Do Ethicists Behave Any Better Than the Rest of Us?: Here’s What the Research Shows

We’ve heard about the lawyer­ing fool who has him- or her­self for a client. The old proverb does not mean to say that lawyers are espe­cial­ly scrupu­lous, only that the intri­ca­cies of the law are best left to the pro­fes­sion­als, and that a per­son­al inter­est in a case mud­dies the waters. That may go dou­ble or triple for doc­tor­ing, though doc­tors don’t have to bear the lawyer’s social stig­ma.

But can we rea­son­ably expect doc­tors to live health­i­er lives than the gen­er­al pop­u­la­tion? What about oth­er pro­fes­sions that seem to entail a rig­or­ous code of con­duct? Many peo­ple have late­ly been dis­abused of the idea that cler­gy or police have any spe­cial claim to moral upstand­ing­ness (on the con­trary)….

What about ethi­cists? Should we have high expec­ta­tions of schol­ars in this sub­set of phi­los­o­phy? There are no clever say­ings, no genre of jokes at their expense, but there are a few aca­d­e­m­ic stud­ies ask­ing some ver­sion of the ques­tion: does study­ing ethics make a per­son more eth­i­cal?

You might sus­pect that it does not, if you’re a cynic—or the answer might sur­prise you!.… Put more pre­cise­ly, in a recent study—“The Moral Behav­ior of Ethics Pro­fes­sors,” pub­lished in Philo­soph­i­cal Psy­chol­o­gy this year—the “open but high­ly rel­e­vant ques­tion” under con­sid­er­a­tion is “the rela­tion between eth­i­cal reflec­tion and moral action.”

The paper’s authors, pro­fes­sor Johannes Wanger of Austria’s Uni­ver­si­ty of Graz and grad­u­ate stu­dent Philipp Schöneg­ger from the Uni­ver­si­ty of St. Andrews in Scot­land, sur­veyed 417 pro­fes­sors in three cat­e­gories, reports Olivia Gold­hill at Quartz: “ethi­cists (philoso­phers focused on ethics), philoso­phers focused on non-eth­i­cal sub­jects, and oth­er pro­fes­sors.” The paper sur­veyed only Ger­man-speak­ing schol­ars, repli­cat­ing the meth­ods of a 2013 study focused on Eng­lish-speak­ing pro­fes­sors.

The ques­tions asked touched on “a range of moral top­ics, includ­ing organ dona­tion, char­i­ta­ble giv­ing, and even how often they called their moth­er.” After assess­ing gen­er­al views on the sub­jects, the authors “then asked the pro­fes­sors about their own behav­ior in each cat­e­go­ry.” We must assume a base lev­el of hon­esty among the respon­dents in their self-report­ed answers.

The results: “the researchers found no sig­nif­i­cant dif­fer­ence in moral behav­ior” between those who make it their busi­ness to study ethics and those who study oth­er things. For exam­ple, the major­i­ty of the aca­d­e­mics sur­veyed agreed that you should call your moth­er: at 75% of non-philoso­phers, 70% of non-ethi­cists, and 65% of ethi­cists (whose num­bers might be low­er here because oth­er issues could seem weight­i­er to them by com­par­i­son).

When it comes to pick­ing up the phone to call mom at least twice a month, the num­bers were con­sis­tent­ly high, but ethi­cists did not rate par­tic­u­lar­ly high­er at 87% ver­sus 81% of non-ethi­cist philoso­phers and 89% of oth­ers. The sub­ject of char­i­ta­ble giv­ing may war­rant more scruti­ny. Ethi­cists rec­om­mend­ed donat­ing an aver­age of 6.9% of one’s annu­al salary, where non-ethi­cists said 4.6%  was enough and oth­ers said 5.1%. The num­bers for all three groups, how­ev­er, hov­er around four and half per­cent.

One notable excep­tion to this trend: veg­e­tar­i­an­ism: “Ethi­cists were both more like­ly to say that it was immoral to eat meat, and more like­ly to be veg­e­tar­i­ans them­selves.” But on aver­age, schol­ars of eth­i­cal behav­ior do not seem to behave bet­ter than their peers. Should we be sur­prised at this? Eric Schwitzgebel, a phi­los­o­phy pro­fes­sor at Uni­ver­si­ty of Cal­i­for­nia, River­side, and one of the authors of orig­i­nal, 2013 study, finds the results upset­ting.

Using the exam­ple of a hypo­thet­i­cal pro­fes­sor who makes the case for veg­e­tar­i­an­ism, then heads to the cafe­te­ria for a burg­er, Schwitzgebel refers to mod­ern-day philo­soph­i­cal ethics as “cheese­burg­er ethics.” Of his work on the behav­ior of ethi­cists with Stet­son University’s Joshua Rust, he writes, “nev­er once have we found ethi­cists as a whole behav­ing bet­ter than our com­par­i­son groups of oth­er pro­fes­sors…. Nonethe­less, ethi­cists do embrace more strin­gent moral norms on some issues.”

