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You searched for subject:(Social Intuitionism). Showing records 1 – 2 of 2 total matches.

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Texas A&M University

1. Colebrook, Ross T. Stubborn Systems: Two New Multiple Coherent Systems Objections for Coherentist Moral Realism.

Degree: MA, Philosophy, 2011, Texas A&M University

In Moral Realism and the Foundations of Ethics, David Brink defends a version of moral realism that makes use of a coherentist epistemology. I argue that we have good reasons to prefer a coherentist epistemology in ethics, and that common arguments in favor of foundationalism and against coherentism fail. I conclude that only the multiple coherent systems (MCS) objection poses a serious threat to coherentism, and that there is a way of meeting this objection as it is traditionally construed. Doing so requires adding an explanatory requirement to coherentism: a coherent system must not only be coherent, but explain why it is coherent. Though I argue that the MCS objection fails as traditionally construed, I propose variants of the objection which apply specifically to coherentist moral realism. Based on the social intuitionist model of moral decision-making, I point to evidence which indicates that intuitive moral judgments are the cause of reasoned moral judgments. This raises two problems: "the problem of intransigence" and the "limited problem of intransigence." These two problems constitute MCS objections to coherentist moral realism. The first problem claims that coherentism itself might not be possible for actual human beings, and that even if people are capable of forming coherent systems of belief, these systems are necessarily radically divergent as a result of various cultural and sociological factors. The second problem is that the coherentist moral realist should not expect a single moral system to result from moral reasoning (even ideally), because all such systems will include intuitions which are immune to reasoning. I argue that these MCS objections must be overcome if coherentist moral realism is to be a viable option. Advisors/Committee Members: Varner, Gary (advisor), Radzik, Linda (committee member), Grau, James (committee member).

Subjects/Keywords: coherentism; Brink; moral realism; Jonathan Haidt; Social Intuitionism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Colebrook, R. T. (2011). Stubborn Systems: Two New Multiple Coherent Systems Objections for Coherentist Moral Realism. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9798

Chicago Manual of Style (16th Edition):

Colebrook, Ross T. “Stubborn Systems: Two New Multiple Coherent Systems Objections for Coherentist Moral Realism.” 2011. Masters Thesis, Texas A&M University. Accessed September 21, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9798.

MLA Handbook (7th Edition):

Colebrook, Ross T. “Stubborn Systems: Two New Multiple Coherent Systems Objections for Coherentist Moral Realism.” 2011. Web. 21 Sep 2020.

Vancouver:

Colebrook RT. Stubborn Systems: Two New Multiple Coherent Systems Objections for Coherentist Moral Realism. [Internet] [Masters thesis]. Texas A&M University; 2011. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9798.

Council of Science Editors:

Colebrook RT. Stubborn Systems: Two New Multiple Coherent Systems Objections for Coherentist Moral Realism. [Masters Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9798

2. Worsham, Lucas. Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality.

Degree: 2016, University of North Florida

The emphasis of the inquiry is on the domain of education and the relationship present between the teacher and student more specifically. Essentially, the first part of the thesis outlines how the larger social-political system impacts the domain of public education, with the predominant issues of adversity becoming manifest at the level of the relationship that exists between teacher and student. The second part of the work utilizes the problems discovered and their impact on human experience to propose a virtue/care based method for approaching the relationship with the student in a way that both aligns more closely with the movement of experience, while also functioning to assist the student in shaping their own moral character. Essentially, the method being proposed is something that is meant to assist the teacher in her attempts to communicate with the student in a more personal sort of way, thus allowing for a higher degree of understanding of the unique personality of each student, with this understanding leading the teacher to form a more flexible approach that takes into account the various personalities of the students. In so doing the teacher is working to bring the experience of the student into the educative process, which should thereby increase student performance through their feeling more involved in the education being received.

Subjects/Keywords: Thesis; University of North Florida; UNF; Dissertations; Academic  – UNF  – Master of Arts in Practical Philosophy and Applied Ethics; Dissertations; Academic  – UNF  – Philosophy; Philosophy; Practical Philosophy; Philosophy of Education; Education; Ethics; Morality; Virtue Ethics; Intuitionism; Care; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; Liberal Studies; Other Teacher Education and Professional Development; Social and Philosophical Foundations of Education; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Worsham, L. (2016). Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality. (Thesis). University of North Florida. Retrieved from https://digitalcommons.unf.edu/etd/645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Worsham, Lucas. “Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality.” 2016. Thesis, University of North Florida. Accessed September 21, 2020. https://digitalcommons.unf.edu/etd/645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Worsham, Lucas. “Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality.” 2016. Web. 21 Sep 2020.

Vancouver:

Worsham L. Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality. [Internet] [Thesis]. University of North Florida; 2016. [cited 2020 Sep 21]. Available from: https://digitalcommons.unf.edu/etd/645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Worsham L. Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality. [Thesis]. University of North Florida; 2016. Available from: https://digitalcommons.unf.edu/etd/645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.