIAGE 431
VITAL STATS: GAYS, LESBIANS, AND SAME-SEX COUPLES 432
Moral Arguments 432
QUICK REVIEW 433
Summary 433
READINGS
On Gay Rights by Richard D. Mohr 434
What Marriage Is For: Children Need Mothers and Fathers by Maggie Gallagher 442
Here Comes the Groom: A (Conservative) Case for Gay Marriage by Andrew Sullivan 446
Cases for Analysis 449
CHAPTER 15 Environmental Ethics 451
Issue File: Background 451
SOME MAJOR ENVIRONMENTAL ISSUES 454
Moral Theories 456
QUICK REVIEW 456
CRITICAL THOUGHT: SHOULD PANDAS PAY THE PRICE? 457
Moral Arguments 458
Summary 460
READINGS
People or Penguins by William F. Baxter 461
The Ethics of Respect for Nature by Paul W. Taylor 465
Are All Species Equal? by David Schmidtz 480
The Land Ethic by Aldo Leopold 488
Cases for Analysis 492
CONTENTS Á xi
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CHAPTER 16 Animal Rights 495
Issue File: Background 496
CRITICAL THOUGHT: SHOULD WE ABOLISH DOG RACING? 498
Moral Theories 499
CRITICAL THOUGHT: SHOULD WE EXPERIMENT ON ORPHANED BABIES? 501
QUICK REVIEW 502
Moral Arguments 502
Summary 504
READINGS
All Animals Are Equal by Peter Singer 505
The Case for Animal Rights by Tom Regan 515
Difficulties with the Strong Animal Rights Position by Mary Anne Warren 522
Speciesism and the Idea of Equality by Bonnie Steinbock 528
Cases for Analysis 535
CHAPTER 17 Political Violence: War, Terrorism, and Torture 539
Issue File: Background 539
CRITICAL THOUGHT: PREEMPTIVE WAR ON IRAQ 542
CRITICAL THOUGHT: TERRORISTS OR FREEDOM FIGHTERS? 549
Moral Theories 550
Moral Arguments 552
QUICK REVIEW 556
Summary 557
READINGS
Reconciling Pacifists and Just War Theorists by James P. Sterba 558
Against “Realism” by Michael Walzer 566
Can Terrorism Be Morally Justified? by Stephen Nathanson 577
The Case for Torturing the Ticking Bomb Terrorist by Alan M. Dershowitz 585
Cases for Analysis 594
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CHAPTER 18 Equality and Affirmative Action 597
Issue File: Background 597
CRITICAL THOUGHT: ARE LEGACIES RACIST? 599
Moral Theories 600
CRITICAL THOUGHT: ARE WHITES-ONLY SCHOLARSHIPS UNJUST? 601
QUICK REVIEW 602
Moral Arguments 603
Summary 605
READINGS
Reverse Discrimination as Unjustified by Lisa H. Newton 606
The Case against Affirmative Action by Louis P. Pojman 609
Affirmative Action and Quotas by Richard A. Wasserstrom 622
In Defense of Affirmative Action by Tom L. Beauchamp 625
Cases for Analysis 634
CHAPTER 19 Global Economic Justice 637
Issue File: Background 637
Moral Theories 639
VITAL STATS: THE PLANET’S POOR AND HUNGRY 639
Moral Arguments 641
QUICK REVIEW 643
Summary 643
READINGS
On Justice by John Rawls 644
The Entitlement Theory of Justice by Robert Nozick 651
Famine, Affluence, and Morality by Peter Singer 660
Lifeboat Ethics by Garrett Hardin 665
Cases for Analysis 672
CONTENTS Á xiii
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G L O S S A R Y 674
F U R T H E R R E A D I N G 678
A N S W E R S T O A R G U M E N T E X E R C I S E S 684
I N D E X 685
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This fourth edition of Doing Ethics brings another set of substantial improvements to a text that had already been greatly expanded and improved. The aims that have shaped this text from the begin- ning have not changed: to help students (1) see why ethics matters to society and to themselves; (2) understand core concepts (theories, principles, values, virtues, and the like); (3) be familiar with the background (scientific, legal, and otherwise) of contemporary moral problems; and (4) know how to apply critical reasoning to those problems—to assess moral judgments and principles, construct and evaluate moral arguments, and apply and cri- tique moral theories. This book, then, tries hard to provide the strongest possible support to teachers of applied ethics who want students, above all, to think for themselves and competently do what is often required of morally mature persons—that is, to do ethics.
These goals are reflected in the book’s extensive introductions to concepts, cases, and issues; its large collection of readings and exercises; and its chapter-by-chapter coverage of moral reasoning— perhaps the most thorough introduction to these skills available in an applied-ethics text. This latter theme gets systematic treatment in five chapters, threads prominently throughout all the others, and is reinforced everywhere by “Critical Thought” text boxes prompting students to apply critical thinking to real debates and cases. The point of all this is to help students not just to study ethics but to become fully involved in the ethical enterprise and the moral life.
P R E F A C E
‘’
NEW FEATURES
• A new chapter on the morality of personal use of illicit drugs and the laws and policies that pertain to that use: Chapter 12, Drug Use, Harm, and Personal Liberty. It includes three new readings by major figures in the debates on illegal drugs.
• A new chapter on the moral permissibility of affirmative action: Chapter 18, Equality and Affirmative Action. It includes four readings by prominent commentators on the issue.
• A revamped chapter on sexual morality that includes two new readings on pornography: Chapter 13, Sexual Morality.
• Six new readings to supplement the already extensive collection of essays.
ORGANIZATION
Part 1 (“Fundamentals”) prepares students for the tasks enumerated above. Chapter 1 explains why ethics is important and why thinking critically about ethical issues is essential to the examined life. It introduces the field of moral philosophy, defines and illustrates basic terminology, clarifies the connection between religion and morality, and explains why moral reasoning is crucial to moral maturity and personal freedom. Chapter 2 investigates a favorite doctrine of undergraduates—ethical relativism—and examines its distant cousin, emotivism.
Part 2 (“Moral Reasoning”) consists of Chapter 3, which starts by reassuring students that moral rea- soning is neither alien nor difficult but is simply
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ordinary critical reasoning applied to ethics. They’ve seen this kind of reasoning before and done it before. Thus, the chapter focuses on iden- tifying, devising, diagramming, and evaluating moral arguments and encourages practice and competence in finding implied premises, testing moral premises, assessing nonmoral premises, and dealing with common argument fallacies.
Part 3 (“Theories of Morality”) is about apply- ing critical reasoning to moral theories. Chapter 4 explains how moral theories work and how they are related to other important elements in moral experience: considered judgments, moral argu- ments, moral principles and rules, and cases and issues. It reviews major theories and shows how students can evaluate them by applying plausible criteria. The rest of Part 3 (Chapters 5 through 7) covers key theories in depth—utilitarianism, ethi- cal egoism, Kant’s theory, natural law theory, and the ethics of virtue. Students see how each theory is applied to moral issues and how those issues’ strengths and weaknesses are revealed by applying the criteria of evaluation.
In Part 4 (“Ethical Issues”), each of twelve chap- ters explores a timely moral issue through discussion and relevant readings: abortion, genetic manipula- tion and human cloning, euthanasia and physician- assisted suicide, drug use, capital punishment, sexual morality, same-sex marriage, environmental ethics, animal rights, affirmative action, political violence, and global economic justice. Every chapter supplies legal, scientific, and other background information on the issue; discusses how major theo- ries have been applied to the problem; examines arguments that have been used in the debate; and includes additional cases for analysis with questions. The readings are a mix of well-known essays and sur- prising new voices, both classic and contemporary.