Should philoso­phers who hold such views aspire to be bet­ter? Can they be? Schöneg­ger and Wag­n­er frame the issue upfront in their recent ver­sion of the study (which you can read in full here), with a quote from the Ger­man philoso­pher Max Schel­er: “sign­posts do not walk in the direc­tion they point to.” Ethi­cists draw con­clu­sions about ideals of human behav­ior using the tools of phi­los­o­phy. They show the way but should not per­son­al­ly set them­selves up as exem­plars or role-mod­els. As one high-pro­file case of a very bad­ly-behaved ethi­cist sug­gests, this might not do the pro­fes­sion any favors.

Schwitzgebel is not con­tent with this answer. The prob­lem, he writes at Aeon, may be pro­fes­sion­al­iza­tion itself, impos­ing an unnat­ur­al dis­tance between word and deed. “I’d be sus­pi­cious of any 21st-cen­tu­ry philoso­pher who offered up her- or him­self as a mod­el of wise liv­ing,” he writes, “This is no longer what it is to be a philosopher—and those who regard them­selves as wise are in any case almost always mis­tak­en. Still, I think, the ancient philoso­phers got some­thing right that the cheese­burg­er ethi­cist gets wrong.”

The “some­thing wrong” is a lais­sez-faire com­fort with things as they are. Leav­ing ethics to the realm of the­o­ry takes away a sense of moral urgency. “A full-bod­ied under­stand­ing of ethics requires some liv­ing,” Schwitzgebel writes. It might be eas­i­er for philoso­phers to avoid aim­ing for bet­ter behav­ior, he implies, when they are only required, and pro­fes­sion­al­ly reward­ed, just to think about it.

via Quartz

Relat­ed Con­tent:

How Can I Know Right From Wrong? Watch Phi­los­o­phy Ani­ma­tions on Ethics Nar­rat­ed by Har­ry Shear­er

Oxford’s Free Course A Romp Through Ethics for Com­plete Begin­ners Will Teach You Right from Wrong

The Hobo Eth­i­cal Code of 1889: 15 Rules for Liv­ing a Self-Reliant, Hon­est & Com­pas­sion­ate Life

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Does Democracy Demand the Tolerance of the Intolerant? Karl Popper’s Paradox

Pho­to via Wiki­me­dia Com­mons

In the past few years, when far-right nation­al­ists are banned from social media, vio­lent extrem­ists face boy­cotts, or insti­tu­tions refuse to give a plat­form to racists, a faux-out­raged moan has gone up: “So much for the tol­er­ant left!” “So much for lib­er­al tol­er­ance!” The com­plaint became so hack­neyed it turned into an already-hack­neyed meme. It’s a won­der any­one thinks this line has any rhetor­i­cal force. The equa­tion of tol­er­ance with acqui­es­cence, pas­siv­i­ty, or a total lack of bound­aries is a reduc­tio ad absur­dum that denudes the word of mean­ing. One can only laugh at unse­ri­ous char­ac­ter­i­za­tions that do such vio­lence to rea­son.

The con­cept of tol­er­a­tion has a long and com­pli­cat­ed his­to­ry in moral and polit­i­cal phi­los­o­phy pre­cise­ly because of the many prob­lems that arise when the word is used with­out crit­i­cal con­text. In some absurd, 21st cen­tu­ry usages, tol­er­ance is even con­flat­ed with accep­tance, approval, and love. But it has his­tor­i­cal­ly meant the opposite—noninterference with some­thing one dis­likes or despis­es. Such non­in­ter­fer­ence must have lim­its. As Goethe wrote in 1829, “tol­er­ance should be a tem­po­rary atti­tude only; it must lead to recog­ni­tion. To tol­er­ate means to insult.” Tol­er­ance by nature exists in a state of social ten­sion.

Accord­ing to vir­tu­al­ly every con­cep­tion of lib­er­al democ­ra­cy, a free and open soci­ety requires tense debate and ver­bal con­flict. Soci­ety, the argu­ment goes, is only strength­ened by the oft-con­tentious inter­play of dif­fer­ing, even intol­er­ant, points of view. So, when do such views approach the lim­its of tol­er­a­tion? One of the most well-known para­dox­es of tol­er­ance was out­lined by Aus­tri­an philoso­pher Karl Pop­per in his 1945 book The Open Soci­ety and Its Ene­mies.

Pop­per was a non-reli­gious Jew who wit­nessed the rise of Nazism in the 20s in his home­town of Vien­na and fled to Eng­land, then in 1937, to Christchurch, New Zealand, where he was appoint­ed lec­tur­er at Can­ter­bury Col­lege (now the Uni­ver­si­ty of Can­ter­bury). There, he wrote The Open Soci­ety, where the famous pas­sage appears in a foot­note:

Unlim­it­ed tol­er­ance must lead to the dis­ap­pear­ance of tol­er­ance. If we extend unlim­it­ed tol­er­ance even to those who are intol­er­ant, if we are not pre­pared to defend a tol­er­ant soci­ety against the onslaught of the intol­er­ant, then the tol­er­ant will be destroyed, and tol­er­ance with them. — In this for­mu­la­tion, I do not imply, for instance, that we should always sup­press the utter­ance of intol­er­ant philoso­phies; as long as we can counter them by ratio­nal argu­ment and keep them in check by pub­lic opin­ion, sup­pres­sion would cer­tain­ly be unwise. But we should claim the right to sup­press them if nec­es­sary even by force; for it may eas­i­ly turn out that they are not pre­pared to meet us on the lev­el of ratio­nal argu­ment, but begin by denounc­ing all argu­ment; they may for­bid their fol­low­ers to lis­ten to ratio­nal argu­ment, because it is decep­tive, and teach them to answer argu­ments by the use of their fists or pis­tols. We should there­fore claim, in the name of tol­er­ance, the right not to tol­er­ate the intol­er­ant.

This last sen­tence has “been print­ed on thou­sands of bumper stick­ers and fridge mag­nets,” writes Will Harvie at Stuff. The quote might become almost as ubiq­ui­tous as Voltaire’s line about “defend­ing to the death” the right of free speech (words actu­al­ly penned by Eng­lish writer Beat­rice Eve­lyn Hall). Pop­per saw how fas­cism cyn­i­cal­ly exploit­ed lib­er­al tol­er­a­tion to gain a foothold and incite per­se­cu­tion, vio­lent attacks, and even­tu­al­ly geno­cide. As he writes in his auto­bi­og­ra­phy, he had seen how “com­pet­ing par­ties of the Right were out­bid­ding each oth­er in their hos­til­i­ty towards the Jews.”

Popper’s for­mu­la­tion has been been used across the polit­i­cal spec­trum, and some­times applied in argu­ments against civ­il pro­tec­tions for some reli­gious sects who hold intol­er­ant views—a cat­e­go­ry that includes prac­ti­tion­ers of near­ly every major faith. But this is mis­lead­ing. The line for Pop­per is not the mere exis­tence of exclu­sion­ary or intol­er­ant beliefs or philoso­phies, how­ev­er reac­tionary or con­temptible, but the open incite­ment to per­se­cu­tion and vio­lence against oth­ers, which should be treat­ed as crim­i­nal, he argued, and sup­pressed, “if nec­es­sary,” he con­tin­ues in the foot­note, “even by force” if pub­lic dis­ap­proval is not enough.

By this line of rea­son­ing, vig­or­ous resis­tance to those who call for and enact racial vio­lence and eth­nic cleans­ing is a nec­es­sary defense of a tol­er­ant soci­ety. Ignor­ing or allow­ing such acts to con­tin­ue in the name of tol­er­ance leads to the night­mare events Pop­per escaped in Europe, or to the hor­rif­ic mass killings at two mosques in Christchurch this month that delib­er­ate­ly echoed Nazi atroc­i­ties. There are too many such echoes, from mass mur­ders at syn­a­gogues to con­cen­tra­tion camps for kid­napped chil­dren, all sur­round­ed by an echo cham­ber of wild­ly unchecked incite­ment by state and non-state actors alike.

Pop­per rec­og­nized the inevitabil­i­ty and healthy neces­si­ty of social con­flict, but he also affirmed the val­ues of coop­er­a­tion and mutu­al recog­ni­tion, with­out which a lib­er­al democ­ra­cy can­not sur­vive. Since the pub­li­ca­tion of The Open Soci­ety and its Ene­mies, his para­dox of tol­er­ance has weath­ered decades of crit­i­cism and revi­sion. As John Hor­gan wrote in an intro­duc­tion to a 1992 inter­view with the thinker, two years before his death, “an old joke about Pop­per” reti­tles the book “The Open Soci­ety by One of its Ene­mies.”

With less than good humor, crit­ics have derid­ed Popper’s lib­er­al­ism as dog­mat­ic and itself a fas­cist ide­ol­o­gy that inevitably tends to intol­er­ance against minori­ties. Ques­tion about who gets to decide which views should be sup­pressed and how are not easy to answer. Pop­per liked to say he wel­comed the crit­i­cism, but he refused to tol­er­ate views that reject rea­son, fact, and argu­ment in order to incite and per­pe­trate vio­lence and per­se­cu­tion. It’s dif­fi­cult to imag­ine any demo­c­ra­t­ic soci­ety sur­viv­ing for long if it decides that, while maybe objec­tion­able, such tol­er­ance is tol­er­a­ble. The ques­tion, “these days,” writes Harvie, is “can a tol­er­ant soci­ety sur­vive the inter­net?”

Relat­ed Con­tent:

20,000 Amer­i­cans Hold a Pro-Nazi Ral­ly in Madi­son Square Gar­den in 1939: Chill­ing Video Re-Cap­tures a Lost Chap­ter in US His­to­ry

How Did Hitler Rise to Pow­er? : New TED-ED Ani­ma­tion Pro­vides a Case Study in How Fas­cists Get Demo­c­ra­t­i­cal­ly Elect­ed

Rare 1940 Audio: Thomas Mann Explains the Nazis’ Ulte­ri­or Motive for Spread­ing Anti-Semi­tism

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Oxford’s Free Course Critical Reasoning For Beginners Teaches You to Think Like a Philosopher

Image by Pablo Fer­nán­dez, via Flickr Com­mons

When I was younger, I often found myself dis­agree­ing with some­thing I’d read or heard, but could­n’t explain exact­ly why. Despite being unable to pin­point the pre­cise rea­sons, I had a strong sense that the rules of log­ic were being vio­lat­ed. After I was exposed to crit­i­cal think­ing in high school and uni­ver­si­ty, I learned to rec­og­nize prob­lem­at­ic argu­ments, whether they be a straw man, an appeal to author­i­ty, or an ad hominem attack. Faulty argu­ments are all-per­va­sive, and the men­tal bias­es that under­lie them pop up in media cov­er­age, col­lege class­es, and arm­chair the­o­riz­ing. Want to learn how to avoid them? Look no fur­ther than Crit­i­cal Rea­son­ing For Begin­ners, a top rat­ed col­lec­tion of lec­tures led by Oxford University’s Mar­i­anne Tal­bot.