PEDAGOGICAL FEATURES
In addition to the “Critical Thought” boxes and “Cases for Analysis,” there are other pedagogical devices:
• “Quick Review” boxes that reiterate key points or terms mentioned in previous pages
• Text boxes that discuss additional topics or issues related to main chapter material
• End-of-chapter review and discussion questions
• Chapter summaries
• Suggestions for further reading for each issues chapter
• Glossary
ACKNOWLEDGMENTS
Many people have helped make this third edition a great deal better than its previous incarnations. Among these I think first of my editor at W. W. Norton, Pete Simon, who believed in the project from the outset and helped me shape and improve it. Others at Norton also gave their time and talent to this text: Marian Johnson, managing editor; Rachel Mayer, project editor; Barbara Curialle, copy editor; Benjamin Reynolds, production man- ager; Megan Jackson, permissions manager; and Gerra Goff, assistant editor.
The silent partners in this venture are the many reviewers who helped in countless ways to make the book better. They include Harry Adams (Prairie View A&M University), Alex Aguado (Uni- versity of North Alabama), Edwin Aiman (Univer- sity of Houston), Daniel Alvarez (Colorado State University), Peter Amato (Drexel University), Robert Bass (Coastal Carolina University), Ken Beals (Mary Baldwin College), Helen Becker (Shep- herd University), Paul Bloomfield (University of Connecticut), Robyn Bluhm (Old Dominion Uni- versity), Vanda Bozicevic (Bergen Community College), Brent Braga (Northland Community and Technical College), Mark Raymond Brown (Uni- versity of Ottawa), Matthew Burstein (Washington and Lee University), Gabriel R. Camacho (El Paso Community College), Jay Campbell (St. Louis Community College at Meramec), Jeffrey Carr (Illinois State University), Alan Clark (Del Mar College), Andrew J. Cohen (Georgia State Univer-
Á PREFACExvi
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sity), Elliot D. Cohen (Indian River State College), Robert Colter (Centre College), Timothy Conn (Sierra College), Guy Crain (University of Okla- homa), Sharon Crasnow (Norco College), Kelso Cratsley (University of Massachusetts, Boston), George Cronk (Bergen Community College), Kevin DeCoux (Minnesota West Community and Technical College), Lara Denis (Agnes Scott Col- lege), Steve Dickerson (South Puget Sound Com- munity College), Nicholas Diehl (Sacramento City College), Robin S. Dillon (Lehigh University), Peter Dlugos (Bergen Community College), Matt Drabek (University of Iowa), David Drebushenko (University of Southern Indiana), Clint Dunagan (Northwest Vista College), Paul Eckstein (Bergen Community College), Andrew Fiala (California State University, Fresno), Stephen Finlay (Univer- sity of Southern California), Matthew Fitzsim- mons (University of North Alabama), Tammie Foltz (Des Moines Area Community College), Tim Fout (University of Louisville), Dimitria Gatzia (University of Akron), Candace Gauthier (Univer- sity of North Carolina, Wilmington), Mark Greene (University of Delaware), Kevin Guilfoy (Carroll University), Katherine Guin (The College at Brock- port: SUNY), Don Habibi (University of North Car- olina, Wilmington), Barbara M. Hands (University of North Carolina, Greensboro), Craig Hanks (Texas State University), Jane Haproff (Sierra Col- lege), Ed Harris (Texas A&M University), Blake Heffner (Raritan Valley Community College), Marko Hilgersom (Lethbridge Community Col- lege), John Holder III (Pensacola Junior College), Mark Hollifield (Clayton College and State Univer- sity), Margaret Houck (University of South Carolina), Michael Howard (University of Maine, Orono), Frances Howard-Snyder (Western Wash- ington University), Kenneth Howarth (Mercer County Community College), Louis F. Howe, Jr. (Naugatuck Valley Community College), Kyle Hubbard (Saint Anselm College), Robert Hull (Western Virginia Wesleyan College), Amy Jeffers (Owens Community College), Timothy Jessen (Ivy Tech Community College, Bloomington), John
Johnston (College of the Redwoods), Marc Jolley (Mercer University), Frederik Kaufman (Ithaca College), Thomas D. Kennedy (Berry College), W. Glenn Kirkconnell (Santa Fe College), Donald Knudsen (Montgomery County Community Col- lege), Gilbert Kohler (Shawnee Community Col- lege), Thomas Larson (Saint Anselm College), Matt Lawrence (Long Beach City College), Clayton Lit- tlejohn (Southern Methodist University), Jessica Logue (University of Portland), Ian D. MacKinnon (The University of Akron), Tim Madigan (St. John Fisher College), Ernâni Magalhães (West Virginia University), Daniel Malotky (Greensboro College), Ron Martin (Lynchburg College), Michael McKeon (Barry University), Katherine Mendis (Hunter Col- lege, CUNY), Joshua Mills-Knutsen (Indiana Uni- versity Southeast), Michael Monge (Long Beach City College), Eric Moore (Longwood University), Jon S. Moran (Southwest Missouri State Univer- sity), Dale Murray (Virginia Commonwealth Uni- versity), Elizabeth Murray (Loyola Marymount University), Thomas Nadelhoffer (Dickinson Col- lege), Jay Newhard (East Carolina University), Charles L. North (Southern New Hampshire Uni- versity), Robert F. O’Connor (Texas State Univer- sity), Jeffrey P. Ogle (Metropolitan State University of Denver), Don Olive (Roane State Community College), Leonard Olson (California State Univer- sity, Fresno), Jessica Payson (Bryn Mawr College), Gregory E. Pence (University of Alabama), Donald Petkus (Indiana University School of Public and Environmental Affairs), Trisha Philips (Mississippi State University), Thomas M. Powers (University of Delaware), Marjorie Price (University of Alabama), Netty Provost (Indiana University, Kokomo), Elisa Rapaport (Molloy College), Michael Redmond (Bergen Community College), Daniel Regan (Vil- lanova University), Joseph J. Rogers (University of Texas, San Antonio), John Returra (Lackawanna College), Robert M. Seltzer (Western Illinois Uni- versity), Edward Sherline (University of Wyoming), Aeon J. Skoble (Bridgewater Commu- nity College), Eric Snider (Lansing Community College), Eric Sotnak (University of Akron), Piers
PREFACE Á xvii
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H.G. Stephens (University of Georgia), Grant Ster- ling (Eastern Illinois University), John Stilwell (University of Texas at Dallas), Tyler Suggs (Vir- ginia Tech), Michele Svatos (Eastfield College), David Svolba (Fitchburg State University), Allen Thompson (Virginia Commonwealth University), Peter B. Trumbull (Madison College), Donald Turner (Nashville State Community College), Julie C. Van Camp (California State University, Long Beach), Michelle Rehwinkel Vasilinda (Talla- hassee Community College), Kris Vigneron (Columbus State Community College), Christine Vitrano (Brooklyn College, CUNY), Mark Vopat
(Youngstown State University), Matt Waldschlagel (University of North Carolina, Wilmington), Steve Wall (Hillsborough Community College), Bill Warnken (Granite State College), Jamie Carlin Watson (Young Harris College), Rivka Weinberg (Scripps College), Cheryl Wertheimer (Butler Community College), Monique Whitaker (Hunter College, CUNY) Phillip Wiebe (Trinity Western University), Jonathan Wight (University of Rich- mond), John Yanovitch (Molloy College), Steven Zusman (Waubonsee Community College), and Matt Zwolinski (University of San Diego). Thank you all.
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P A R T 1
‘’ Fundamentals
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C H A P T E R 1
‘’ Ethics and the Examined Life
3
Even if you try to remove yourself from the ethical realm by insisting that all ethical concepts are irrelevant or empty, you assume a particular view, a theory in the broadest sense, about morality and its place in your life. If at some point you are intel- lectually brave enough to wonder whether your moral beliefs rest on some coherent supporting considerations, you will see that you cannot even begin to sort out such considerations without— again—doing ethics. In any case, in your life you must deal with the rest of the world, which turns on moral conflict and resolution, moral decision and debate.
What is at stake when we do ethics? In an important sense, the answer is everything we hold dear. Ethics is concerned with values—specifically, moral values. Through the sifting and weighing of moral values we determine what the most impor- tant things are in our lives, what is worth living for and what is worth dying for. We decide what is the greatest good, what goals we should pursue in life, what virtues we should cultivate, what duties we should or should not fulfill, what value we should put on human life, and what pain and perils we should be willing to endure for notions such as the common good, justice, and rights.