Tal­bot builds the course from the ground up, and begins by explain­ing that argu­ments con­sist of a set of premis­es that, log­i­cal­ly linked togeth­er, lead to a con­clu­sion. She pro­ceeds to out­line the way to lay out an argu­ment log­i­cal­ly and clear­ly, and even­tu­al­ly, the basic steps involved in assess­ing its strengths and weak­ness­es.

The six-part series, which was record­ed in 2009, shows no sign of wear, and Tal­bot, unlike some phi­los­o­phy pro­fes­sors, does a ter­rif­ic job of mak­ing the con­tent digestible. If you’ve got some time on your hands, the lec­tures, which aver­age just over an hour in length, can be fin­ished in less than a week. That’s peanuts, if you con­sid­er that all of our knowl­edge is built on the foun­da­tions that this course estab­lish­es. If you haven’t had the chance to be exposed to a class on crit­i­cal thought, I can’t rec­om­mend Crit­i­cal Rea­son­ing For Begin­ners with enough enthu­si­asm: there are few men­tal skills that are as under­ap­pre­ci­at­ed, and as cen­tral to our dai­ly lives, as crit­i­cal think­ing.

Crit­i­cal Rea­son­ing For Begin­ners is cur­rent­ly avail­able on the Uni­ver­si­ty of Oxford web­site in both audio and video for­mats, and also on iTunes and YouTube. You can find it list­ed in our col­lec­tion of Free Online Phi­los­o­phy Cours­es, part of our col­lec­tion of 1300 Free Online Cours­es from top uni­ver­si­ties.

Note: An ear­li­er ver­sion of this post appeared on our site in 2014.

Ilia Blin­d­er­man is a Mon­tre­al-based cul­ture and sci­ence writer. Fol­low him at @iliablinderman, or read more of his writ­ing at the Huff­in­g­ton Post.

Relat­ed Con­tent:

Free Online Phi­los­o­phy Cours­es

Oxford’s Free Intro­duc­tion to Phi­los­o­phy: Stream 41 Lec­tures

The His­to­ry of Phi­los­o­phy With­out Any Gaps – Peter Adamson’s Pod­cast Still Going Strong

Intro­duc­tion to Polit­i­cal Phi­los­o­phy: A Free Online Course from Yale Uni­ver­si­ty 

200 Online Cer­tifi­cate & Micro­cre­den­tial Pro­grams from Lead­ing Uni­ver­si­ties & Com­pa­nies.

Online Degrees & Mini Degrees: Explore Mas­ters, Mini Mas­ters, Bach­e­lors & Mini Bach­e­lors from Top Uni­ver­si­ties.

An Animated Introduction to Friedrich Nietzsche’s Life & Thought

There’s no shame if you’ve nev­er known how to pro­nounce Friedrich Niet­zsche’s name cor­rect­ly. Even less if you nev­er remem­ber how to spell it. If these hap­pen to be the case, you may be less than famil­iar with his phi­los­o­phy. Let Alain de Botton’s ani­mat­ed School of Life video briefly intro­duce you, and you’ll nev­er for­get how to say it: “Knee Cha.” (As for remem­ber­ing the spelling, you’re on your own.) You’ll also get a short biog­ra­phy of the dis­grun­tled, dys­pep­tic Ger­man philoso­pher, who left a promis­ing aca­d­e­m­ic career at the Uni­ver­si­ty of Basel in his mid-20s and embarked to the Swiss Alps to write his vio­lent­ly orig­i­nal books in soli­tude before suc­cumb­ing to a men­tal break­down at 44 when he saw a cart dri­ver beat­ing a horse.

Niet­zsche died after remain­ing almost entire­ly silent for 11 years. In these years and after his death, thanks to the machi­na­tions of his sis­ter Eliz­a­beth, his thought was twist­ed into a hate­ful car­i­ca­ture. He has since been reha­bil­i­tat­ed from asso­ci­a­tions with the Nazis, but he still calls up fear and loathing for many peo­ple because of his relent­less cri­tiques of Chris­tian­i­ty and rep­u­ta­tion for star­ing too long into abysses. Maybe we can’t help but hear fascis­tic over­tones in his con­cept of the uber­men­sch, and his ideas about slave moral­i­ty can make for uncom­fort­able read­ing. Those steeped in Nietzsche’s thought may not feel that de Botton’s com­men­tary gives these ideas their prop­er crit­i­cal due.

Like­wise, Niet­zsche him­self is treat­ed as some­thing of an uber­men­sch, an approach that pulls him out of his social world. Impor­tant fig­ures who had a tremen­dous impact on his per­son­al and intel­lec­tu­al life—like Arthur Schopen­hauer, Richard and Cosi­ma Wag­n­er, Lou Salomé, and Nietzsche’s sister—don’t even receive a men­tion. But this is a lot to ask from a six-minute sum­ma­ry. De Bot­ton hits some of philo­soph­i­cal high­lights and explains some mis­con­cep­tions. Yes, Niet­zsche held no brief for Chris­tian­i­ty at all, but this was because it caused tremen­dous suf­fer­ing, he thought, by mak­ing peo­ple moral­ly stunt­ed and bit­ter­ly resent­ful.