Does it matter whether the state executes a criminal who has the mental capacity of a ten- year-old? Does it matter who actually writes the term paper you turn in and represent as your own? Does it matter whether we can easily save a drown- ing child but casually decide not to? Does it matter whether young girls in Africa undergo painful
Ethics, or moral philosophy, is the philosoph- ical study of morality. Morality refers to beliefs concerning right and wrong, good and bad— beliefs that can include judgments, values, rules, principles, and theories. They help guide our actions, define our values, and give us reasons for being the persons we are. (Ethical and moral, the adjective forms, are often used to mean simply “having to do with morality,” and ethics and morality are sometimes used to refer to the moral norms of a specific group or individual, as in “Greek ethics” or “Russell’s morality.”) Ethics, then, addresses the powerful question that Socrates for- mulated twenty-four hundred years ago: how ought we to live?
The scope and continued relevance of this query suggest something compelling about ethics: you cannot escape it. You cannot run away from all the choices, feelings, and actions that accom- pany ideas about right and wrong, good and bad— ideas that persist in your culture and in your mind. After all, for much of your life, you have been assimilating, modifying, or rejecting the eth- ical norms you inherited from your family, com- munity, and society. Unless you are very unusual, from time to time you deliberate about the right- ness or wrongness of actions, embrace or reject particular moral principles or codes, judge the goodness of your character or intentions (or some- one else’s), perhaps even question (and agonize over) the soundness of your own moral outlook when it conflicts with that of others. In other words, you are involved in ethics—you do ethics.
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1Paul W. Taylor, Principles of Ethics: An Introduction (Encino, CA: Dickenson, 1975), 9–10.
4 Á PART 1: FUNDAMENTALS
safe route. To not do ethics is to stay locked in a kind of intellectual limbo, where exploration in ethics and personal moral progress are barely possible.
The philosopher Paul Taylor suggests that there is yet another risk in taking the easy road. If some- one blindly embraces the morality bequeathed to him by his society, he may very well be a fine embodiment of the rules of his culture and accept them with certainty. But he also will lack the ability to defend his beliefs by rational argu- ment against criticism. What happens when he encounters others who also have very strong beliefs that contradict his? “He will feel lost and bewildered,” Taylor says, and his confusion might leave him disillusioned about morality. “Unable to give an objective, reasoned jus tification for his own convictions, he may turn from dogmatic certainty to total skepticism. And from total skepticism it is but a short step to an ‘amoral’ life. . . . Thus the person who begins by accepting moral beliefs blindly can end up denying all morality.”1
There are other easy roads—roads that also bypass critical and thoughtful scrutiny of moral- ity. We can describe most of them as various forms of subjectivism, a topic that we closely examine in the next chapter. You may decide, for example, that you can establish all your moral beliefs by simply consulting your feelings. In situations call- ing for moral judgments, you let your emotions be your guide. If it feels right, it is right. Alternatively, you may come to believe that moral realities are relative to each person, a view known as subjective relativism (also covered in the next chapter). That is, you think that what a person believes or approves of determines the rightness or wrongness of actions. If you believe that abortion is wrong,
genital mutilation for reasons of custom or reli- gion? Do these actions and a million others just as controversial matter at all? Most of us—regardless of our opinion on these issues—would say that they matter a great deal. If they matter, then ethics matters, because these are ethical concerns requir- ing careful reflection using concepts and reason- ing peculiar to ethics.
But even though in life ethics is inescapable and important, you are still free to take the easy way out, and many people do. You are free not to think too deeply or too systematically about ethi- cal concerns. You can simply embrace the moral beliefs and norms given to you by your family and your society. You can just accept them without question or serious examination. In other words, you can try not to do ethics. This approach can be simple and painless—at least for a while—but it has some drawbacks.
First, it undermines your personal freedom. If you accept and never question the moral beliefs handed to you by your culture, then those beliefs are not really yours—and they, not you, control the path you take in life. Only if you critically examine these beliefs yourself and decide for yourself whether they have merit will they be truly yours. Only then will you be in charge of your own choices and actions.
Second, the no-questions-asked approach increases the chances that your responses to moral dilemmas or contradictions will be incomplete, confused, or mistaken. Sometimes in real life, moral codes or rules do not fit the situations at hand, or moral principles conflict with one another, or entirely new circumstances are not covered by any moral policy at all. Solving these problems requires something that a hand- me- down morality does not include: the intellectual tools to critically evaluate (and reevaluate) exist- ing moral beliefs.
Third, if there is such a thing as intellectual moral growth, you are unlikely to find it on the
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CHAPTER 1: ETHICS AND THE EXAMINED LIFE Á 5
Science also studies morality, but not in the way that moral philosophy does. Its approach is known as descriptive ethics—the scientific study of moral beliefs and practices. Its aim is to describe and explain how people actually behave and think when dealing with moral issues and concepts. This kind of empirical research is usually conducted by sociologists, anthropologists, and psychologists. In contrast, the focus of moral phi- losophy is not what people actually believe and do, but what they should believe and do. The point of moral philosophy is to determine what actions are right (or wrong) and what things are good (or bad).
Philosophers distinguish three major divisions in ethics, each one representing a different way to approach the subject. The first is normative ethics—the study of the principles, rules, or theo- ries that guide our actions and judgments. (The word normative refers to norms, or standards, of judgment—in this case, norms for judging rightness and goodness.) The ultimate purpose of doing normative ethics is to try to establish the soundness of moral norms, especially the norms embodied in a comprehensive moral system, or theory. We do normative ethics when we use crit- ical reasoning to demonstrate that a moral princi- ple is justified, or that a professional code of conduct is contradictory, or that one proposed moral theory is better than another, or that a per- son’s motive is good. Should the rightness of actions be judged by their consequences? Is happi- ness the greatest good in life? Is utilitarianism a good moral theory? Such questions are the preoc- cupation of normative ethics.
Another major division is metaethics—the study of the meaning and logical structure of moral beliefs. It asks not whether an action is right or whether a person’s character is good. It takes a step back from these concerns and asks more fun- damental questions about them: What does it mean for an action to be right? Is good the same
then it is wrong. If you believe it is right, then it is right.
But these facile ways through ethical terrain are no better than blindly accepting existing norms. Even if you want to take the subjectivist route, you still need to critically examine it to see if there are good reasons for choosing it— otherwise your choice is arbitrary and therefore not really yours. And unless you thoughtfully consider the merits of moral beliefs (including subjectivist beliefs), your chances of being wrong about them are substantial.
Ethics does not give us a royal road to moral truth. Instead, it shows us how to ask critical ques- tions about morality and systematically seek answers supported by good reasons. This is a tall order because, as we have seen, many of the ques- tions in ethics are among the toughest we can ever ask—and among the most important in life.
THE ETHICAL LANDSCAPE
The domain of ethics is large, divided into several areas of investigation and cordoned off from related subjects. So let us map the territory care- fully. As the term moral philosophy suggests, ethics is a branch of philosophy. A very rough character- ization of philosophy is the systematic use of criti- cal reasoning to answer the most fundamental questions in life. Moral philosophy, obviously, tries to answer the fundamental questions of morality. The other major philosophical divisions address other basic questions; these are logic (the study of correct reasoning), metaphysics (the study of the fundamental nature of reality), and epistemology (the study of knowledge). As a division of philoso- phy, ethics does its work primarily through critical reasoning. Critical reasoning is the careful, system- atic evaluation of statements, or claims—a process used in all fields of study, not just in ethics. Mainly this process includes both the evaluation of logical arguments and the careful analysis of concepts.
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6 Á PART 1: FUNDAMENTALS
things such as televisions, rockets, experiences, and artwork (things other than persons, inten- tions, etc.) are good, but we mean “good” only in a nonmoral way. It makes no sense to assert that in themselves televisions or rockets are morally good or bad. Perhaps a rocket could be used to per- form an action that is morally wrong. In that case, the action would be immoral, while the rocket itself would still have nonmoral value only.
Many things in life have value for us, but they are not necessarily valuable in the same way. Some things are valuable because they are a means to something else. We might say that gasoline is good because it is a means to make a gas-powered vehicle work, or that a pen is good because it can be used to write a letter. Such things are said to be instrumen- tally, or extrinsically, valuable—they are valu- able as a means to something else. Some things, however, are valuable in themselves or for their own sakes. They are valuable simply because they are what they are, without being a means to some- thing else. Things that have been regarded as valu- able in themselves include happiness, pleasure, virtue, and beauty. These are said to be intrinsically valuable—they are valuable in themselves.
THE ELEMENTS OF ETHICS
We all do ethics, and we all have a general sense of what is involved. But we can still ask, What are the elements of ethics that make it the peculiar enterprise that it is? We can include at least the following factors:
The Preeminence of Reason Doing ethics typically involves grappling with our feelings, taking into account the facts of the situation (including our own observations and relevant knowledge), and trying to understand the ideas that bear on the case. But above all, it involves, even requires, critical reasoning—the consideration of reasons for whatever statements
thing as desirable? How can a moral principle be justified? Is there such a thing as moral truth? To do normative ethics, we must assume certain things about the meaning of moral terms and the logical relations among them. But the job of metaethics is to question all these assumptions, to see if they really make sense.
Finally, there is applied ethics—the applica- tion of moral norms to specific moral issues or cases, particularly those in a profession such as medicine or law. Applied ethics in these fields goes under names such as medical ethics, journalistic ethics, and business ethics. In applied ethics we study the results derived from applying a moral principle or theory to specific circumstances. The purpose of the exercise is to learn something important about either the moral characteristics of the situation or the adequacy of the moral norms. Did the doctor do right in performing that abortion? Is it morally permissible for scientists to perform experiments on people without their con- sent? Was it right for the journalist to distort her reporting to aid a particular side in the war? Ques- tions like these drive the search for answers in applied ethics.
In every division of ethics, we must be careful to distinguish between values and obligations. Sometimes we may be interested in concepts or judgments of value—that is, about what is morally good, bad, blameworthy, or praiseworthy. We prop- erly use these kinds of terms to refer mostly to per- sons, character traits, motives, and intentions. We may say “She is a good person” or “He is to blame for that tragedy.” Other times, we may be inter- ested in concepts or judgments of obligation—that is, about what is obligatory or a duty or what we should or ought to do. We use these terms to refer to actions. We may say “She has a duty to tell the truth” or “What he did was wrong.”
When we talk about value in the sense just described, we mean moral value. If she is a good person, she is good in the moral sense. But we can also talk about nonmoral value. We can say that
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’ QUICK REVIEW ethics (or moral philosophy)—The philosophical
study of morality.
morality—Beliefs concerning right and wrong, good and bad; they can include judgments, rules, principles, and theories.
descriptive ethics—The scientific study of moral beliefs and practices.
normative ethics—The study of the principles, rules, or theories that guide our actions and judgments.
metaethics—The study of the meaning and logi- cal structure of moral beliefs.
applied ethics—The application of moral norms to specific moral issues or cases, particularly those in a profession such as medicine or law.
instrumentally (or extrinsically) valuable— Valuable as a means to something else.
intrinsically valuable—Valuable in itself, for its own sake.
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moral judgment is or is not justified, that a moral principle is or is not sound, that an action is or is not morally permissible, or that a moral theory is or is not plausible.
Our use of critical reasoning and argument helps us keep our feelings about moral issues in perspective. Feelings are an important part of our moral experience. They make empathy possible, which gives us a deeper understanding of the human impact of moral norms. They also can serve as internal alarm bells, warning us of the possibility of injustice, suffering, and wrongdoing. But they are unreliable guides to moral truth. They may simply reflect our own emotional needs, prej- udices, upbringing, culture, and self-interests. Careful reasoning, however, can inform our feel- ings and help us decide moral questions on their merits.
The Universal Perspective Logic requires that moral norms and judgments follow the principle of universalizability—the idea that a moral statement (a principle, rule, or judg- ment) that applies in one situation must apply in all other situations that are relevantly similar. If you say, for example, that lying is wrong in a par- ticular situation, then you implicitly agree that lying is wrong for anyone in relevantly similar sit- uations. If you say that killing in self-defense is morally permissible, then you say in effect that killing in self-defense is permissible for everyone in relevantly similar situations. It cannot be the case that an action performed by A is wrong while the same action performed by B in relevantly sim- ilar circumstances is right. It cannot be the case that the moral judgments formed in these two sit- uations must differ just because two different peo- ple are involved.
This point about universalizability also applies to reasons used to support moral judgments. If rea- sons apply in a specific case, then those reasons also apply in all relevantly similar cases. It cannot be true that reasons that apply in a specific case do
(moral or otherwise) are in question. What- ever our view on moral issues and whatever moral outlook we subscribe to, our commonsense moral experience suggests that if a moral judg- ment is to be worthy of acceptance, it must be supported by good reasons, and our delibera- tions on the issue must include a consideration of those reasons.
The backbone of critical reasoning generally and moral reasoning in particular is logical argu- ment. This kind of argument—not the angry- exchange type—consists of a statement to be supported (the assertion to be proved, the conclu- sion) and the statements that do the supporting (the reasons for believing the statement, the prem- ises). With such arguments, we try to show that a
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sophisticated care than other patients receive. The situation is a matter of life and death—a good rea- son for not treating everyone the same and for pro- viding the heart attack patient with special consideration. This instance of discrimination is justified.
The Dominance of Moral Norms Not all norms are moral norms. There are legal norms (laws, statutes), aesthetic norms (for judg- ing artistic creations), prudential norms (practical considerations of self-interest), and others. Moral norms seem to stand out from all these in an inter- esting way: they dominate. Whenever moral princi- ples or values conflict in some way with nonmoral principles or values, the moral considerations usu- ally override the others. Moral considerations seem more important, more critical, or more weighty. A principle of prudence such as “Never help a stranger” may be well justified, but it must yield to any moral principle that contradicts it, such as “Help a stranger in an emergency if you can do so without endangering yourself.” An aesthetic norm that somehow involved violating a moral princi- ple would have to take a backseat to the moral considerations. A law that conflicted with a moral principle would be suspect, and the latter would have to prevail over the former. Ultimately the jus- tification for civil disobedience is that specific laws conflict with moral norms and are therefore invalid. If we judge a law to be bad, we usually do so on moral grounds.
RELIGION AND MORALITY
Many people believe that morality and religion are inseparable—that religion is the source or basis of morality and that moral precepts are simply what God says should be done. This view is not at all surprising, since all religions imply or assert a per- spective on morality. The three great religions in the Western tradition—Christianity, Judaism, and
not apply to other cases that are similar in all rele- vant respects.
The Principle of Impartiality From the moral point of view, all persons are con- sidered equal and should be treated accordingly. This sense of impartiality is implied in all moral statements. It means that the welfare and interests of each individual should be given the same weight as the welfare and interests of all others. Unless there is a morally relevant difference between peo- ple, we should treat them the same: we must treat equals equally. We would think it outrageous for a moral rule to say something like “Everyone must refrain from stealing food in grocery stores—except for Mr. X, who may steal all he wants.” Imagine that there is no morally relevant reason for making this exception to food stealing; Mr. X is exempted merely because, say, he is a celebrity known for outrageous behavior. We not only would object to this rule, we might even begin to wonder if it was a genuine moral rule at all since it lacks impartiality. Similarly, we would reject a moral rule that says something like “Everyone is entitled to basic human rights—except Native Americans.” Such a rule would be a prime example of unfair discrimi- nation based on race. We can see this blatant par- tiality best if we ask what morally relevant difference there is between Native Americans and everyone else. Differences in income, social status, skin color, ancestry, and the like are not morally relevant. Apparently there are no morally relevant differences. Because there are none, we must con- clude that the rule sanctions unfair discrimination.