Instead, he argued, we should embrace our desires, and use so-called sin­ful pas­sions like envy to lever­age our ambi­tions. Niet­zsche is not a seduc­er, cor­rupt­ing the youth with promis­es of great­ness. You may very well fail, he admit­ted, and fail mis­er­ably. But to deny your­self is to nev­er become who you are. Niet­zsche schol­ar Babette Babich has described this aspect of the philosopher’s thought as the ethics of the sup­port­ive friend. She quotes David B. Alli­son, who writes that Nietzsche’s advice comes to us “like a friend who seems to share your every concern—and your aver­sions and sus­pi­cions as well. Like a true friend, he rarely tells you what you should do.”

Except that he often does. Babich also writes about Niet­zsche as edu­ca­tor, and indeed he con­sid­ered edu­ca­tion one of the high­est human goods, too pre­cious to be squan­dered on those who do not appre­ci­ate it. His phi­los­o­phy of edu­ca­tion is con­sis­tent with his views on cul­ture. Since God is Dead, we must replace scrip­ture and litur­gy with art, lit­er­a­ture, and music. So far, so many a young Niet­zsche enthu­si­ast, pur­su­ing their own form of Niet­zschean edu­ca­tion, will be on board with the philosopher’s pro­gram.

But as de Bot­ton also explains, Niet­zsche, who turned Diony­sus into a philo­soph­i­cal ide­al, might have issued one pre­scrip­tion too many for the aver­age col­lege stu­dent: no drink­ing. If that’s too much to stom­ach, we should at least take seri­ous­ly that stuff about star­ing into abysses. Niet­zsche meant it as a warn­ing. Instead, writes Peter Pre­vos at The Hori­zon of Rea­son, “we should go beyond star­ing and brave­ly leap into the bound­less chasm and prac­tice philo­soph­i­cal base jump­ing.” No mat­ter how much Niet­zsche you read, he’s nev­er going to tell you that means. We only become who we are, he sug­gests, when we fig­ure it on our own.

Relat­ed Con­tent:

Free Online Phi­los­o­phy Cours­es

How Did Niet­zsche Become the Most Mis­un­der­stood & Bas­tardized Philoso­pher?: A Video from Slate Explains

Niet­zsche Lays Out His Phi­los­o­phy of Edu­ca­tion and a Still-Time­ly Cri­tique of the Mod­ern Uni­ver­si­ty (1872)

An Ani­mat­ed Intro­duc­tion to Friedrich Nietzsche’s Philo­soph­i­cal Recipe for Get­ting Over the Sources of Regret, Dis­ap­point­ment and Suf­fer­ing in Our Lives

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

An Animated Introduction to the Famous Thought Experiment, the “Trolley Problem,” Narrated by Harry Shearer

You don’t have to get too deep into the study of ethics before you run across the trol­ley prob­lem. It comes up so read­i­ly that it hard­ly needs an intro­duc­tion: a run­away train is on course to col­lide with and kill five peo­ple work­ing on the tracks, but you can pull a lever that will switch it to anoth­er sec­tion of track on which stands only one per­son. Do you pull it? Accord­ing to a pure­ly util­i­tar­i­an inter­pre­ta­tion, you should, since one life lost sure­ly beats five lives lost. But faced with the deci­sion, real indi­vid­u­als tend to strug­gle: not pulling the lever feels like let­ting five peo­ple die, but pulling it feels like mur­der­ing one.

What if you could stop the train by push­ing one espe­cial­ly large indi­vid­ual off a bridge into the train’s path, stop­ping it but killing him? Few say, or at least admit, that they would do it. But why not? The Har­ry Shear­er-nar­rat­ed ani­ma­tion above, a part of BBC Radio 4 and The Open Uni­ver­si­ty’s series on the his­to­ry of ideas, con­sid­ers what our respons­es reveal about how we think eth­i­cal­ly.

“What the trol­ley prob­lem exam­ines is whether moral deci­sions are sim­ply about out­comes, or about the man­ner in which you achieve them,” says Shear­er. “Lots of peo­ple say they would switch the points, but they would­n’t push the man off the bridge. Are they sim­ply incon­sis­tent… or are they on to some­thing?

The TED-Ed video just above, writ­ten by edu­ca­tor Eleanor Nelsen, gets deep­er into what they might be on to. “The dilem­ma in its many vari­a­tions reveals that what we think is right or wrong depends on fac­tors oth­er than a log­i­cal weigh­ing of the pros and cons,” says Nelsen. “For exam­ple, men are more like­ly than women to say it’s okay to push the man over the bridge. So are peo­ple who watch a com­e­dy clip before doing the thought exper­i­ment. And in one vir­tu­al real­i­ty study, peo­ple were more will­ing to sac­ri­fice men than women.” The study of “Trol­ley­ol­o­gy,” a sub­ject since Philip­pa Foot first artic­u­lat­ed the prob­lem in 1967, now finds “researchers who study autonomous sys­tems” col­lab­o­rat­ing with philoso­phers “to address the com­plex prob­lem of pro­gram­ming ethics into machines.” Alter­na­tive­ly, of course, they could just put the ques­tion to the near­est two-year-old.