We must keep in mind, however, that some- times there are good reasons for treating someone differently. Imagine a hospital that generally gives equal care to patients, treating equals equally. But suppose a patient comes to the hospital in an ambulance because she has had a heart attack and will die without immediate care. The hospital staff responds quickly, giving her faster and more
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CHAPTER 1: ETHICS AND THE EXAMINED LIFE Á 9
ments) and other major religious rules of conduct are usually vague, laying out general principles that may be difficult to apply to specific cases. (Sec- ular moral codes have the same disadvantage.) For example, we may be commanded to love our neigh- bor, but what neighbors are included— people of a different religion? people who denounce our reli- gion? the gay or lesbian couple? those who steal from us? the convicted child molester next door? the drug dealers on the corner? the woman who got an abortion? Also, what does loving our neigh- bor demand of us? How does love require us to behave toward the drug dealers, the gay couple, or the person who denounces our religion? If our ter- minally ill neighbor asks us in the name of love to help him kill himself, what should we do? Does love require us to kill him—or to refrain from killing him? And, of course, commandments can conflict—as when, for example, the only way to avoid killing an innocent person is to tell a lie, or the only way to save the life of one person is to kill another. All these situations force the believer to interpret religious directives, to try to apply gen- eral rules to specific cases, to draw out the implica- tions of particular views—in other words, to do ethics.
When Conflicts Arise, Ethics Steps In Very often moral contradictions or inconsistencies confront the religious believer, and only moral reasoning can help resolve them. Believers some- times disagree with their religious leaders on moral issues. Adherents of one religious tradition may disagree with those from another tradition on whether an act is right or wrong. Sincere devotees in a religious tradition may wonder if its moral teachings make sense. In all such cases, intelligent resolution of the conflict of moral claims can be achieved only by applying a neutral standard that helps sort out the competing viewpoints. Moral philosophy supplies the neutral standard in the form of critical thinking, well-made arguments,
Islam—provide to their believers commandments or principles of conduct that are thought to con- stitute the moral law, the essence of morality. For millions of these adherents, the moral law is the will of God, and the will of God is the moral law. In the West at least, the powerful imprint of reli- gion is evident in secular laws and in the private morality of believers and unbelievers alike. Secular systems of morality—for example, those of the ancient Greek philosophers, Immanuel Kant, the utilitarians, and others—have of course left their mark on Western ethics. But they have not moved the millions who think that morality is a product exclusively of religion.
So what is the relationship between religion and morality? For our purposes, we should break this question into two parts: (1) what is the rela- tionship between religion and ethics (the philo- sophical study of morality), and (2) what is the relationship between religion and morality (beliefs about right and wrong)? The first question asks about how religion relates to the kind of investi- gation we conduct in this book—the use of expe- rience and critical reasoning to study morality. The key point about the relationship is that whatever your views on religion and morality, an open-minded expedition into ethics is more use- ful and empowering than you may realize, espe- cially now at the beginning of your journey into moral philosophy. You may believe, for exam- ple, that God determines what is right and wrong, so there is no need to apply critical rea- soning to morality—you just need to know what God says. But this judgment—and similar dis- missals of ethics—would be premature. Consider the following:
Believers Need Moral Reasoning It is difficult—perhaps impossible—for most peo- ple to avoid using moral reasoning. Religious people are no exception. One reason is that reli- gious moral codes (such as the Ten Command-
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’ How can we hope to grapple with complex moral issues that have emerged only in recent years? Can religion alone handle the job? Consider the follow- ing case:
According to a report by CNN, Jack and Lisa Nash made history when they used genetic testing to save the life of their six-year-old daughter, Molly, by having another child. Molly had a rare genetic disorder known as Fanconi anemia, which pre- vents the generation of bone marrow and pro- duces a fatal leukemia. Molly’s best chance to live was to get a transplant of stem cells from the umbilical cord of a sibling, and Molly’s parents were determined to give her that sibling, brother Adam. Through genetic testing (and in vitro fertil- ization), Jack and Lisa were able to select a child who would not only be born without a particular disease (Fanconi anemia, in this case) but also would help a sibling combat the disease by being
the optimal tissue match for a transplant—a historic combination. As Lisa Nash said, “I was going to save Molly no matter what, and I wanted Molly to have siblings.”*
Is it right to produce a child to save the life or health of someone else? More to the point, do the scriptures of the three major Western religions provide any guidance on this question? Do any of these traditions offer useful methods for pro - ductively discussing or debating such issues with people of different faiths? How might ethics help with these challenges? Is it possible to formulate a reasonable opinion on this case without doing ethics? Why or why not?
*“Genetic Selection Gives Girl a Brother and a Second Chance,” CNN.com, 3 October 2000, http://archives.cnn .com/2000/HEALTH/10/03/testube.brother/index.html (8 Decem ber 2005).
CRITICAL THOUGHT: Ethics, Religion, and Tough Moral Issues
10 Á PART 1: FUNDAMENTALS
will talk past each other, appealing only to their own religious views. Furthermore, in a pluralistic society, most of the public discussions about important moral issues take place in a context of shared values such as justice, fairness, equality, and tolerance. Just as important, they also occur according to an unwritten understanding that (1) moral positions should be explained, (2) claims should be supported by reasons, and (3) reasoning should be judged by common rational standards. These skills, of course, are at the heart of ethics.
Now consider the second question from above: What is the relationship between religion and morality? For many people, the most interesting query about the relationship between religion and morality is this: Is God the maker of morality? That is, is God the author of the moral law? Those who answer yes are endorsing a theory of morality
and careful analysis. No wonder then that many great religious minds—Aquinas, Leibniz, Descartes, Kant, Maimonides, Averroës, and others—have relied on reason to examine the nature of moral- ity. In fact, countless theists have regarded reason as a gift from God that enables human beings to grasp the truths of science, life, and morality.
Moral Philosophy Enables Productive Discourse Any fruitful discussions about morality under- taken between people from different religious tra- ditions or between believers and nonbelievers will require a common set of ethical concepts and a shared procedure for deciding issues and making judgments. Ethics provides these tools. Without them, conversations will resolve nothing, and par- ticipants will learn little. Without them, people
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http://archives.cnn.com/2000/HEALTH/10/03/testube.brother/index.html
2G. W. von Leibniz, “Discourse on Metaphysics,” in Selections, ed. Philip P. Wiener (New York: Scribner, 1951), 292.
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hand, if God wills an action because it is morally right (if moral norms are independent of God), then the divine command theory must be false. God does not create rightness; he simply knows what is right and wrong and is subject to the moral law just as humans are.
For some theists, this charge of arbitrariness is especially worrisome. Leibniz, for example, rejects the divine command theory, declaring that it implies that God is unworthy of worship:
In saying, therefore, that things are not good accord- ing to any standard of goodness, but simply by the will of God, it seems to me that one destroys, with- out realizing it, all the love of God and all his glory; for why praise him for what he has done, if he would be equally praiseworthy in doing the contrary? Where will be his justice and his wisdom if he has only a certain despotic power, if arbitrary will takes the place of reasonableness, and if in accord with the definition of tyrants, justice consists in that which is pleasing to the most powerful?2
Defenders of the divine command theory may reply to the arbitrariness argument by contending that God would never command us to commit heinous acts, because God is all-good. Because of his supreme goodness, he would will only what is good. Some thinkers, however, believe that such reasoning renders the very idea of God’s goodness meaningless. As one philosopher says,
[O]n this view, the doctrine of the goodness of God is reduced to nonsense. It is important to religious believers that God is not only all-powerful and all- knowing, but that he is also good; yet if we accept the idea that good and bad are defined by reference to God’s will, this notion is deprived of any mean- ing. What could it mean to say that God’s com- mands are good? If “X is good” means “X is commanded by God,” then “God’s commands are
known as the divine command theory. It says that right actions are those that are willed by God, that God literally defines right and wrong. Something is right or good only because God makes it so. In the simplest version of the theory, God can deter- mine right and wrong because he is omnipotent. He is all-powerful—powerful enough even to cre- ate moral norms. On this view, God is a divine lawgiver, and his laws constitute morality.
In general, believers are divided on whether the divine command theory gives an accurate account of the source of morality. Notable among the theory’s detractors are the great theistic philosophers Gottfried Leibniz (1646–1716) and Thomas Aquinas (1225–74). And conversely, as odd as it may sound, some nonbelievers have sub- scribed to it. In The Brothers Karamazov (1879–80), the character Ivan Karamazov declares, “If God doesn’t exist, everything is permissible.” This very sentiment was espoused by, among others, the famous atheist philosopher Jean-Paul Sartre.
Both religious and secular critics of the divine command theory believe that it poses a serious dilemma, one first articulated by Socrates two and one-half millennia ago. In the dialogue Euthyphro, Socrates asks, Is an action morally right because God wills it to be so, or does God will it to be so because it is morally right? Critics say that if an action is right only because God wills it (that is, if right and wrong are dependent on God), then many heinous crimes and evil actions would be right if God willed them. If God willed murder, theft, or torture, these deeds would be morally right. If God has unlimited power, he could easily will such actions. If the rightness of an action depended on God’s will alone, he could not have reasons for willing what he wills. No reasons would be available and none required. Therefore, if God commanded an action, the command would be without reason, completely arbitrary. Neither the believer nor the nonbeliever would think this state of affairs plausible. On the other
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3James Rachels, The Elements of Moral Philosophy, 4th ed. (Boston: McGraw-Hill, 2003), 51. 4Jonathan Berg, “How Could Ethics Depend on Reli- gion?” in A Companion to Ethics, ed. Peter Singer, corr. ed. (Oxford: Blackwell, 1993), 525–33.
12 Á PART 1: FUNDAMENTALS
You can decide to forgo any ethical deliberations and simply embrace the moral beliefs and norms you inherited from your family and culture. But this approach undermines your freedom, for if you accept without question whatever moral beliefs come your way, they are not really yours. Only if you critically examine them for yourself are they truly yours.
The three main divisions of ethics proper are nor- mative ethics (the study of the moral norms that guide our actions and judgments), metaethics (the study of the meaning and logical structure of moral beliefs), and applied ethics (the application of moral norms to specific moral issues or cases).
Ethics involves a distinctive set of elements. These include the preeminence of reason, the univer- sal perspective, the principle of impartiality, and the dominance of moral norms.
Some people claim that morality depends on God, a view known as the divine command theory. Both theists and nontheists have raised doubts about this doctrine. The larger point is that doing ethics— using critical reasoning to examine the moral life— can be a useful and productive enterprise for believer and nonbeliever alike.
EXERCISES Review Questions
1. When can it be said that your moral beliefs are not really yours? (p. 3)
2. In what ways are we forced to do ethics? What is at stake in these deliberations? (pp. 3–4)
3. What is the unfortunate result of accepting moral beliefs without questioning them? (pp. 4–5)
4. Can our feelings be our sole guide to morality? Why or why not? (pp. 4–5)
5. What are some questions asked in normative ethics? (p. 5)
6. What is the difference between normative ethics and metaethics? (pp. 5–6)
7. What is the dilemma about God and morality that Socrates posed in Euthyphro? (p. 11)
8. What kinds of moral contradictions or incon - sistencies confront religious believers? (p. 9)
good” would mean only “God’s commands are com- manded by God,” an empty truism.3
In any case, it seems that through critical rea- soning we can indeed learn much about morality and the moral life. After all, there are complete moral systems (some of which are examined in this book) that are not based on religion, that con- tain genuine moral norms indistinguishable from those embraced by religion, and that are justified not by reference to religious precepts but by care- ful thinking and moral arguments. As the philoso- pher Jonathan Berg says, “Those who would refuse to recognize as adequately justified any moral beliefs not derived from knowledge of or about God, would have to refute the whole vast range of arguments put by Kant and all others who ever proposed a rational basis for ethics!”4 Moreover, if we can do ethics—if we can use critical reasoning to discern moral norms certified by the best rea- sons and evidence—then critical reasoning is suf - ficient to guide us to moral standards and values. Since we obviously can do ethics (as the follow- ing chapters demonstrate), morality is both acces- sible and meaningful to us whether we are religious or not.
SUMMARY
Ethics is the philosophical study of morality, and morality consists of beliefs concerning right and wrong, good and bad. These beliefs can include judg- ments, principles, and theories. Participating in the exploration of morality—that is, doing ethics—is inescapable. We all must make moral judgments, assess moral norms, judge people’s character, and question the soundness of our moral outlooks. A great deal is at stake when we do ethics, including countless decisions that determine the quality of our lives.
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R E A D I N G S
From What Is the Socratic Method? CHRISTOPHER PHILLIPS
The Socratic method is a way to seek truths by your own lights.
It is a system, a spirit, a method, a type of philo- sophical inquiry, an intellectual technique, all rolled into one.
Socrates himself never spelled out a “method.” However, the Socratic method is named after him
because Socrates, more than any other before or since, models for us philosophy practiced—philosophy as deed, as way of living, as something that any of us can do. It is an open system of philosophical inquiry that allows one to interrogate from many vantage points.
Gregory Vlastos, a Socrates scholar and professor of philosophy at Princeton, described Socrates’
Although not specifically concerned with ethics, this short piece by Christopher Phillips makes a persuasive case for using the “Socratic method” to think through difficult philosophical issues. To see the Socratic method applied to ethics, read the excerpt from Plato’s Euthyphro that follows on p. 16.
Christopher Phillips, from Socrates Café. Copyright © 2001 by Christopher Phillips. Used by permission of W. W. Norton & Company, Inc. and Felicia Eth Literary Representation.
CHAPTER 1: ETHICS AND THE EXAMINED LIFE Á 13
6. Name two things (persons, objects, experiences, etc.) in your life that you consider intrinsically valuable. Name three that are instrumentally valuable.
7. How do your feelings affect the moral judgments you make? Do they determine your judgments? Do they inform them? If so, how?
8. What is the logic behind the principle of universalizability? Cite an example of how the principle has entered into your moral deliberations.
9. How does racial discrimination violate the principle of impartiality?
10. What is the “dominance of moral norms”? Does it strike you as reasonable? Or do you believe that sometimes nonmoral norms can outweigh moral ones? If the latter, provide an example.
9. What are the premises in the arbitrariness argument against the divine command theory? (p. 11)
10. Does the principle of impartiality imply that we must always treat equals equally? Why or why not? (p. 8)
Discussion Questions
1. Do you think that morality ultimately depends on God (that God is the author of the moral law)? Why or why not?
2. Do you believe that you have absorbed or adopted without question most of your moral beliefs? Why or why not?
3. Formulate an argument against the divine command theory, then formulate one for it.
4. Give an example of how you or someone you know has used reasons to support a moral judgment.
5. Identify at least two normative ethical questions that you have wondered about in the past year.
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14 Á PART 1: FUNDAMENTALS
the case that some of the most so-called abstract con- cepts are intimately related to the most profoundly relevant human experiences. In fact, it’s been my expe- rience that virtually any question can be plumbed Socratically. Sometimes you don’t know what question will have the most lasting and significant impact until you take a risk and delve into it for a while.
What distinguishes the Socratic method from mere nonsystematic inquiry is the sustained attempt to explore the ramifications of certain opinions and then offer compelling objections and alternatives. This scrupulous and exhaustive form of inquiry in many ways resembles the scientific method. But unlike Socratic inquiry, scientific inquiry would often lead us to believe that whatever is not measurable cannot be investigated. This “belief” fails to address such paramount human concerns as sorrow and joy and suffering and love.