Relat­ed Con­tent:

How Can I Know Right From Wrong? Watch Phi­los­o­phy Ani­ma­tions on Ethics Nar­rat­ed by Har­ry Shear­er

What Is Free­dom? Watch Four Phi­los­o­phy Ani­ma­tions on Free­dom & Free Will Nar­rat­ed by Har­ry Shear­er

48 Ani­mat­ed Videos Explain the His­to­ry of Ideas: From Aris­to­tle to Sartre

Oxford’s Free Course A Romp Through Ethics for Com­plete Begin­ners Will Teach You Right from Wrong

Watch a 2‑Year-Old Solve Philosophy’s Famous Eth­i­cal “Trol­ley Prob­lem” (It Doesn’t End Well)

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

Alan Watts Presents a 15-Minute Guided Meditation: A Time-Tested Way to Stop Thinking About Thinking

The con­cept of empti­nessshūny­atā—in Mahayana Bud­dhism is per­haps a sub­ject best avoid­ed in casu­al con­ver­sa­tion. It so vex­es every­one not least because of issues of trans­la­tion: “empti­ness,” many schol­ars think, hard­ly suf­fices as a sub­sti­tute. In Eng­lish it has a more dis­tinct­ly nihilist fla­vor than was intend­ed. Yet empti­ness is so indis­pens­able that it can hard­ly go unmen­tioned when the prac­tice and pur­pose of med­i­ta­tion come up in Bud­dhist thought.

Leave it to Zen to put things in such suc­cinct and down-to-earth ways: the prac­tice of med­i­ta­tion is to devel­op “’no mind,’” says Suzu­ki Roshi. It is to have “no gain­ing idea.” The rea­son is to have no rea­son. But from the same point of view, there is a point: “the point we should make clear in our prac­tice,” the Zen mas­ter tells us: we should “put more empha­sis on big mind rather than small mind.”

If you need more clar­i­fi­ca­tion, you might turn to anoth­er Zen pop­u­lar­iz­er who also began to draw audi­ences in Cal­i­for­nia in the 50s: Alan Watts. Watts came to San Fran­cis­co not with a life­time of monas­tic train­ing in Japan, but through his train­ing as an aca­d­e­m­ic, Epis­co­pal priest, and Zen enthu­si­ast in Britain. He is wordier, less poet­ic, and more essay­is­tic in his deliv­ery, but in dis­cussing the pur­pose of med­i­ta­tion, you will find him say­ing the very same things as the Zen mas­ters:

Med­i­ta­tion is the dis­cov­ery that the point of life is always arrived at in the imme­di­ate moment. And there­fore, if you med­i­tate for an ulte­ri­or motive — that is to say, to improve your mind, to improve your char­ac­ter, to be more effi­cient in life — you’ve got your eye on the future and you are not med­i­tat­ing!

As for Suzuk­i’s “big mind,” Watts has his own ver­sion: “The art of med­i­ta­tion is a way of get­ting into touch with real­i­ty… our basic insep­a­ra­bil­i­ty from the whole uni­verse.” These are not nec­es­sar­i­ly syn­onyms for “empti­ness,” but the idea of hav­ing no idea maybe comes close to sum­ma­riz­ing the con­cept. “Not know­ing,” as the koan says, “is most inti­mate.”

Maybe it’s hair-split­ting and belabors the com­par­i­son, but Suzu­ki Roshi did not talk about med­i­ta­tion as a way to stop all think­ing. This is futile, he would argue. Watts seems to sug­gest oth­er­wise when he says that “we become inte­ri­o­ral­ly silent and cease from the inter­minable chat­ter that goes on inside our skulls. Because you see, most of us think com­pul­sive­ly all the time.” Most hon­est peo­ple will tell you they think com­pul­sive­ly dur­ing med­i­ta­tion as well. But in his guid­ed med­i­ta­tion above, Watts acknowl­edges just this fact.

Indeed, his mat­ter-of-fact way of rec­og­niz­ing the ever-pres­ence of thought is what makes the instruc­tions he gives so use­ful, even if they are also, ulti­mate­ly, point­less. Hear the orig­i­nal fif­teen minute guid­ed med­i­ta­tion at the top of the post and an edit, with some, maybe dis­tract­ing, back­ground music, just above. To let think­ing recede into the back­ground, we must engage our oth­er sens­es, let­ting every sound and sen­sa­tion come and go and the autonomous ner­vous sys­tem take over.

How to let go of think­ing about think­ing? Let Watts guide you in an exer­cise and see what hap­pens. Then lis­ten to Suzu­ki Roshi describe the Bud­dhist phi­los­o­phy of empti­ness. As far as med­i­ta­tion, or “zazen prac­tice,” goes, he says, our zazen prac­tice is based on… the teach­ing of shūny­atā or empti­ness,” which is not an idea but an expe­ri­ence of “let­ting go of fixed ideas,” writes anoth­er Zen mas­ter who brought his prac­tice to the U.S., “in order to go beyond them.”

via Big Think

Relat­ed Con­tent:  

Alan Watts Dis­pens­es Wit & Wis­dom on the Mean­ing of Life in Three Ani­mat­ed Videos

How Med­i­ta­tion Can Change Your Brain: The Neu­ro­science of Bud­dhist Prac­tice

Stream 18 Hours of Free Guid­ed Med­i­ta­tions

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

97-Year-Old Philosopher Ponders the Meaning of Life: “What Is the Point of It All?”