Instead of focusing on the outer cosmos, Socrates focused primarily on human beings and their cos mos within, utilizing his method to open up new realms of self-knowledge while at the same time exposing a great deal of error, superstition, and dogmatic non- sense. The Spanish-born American philosopher and poet George Santayana said that Socrates knew that “the foreground of human life is necessarily moral and practical” and that “it is so even so for artists”— and even for scientists, try as some might to divorce their work from these dimensions of human existence.
Scholars call Socrates’ method the elenchus, which is Hellenistic Greek for inquiry or cross-examination. But it is not just any type of inquiry or examination. It is a type that reveals people to themselves, that makes them see what their opinions really amount to. C. D. C. Reeve, professor of philosophy at Reed College, gives the standard explanation of an elenchus in saying that its aim “is not simply to reach adequate definitions” of such things as virtues; rather, it also has a “moral refor- matory purpose, for Socrates believes that regular elenctic philosophizing makes people happier and more virtuous than anything else. . . . Indeed philoso- phizing is so important for human welfare, on his view, that he is willing to accept execution rather than give it up.”
method of inquiry as “among the greatest achieve- ments of humanity.” Why? Because, he says, it makes philosophical inquiry “a common human enterprise, open to every man.” Instead of requiring allegiance to a specific philosophical viewpoint or analytic tech- nique or specialized vocabulary, the Socratic method “calls for common sense and common speech.” And this, he says, “is as it should be, for how many should live is every man’s business.”
I think, however, that the Socratic method goes beyond Vlastos’ description. It does not merely call for common sense but examines what common sense is. The Socratic method asks: Does the common sense of our day offer us the greatest potential for self- understanding and human excellence? Or is the pre- vailing common sense in fact a roadblock to realizing this potential?
Vlastos goes on to say that Socratic inquiry is by no means simple, and “calls not only for the highest degree of mental alertness of which anyone is capa- ble” but also for “moral qualities of a high order: sin- cerity, humility, courage.” Such qualities “protect against the possibility” that Socratic dialogue, no matter how rigorous, “would merely grind out . . . wild conclusions with irresponsible premises.” I agree, though I would replace the quality of sincerity with honesty, since one can hold a conviction sin- cerely without examining it, while honesty would require that one subject one’s convictions to frequent scrutiny.
A Socratic dialogue reveals how different our out- looks can be on concepts we use every day. It reveals how different our philosophies are, and often how tenable—or untenable, as the case may be—a range of philosophies can be. Moreover, even the most univer- sally recognized and used concept, when subjected to Socratic scrutiny, might reveal not only that there is not universal agreement, after all, on the meaning of any given concept, but that every single person has a somewhat different take on each and every concept under the sun.
What’s more, there seems to be no such thing as a concept so abstract, or question so off base, that it can’t be fruitfully explored [using the Socratic method]. In the course of Socratizing, it often turns out to be
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CHAPTER 1: ETHICS AND THE EXAMINED LIFE Á 15
write and add conflicting and even contradictory pas- sages in the same work. And like Socrates, he believed the search for truth was worth dying for.
The Socratic method forces people “to confront their own dogmatism,” according to Leonard Nelson, a German philosopher who wrote on such subjects as ethics and theory of knowledge until he was forced by the rise of Nazism to quit. By doing so, participants in Socratic dialogue are, in effect, “forcing themselves to be free,” Nelson maintains. But they’re not just confronted with their own dogmatism. In the course of a [Socratic dialogue], they may be confronted with an array of hypotheses, convictions, conjectures and theories offered by the other participants, and themselves—all of which subscribe to some sort of dogma. The Soc ratic method requires that—honestly and openly, rationally and imaginatively—they con- front the dogma by asking such questions as: What does this mean? What speaks for and against it? Are there alternative ways of considering it that are even more plausible and tenable?
At certain junctures of a Socratic dialogue, the “forcing” that this confrontation entails—the insis- tence that each participant carefully articulate her singular philosophical perspective—can be upsetting. But that is all to the good. If it never touches any nerves, if it doesn’t upset, if it doesn’t mentally and spiritually challenge and perplex, in a wonderful and exhilarating way, it is not Socratic dialogue. This “forcing” opens us up to the varieties of experiences of others—whether through direct dialogue, or through other means, like drama or books, or through a work of art or a dance. It compels us to explore alterna- tive perspectives, asking what might be said for or against each.
* * *
Socrates’ method of examination can indeed be a vital part of existence, but I would not go so far as to say that it should be. And I do not think that Socrates felt that habitual use of this method “makes people happier.” The fulfillment that comes from Socratiz- ing comes only at a price—it could well make us unhappier, more uncertain, more troubled, as well as more fulfilled. It can leave us with a sense that we don’t know the answers after all, that we are much further from knowing the answers than we’d ever realized before engaging in Socratic discourse. And this is fulfilling—and exhilarating and humbling and perplexing.
* * *
There is no neat divide between one’s views of philos- ophy and of life. They are overlapping and kindred views. It is virtually impossible in many instances to know what we believe in daily life until we engage oth- ers in dialogue. Likewise, to discover our philosophi- cal views, we must engage with ourselves, with the lives we already lead. Our views form, change, evolve, as we participate in this dialogue. It is the only way truly to discover what philosophical colors we sail under. Everyone at some point preaches to himself and others what he does not yet practice; everyone acts in or on the world in ways that are in some way contradictory or inconsistent with the views he or she confesses or professes to hold. For instance, the Dan- ish philosopher Søren Kierkegaard, the influential founder of existentialism, put Socratic principles to use in writing his dissertation on the concept of irony in Socrates, often using pseudonyms so he could argue his own positions with himself. In addition, the sixteenth-century essayist Michel de Montaigne, who was called “the French Socrates” and was known as the father of skepticism in modern Europe, would
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From The Euthyphro PLATO
Plato, The Euthyphro, translated by Benjamin Jowett.
16 Á PART 1: FUNDAMENTALS
Euthyphro. To be sure.
Socrates. But what differences are there which can- not be thus decided, and which therefore make us angry and set us at enmity with one another? I dare say the answer does not occur to you at the moment, and therefore I will suggest that these enmities arise when the matters of difference are the just and unjust, good and evil, honourable and dishon- ourable. Are not these the points about which men differ, and about which when we are unable satisfac- torily to decide our differences, you and I and all of us quarrel, when we do quarrel?
Euthyphro. Yes, Socrates, the nature of the differ- ences about which we quarrel is such as you describe.
Socrates. And the quarrels of the gods, noble Euthy- phro, when they occur, are of a like nature?
Euthyphro. Certainly they are.
Socrates. They have differences of opinion, as you say, about good and evil, just and unjust, hon- ourable and dishonourable: there would have been no quarrels among them, if there had been no such differences—would there now?
Euthyphro. You are quite right.
Socrates. Does not every man love that which he deems noble and good, and hate the opposite of them?
Euthyphro. Very true.
Socrates. But, as you say, people regard the same things, some as just and others as unjust,—about these they dispute; and so there arise wars and fight- ings among them.
Euthyphro. Very true.
Socrates. Then the same things are hated by the gods and loved by the gods, and are both hateful and dear to them?
Euthyphro. True.
Socrates. And upon this view the same things, Euthyphro, will be pious and also impious?
* * *
Euthyphro. Piety . . . is that which is dear to the gods, and impiety is that which is not dear to them.
Socrates. Very good, Euthyphro; you have now given me the sort of answer which I wanted. But whether what you say is true or not I cannot as yet tell, although I make no doubt that you will prove the truth of your words.
Euthyphro. Of course.
Socrates. Come, then, and let us examine what we are saying. That thing or person which is dear to the gods is pious, and that thing or person which is hate- ful to the gods is impious, these two being the extreme opposites of one another. Was not that said?
Euthyphro. It was.
Socrates. And well said?
Euthyphro. Yes, Socrates, I thought so; it was cer- tainly said.
Socrates. And further, Euthyphro, the gods were admit- ted to have enmities and hatreds and differences?
Euthyphro. Yes, that was also said.
Socrates. And what sort of difference creates enmity and anger? Suppose for example that you and I, my good friend, differ about a number; do differences of this sort make us enemies and set us at variance with one another? Do we not go at once to arithmetic, and put an end to them by a sum?
Euthyphro. True.
Socrates. Or suppose that we differ about magni- tudes, do we not quickly end the differences by mea - suring?
Euthyphro. Very true.
Socrates. And we end a controversy about heavy and light by resorting to a weighing machine?
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CHAPTER 1: ETHICS AND THE EXAMINED LIFE Á 17
Euthyphro. That is true, Socrates, in the main.
Socrates. But they join issue about the particulars— gods and men alike; and, if they dispute at all, they dispute about some act which is called in question, and which by some is affirmed to be just, by others to be unjust. Is not that true?
Euthyphro. Quite true.
Socrates. Well then, my dear friend Euthyphro, do tell me, for my better instruction and information, what proof have you that in the opinion of all the gods a servant who is guilty of murder, and is put in chains by the master of the dead man, and dies because he is put in chains before he who bound him can learn from the interpreters of the gods what he ought to do with him, dies unjustly; and that on behalf of such an one a son ought to proceed against his father and accuse him of murder. How would you show that all the gods absolutely agree in approving of his act? Prove to me that they do, and I will applaud your wisdom as long as I live.
Euthyphro. It will be a difficult task; but I could make the matter very dear indeed to you.
Socrates. I understand; you mean to say that I am not so quick of apprehension as the judges: for to them you will be sure to prove that the act is unjust, and hateful to the gods.
Euthyphro. Yes indeed, Socrates; at least if they will listen to me.
Socrates. But they will be sure to listen if they find that you are a good speaker. There was a notion that came into my mind while you were speaking; I said to myself: “Well, and what if Euthyphro does prove to me that all the gods regarded the death of the serf as unjust, how do I know anything more of the nature of piety and impiety? for granting that this action may be hateful to the gods, still piety and impiety are not adequately defined by these distinctions, for that which is hateful to the gods has been shown to be also pleasing and dear to them.” And therefore, Euthyphro, I do not ask you to prove this; I will sup- pose, if you like, that all the gods condemn and abominate such an action. But I will amend the defi- nition so far as to say that what all the gods hate is
Euthyphro. So I should suppose.
Socrates. Then, my friend, I remark with surprise that you have not answered the question which I asked. For I certainly did not ask you to tell me what action is both pious and impious: but now it would seem that what is loved by the gods is also hated by them. And therefore, Euthyphro, in thus chastising your father you may very likely be doing what is agreeable to Zeus but disagreeable to Cronos or Uranus, and what is acceptable to Hephaestus but unacceptable to Hera, and there may be other gods who have similar differences of opinion.
Euthyphro. But I believe, Socrates, that all the gods would be agreed as to the propriety of punishing a murderer: there would be no difference of opinion about that.
Socrates. Well, but speaking of men, Euthyphro, did you ever hear any one arguing that a murderer or any sort of evil-doer ought to be let off?
Euthyphro. I should rather say that these are the questions which they are always arguing, especially in courts of law: they commit all sorts of crimes, and there is nothing which they will not do or say in their own defence.
Socrates. But do they admit their guilt, Euthyphro, and yet say that they ought not to be punished?
Euthyphro. No; they do not.
Socrates. Then there are some things which they do not venture to say and do: for they do not venture to argue that the guilty are to be unpunished, but they deny their guilt, do they not?
Euthyphro. Yes.
Socrates. Then they do not argue that the evil-doer should not be punished, but they argue about the fact of who the evil-doer is, and what he did and when?
Euthyphro. True.
Socrates. And the gods are in the same case, if as you assert they quarrel about just and unjust, and some of them say while others deny that injustice is done among them. For surely neither God nor man will ever venture to say that the doer of injustice is not to be punished?
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18 Á PART 1: FUNDAMENTALS
Socrates. And a thing is not seen because it is visible, but conversely, visible because it is seen; nor is a thing led because it is in the state of being led, or car- ried because it is in the state of being carried, but the converse of this. And now I think, Euthyphro, that my meaning will be intelligible; and my meaning is, that any state of action or passion implies previous action or passion. It does not become because it is becoming, but it is in a state of becoming because it becomes; neither does it suffer because it is in a state of suffering, but it is in a state of suffering because it suffers. Do you not agree?
Euthyphro. Yes.
Socrates. Is not that which is loved in some state either of becoming or suffering?
Euthyphro. Yes.
Socrates. And the same holds as in the previous instances; the state of being loved follows the act of being loved, and not the act the state.
Euthyphro. Certainly.
Socrates. And what do you say of piety, Euthyphro; is not piety, according to your definition, loved by all the gods?
Euthyphro. Yes.
Socrates. Because it is pious or holy, or for some other reason?
Euthyphro. No, that is the reason.
Socrates. It is loved because it is holy, not holy because it is loved?
Euthyphro. Yes.
Socrates. And that which is dear to the gods is loved by them, and is in a state to be loved of them because it is loved of them?
Euthyphro. Certainly.
Socrates. Then that which is dear to the gods, Euthy- phro, is not holy, nor is that which is holy loved of God, as you affirm; but they are two different things.
Euthyphro. How do you mean, Socrates?
Socrates. I mean to say that the holy has been acknowledged by us to be loved of God because it is holy, not to be holy because it is loved.
impious, and what they love pious or holy; and what some of them love and others hate is both or neither. Shall this be our definition of piety and impiety?
Euthyphro. Why not, Socrates?
Socrates. Why not! Certainly, as far as I am con- cerned, Euthyphro, there is no reason why not. But whether this admission will greatly assist you in the task of instructing me as you promised, is a matter for you to consider.
Euthyphro. Yes, I should say that what all the gods love is pious and holy, and the opposite which they all hate, impious.
Socrates. Ought we to enquire into the truth of this, Euthyphro, or simply to accept the mere statement on our own authority and that of others? What do you say?
Euthyphro. We should enquire; and I believe that the statement will stand the test of enquiry.
Socrates. We shall know better, my good friend, in a little while. The point which I should first wish to understand is whether the pious or holy is beloved by the gods because it is holy, or holy because it is beloved of the gods.
Euthyphro. I do not understand your meaning, Socrates.
Socrates. I will endeavour to explain: we speak of carrying and we speak of being carried, of leading and being led, seeing and being seen. You know that in all such cases there is a difference, and you know also in what the difference lies?
Euthyphro. I think that I understand.
Socrates. And is not that which is beloved distinct from that which loves?
Euthyphro. Certainly.
Socrates. Well; and now tell me, is that which is car- ried in this state of carrying because it is carried, or for some other reason?
Euthyphro. No; that is the reason.
Socrates. And the same is true of what is led and of what is seen?
Euthyphro. True.
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CHAPTER 1: ETHICS AND THE EXAMINED LIFE Á 19
loved because it is of a kind to be loved. Thus you appear to me, Euthyphro, when I ask you what is the essence of holiness, to offer an attribute only, and not the essence—the attribute of being loved by all the gods. But you still refuse to explain to me the nature of holiness. And therefore, if you please, I will ask you not to hide your treasure, but to tell me once more what holiness or piety really is, whether dear to the gods or not (for that is a matter about which we will not quarrel) and what is impiety?
Euthyphro. I really do not know, Socrates, how to express what I mean. For somehow or other our argu- ments, on whatever ground we rest them, seem to turn around and walk away from us.
* * *
Euthyphro. Yes.
Socrates. But that which is dear to the gods is dear to them because it is loved by them, not loved by them because it is dear to them.
Euthyphro. True.
Socrates. But, friend Euthyphro, if that which is holy is the same with that which is dear to God, and is loved because it is holy, then that which is dear to God would have been loved as being dear to God; but if that which dear to God is dear to him because loved by him, then that which is holy would have been holy because loved by him. But now you see that the reverse is the case, and that they are quite different from one another. For one (����
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