If you’ve sat by the bed­side of a dying friend or rel­a­tive, or recov­ered from a ter­mi­nal ill­ness your­self, you may know too well: the con­cerns of yesterday—career anx­i­eties, polit­i­cal high stakes, per­son­al grudges—can slip away into the rear view, becom­ing small­er and more mean­ing­less as hours pass into final days. What takes their place? Maybe a savor­ing of the moment, maybe regrets over moments not savored, maybe a grow­ing acknowl­edg­ment that grat­i­tude mat­ters more than being right. Maybe a will­ing­ness to let go of pri­or ideas—not to adopt new ones, but to open to the ques­tions again.

Some­times, this expe­ri­ence is bewil­der­ing and fright­en­ing, espe­cial­ly when cou­pled with the pains of ill­ness and old age. What­ev­er insights one might have at the thresh­old of death, they can­not eas­i­ly over­come “life­long habits,” says Her­bert Fin­garette in the can­did short film Being 97, a doc­u­men­tary made in the last months of the con­trar­i­an Amer­i­can philosopher’s life. By the time of his death,” notes Aeon, “Fin­garette (1921–2018) had lived what most would con­sid­er a full and mean­ing­ful life. His mar­riage to his wife, Leslie, was long and hap­py. His career as a pro­fes­sor of phi­los­o­phy at the Uni­ver­si­ty of Cal­i­for­nia was both accom­plished and con­tro­ver­sial.”

By this time, his wife of sev­en­ty years had been gone for sev­en. And at 97, phys­i­cal­ly frail and his career long over, Fin­garette was com­ing to terms with “lone­li­ness and absence” as well as with his need for help from oth­er peo­ple to do sim­ple tasks. After 42 years of teaching—and writ­ing on sub­jects like self-decep­tion, Con­fu­cian­ism, eth­i­cal respon­si­bil­i­ty, and addiction—he was also grap­pling with the fact he had been wrong about one par­tic­u­lar­ly press­ing mat­ter, at least.

Fin­garette became infa­mous when, with­out under­tak­ing any sci­en­tif­ic research him­self, he claimed in the 1988 book Heavy Drink­ing that alco­holism was a prob­lem of self con­trol, not a dis­ease. But he does not speak of the polit­i­cal furor in this minor con­tro­ver­sy. Eleven years lat­er, he took on an even heav­ier sub­ject in Death: Philo­soph­i­cal Sound­ings. “What I said was in a nut­shell,” he recalls, “is there’s no rea­son to be afraid or con­cerned or any­thing about death because when you die, there’s noth­ing. You’re not going to suf­fer, you’re not going to be unhap­py… you’re not going to be…. It’s not ratio­nal to be afraid of death.”

He admits, “I now think that is not a good state­ment, because I think it’s impor­tant to fig­ure out why it is then that peo­ple are afraid of death. Why am I con­cerned about it?” His best think­ing aside, “my sense of real­ism tells me, well, no good rea­son or not, it is some­thing that haunts me. I walk around the house and I ask myself, ‘What is the point of it all? There must be some­thing I’m miss­ing in this argu­ment.’” He asks, he says, know­ing “that there isn’t any good answer.” But that doesn’t stop him from look­ing for one. We see Fingarette’s life­long habits as a thinker push him for­ward in pur­suit of what he calls a “fool­ish ques­tion,” although he intu­its that “the answer might be… the silent answer.”

It’s a painful exis­ten­tial real­iza­tion for a man so devot­ed to log­i­cal argu­ment and pro­nounce­ments of cer­tain­ty. This film of Fin­garette in his last months is both a per­son­al­ly mov­ing por­trait and a dra­ma in minia­ture of a uni­ver­sal human dilem­ma: why is it so hard to accept the inevitable? Why do we have minds that strug­gle against it? The mul­ti­tude of pos­si­ble answers may be far less mean­ing­ful than the expe­ri­ence of the ques­tion itself, painful and tran­scen­dent as it is, whether we are griev­ing the loss of oth­ers, fac­ing our own mor­tal­i­ty, or, as in Fin­garet­te’s case, both at once.

Being 97 will be added to our list of Free Online Doc­u­men­taries, a sub­set of our col­lec­tion, 4,000+ Free Movies Online: Great Clas­sics, Indies, Noir, West­erns, Doc­u­men­taries & More.

via Aeon

Relat­ed Con­tent:

Death: A Free Phi­los­o­phy Course from Yale Helps You Grap­ple with the Inescapable

Alan Watts Explains Why Death is an Art, Adven­ture and Cre­ative Act

When Aldous Hux­ley, Dying of Can­cer, Left This World Trip­ping on LSD, Expe­ri­enc­ing “the Most Serene, the Most Beau­ti­ful Death” (1963)

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

 

A Brief Animated Introduction to Noam Chomsky’s Linguistic Theory, Narrated by The X‑Files’ Gillian Anderson

How is it that chil­dren just enter­ing tod­dler­hood pick up the struc­ture of their respec­tive lan­guages with ease? They are not for­mal­ly taught to use speech; they have lim­it­ed cog­ni­tive abil­i­ties and a “pover­ty of stim­u­lus,” giv­en their high­ly cir­cum­scribed envi­ron­ments. And yet, they learn the func­tion and order of sub­jects, verbs, and objects, and learn to rec­og­nize improp­er usage. Chil­dren might make rou­tine mis­takes, but they under­stand and can be under­stood from a very ear­ly age, and for the most part with­out very much dif­fi­cul­ty. How?

These are the ques­tions that con­front­ed Noam Chom­sky in the ear­ly years of his career in lin­guis­tics. His answers pro­duced a the­o­ry of Uni­ver­sal Gram­mar in the 1960s, and for decades, it has been the reign­ing the­o­ry in the field to beat, ini­ti­at­ing what is often referred to as the “Chom­skyan Era,” a phrase the man him­self dis­likes but which nonethe­less sums up the kinds of issues that have been at stake in lin­guis­tics for over fifty years.

Ques­tions about lan­guage acqui­si­tion have always been the sub­ject of intense philo­soph­i­cal spec­u­la­tion. They were fold­ed into gen­er­al the­o­ries of epis­te­mol­o­gy, like Plato’s the­o­ry of forms or John Locke’s so-called “blank slate” hypoth­e­sis. Vari­a­tions on these posi­tions sur­face in dif­fer­ent forms through­out West­ern intel­lec­tu­al his­to­ry. Descartes picks up Plato’s dual­ism, argu­ing that humans speak and ani­mals don’t because of the exis­tence of an immor­tal “ratio­nal soul.” Behav­ior­ist B.F. Skin­ner sug­gests that oper­ant con­di­tion­ing writes lan­guage onto a total­ly impres­sion­able mind. (“Give me a child,” said Skin­ner, “and I will shape him into any­thing.”)

Chom­sky “gave a twist” to this age-old debate over the exis­tence of innate ideas, as Gillian Ander­son tells us in the ani­mat­ed video above from BBC 4’s His­to­ry of Ideas series. Chomsky’s the­o­ry is biolin­guis­tic: it sit­u­ates lan­guage acqui­si­tion in the struc­tures of the brain. Not being him­self a neu­ro­bi­ol­o­gist, he talks of those the­o­ret­i­cal struc­tures, respon­si­ble for repro­duc­ing accu­rate syn­tax, as a metaphor­i­cal “lan­guage acqui­si­tion device” (LAD), a hard­wired fac­ul­ty that sep­a­rates the human brain from that of a dog or cat.

Chomsky’s the­o­ry has lit­tle to do with the con­tent of lan­guage, but rather with its struc­ture, which he says is uni­ver­sal­ly encod­ed in our neur­al archi­tec­ture. Chil­dren, he writes, “devel­op lan­guage because they’re pre-pro­grammed to do this.” Syn­tax is pri­or to and inde­pen­dent of spe­cif­ic mean­ing, a point he demon­strat­ed with the poet­ic sen­tence “Col­or­less green ideas sleep furi­ous­ly.” Every Eng­lish speak­er can rec­og­nize the sen­tence as gram­mat­i­cal, even very small chil­dren, though it refers to no real objects and would nev­er occur in con­ver­sa­tion.

Con­verse­ly, we rec­og­nize “Furi­ous­ly sleep ideas green col­or­less” as ungram­mat­i­cal, though it means no more nor less than the first sen­tence. The region­al vari­a­tions on word order only under­line his point since, in every case, chil­dren quick­ly under­stand how to use the ver­sion they’re pre­sent­ed with at rough­ly the same devel­op­men­tal age and in the same way. The exis­tence of a the­o­ret­i­cal Lan­guage Acqui­si­tion Device solves the chick­en-egg prob­lem of how chil­dren with no under­stand­ing of and only a very lim­it­ed expo­sure to lan­guage, can learn to speak just by lis­ten­ing to lan­guage.

Chomsky’s the­o­ry was rev­o­lu­tion­ary in large part because it was testable, and researchers at the professor’s long­time employ­er, MIT, recent­ly pub­lished evi­dence of a “lan­guage uni­ver­sal” they dis­cov­ered in a com­par­a­tive study of 37 lan­guages. It’s com­pelling research that just might antic­i­pate the dis­cov­ery of a phys­i­cal Lan­guage Acqui­si­tion Device, or its neu­ro­bi­o­log­i­cal equiv­a­lent, in every human brain.

Relat­ed Con­tent:

Watch Michel Gondry Ani­mate Philoso­pher, Lin­guist & Activist Noam Chom­sky

The Ideas of Noam Chom­sky: An Intro­duc­tion to His The­o­ries on Lan­guage & Knowl­edge (1977)

Noam Chom­sky Defines What It Means to Be a Tru­ly Edu­cat­ed Per­son

5 Ani­ma­tions Intro­duce the Media The­o­ry of Noam Chom­sky, Roland Barthes, Mar­shall McLuhan, Edward Said & Stu­art Hall

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

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