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In metaphilosophy and ethics, metaethics is the study of the nature, scope, ground, and meaning of moral judgment, ethical belief, or values.It is one of the three branches of ethics generally studied by philosophers, the others being normative ethics (questions of how one ought to be and act) and applied ethics (practical questions of right behavior in given, usually contentious, situations).
Some philosophers consider metaphilosophy to be a subject apart from philosophy, above or beyond it, [4] while others object to that idea. [5] Timothy Williamson argues that the philosophy of philosophy is "automatically part of philosophy", as is the philosophy of anything else. [6]
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James Dreier (born 1960) is an American philosopher and Judy C. Lewent and Mark L. Shapiro Professor of Philosophy at Brown University. He is known for his work in metaethics, [1] [2] [3] especially on the subjects of expressivism and metametaethics. [4] [5] Dreier is an associate editor of Ethics (journal). [6]
According to Aristotle, how to lead a good life is one of the central questions of ethics. [1]Ethics, also called moral philosophy, is the study of moral phenomena. It is one of the main branches of philosophy and investigates the nature of morality and the principles that govern the moral evaluation of conduct, character traits, and institutions.
Sharon Street (born 1973) is a professor of Philosophy and Chair of the Department of Philosophy at New York University. [1] She specializes in metaethics, focusing in particular on how to reconcile our understanding of normativity with a scientific conception of the world. [1]
While there is wide agreement on the general topics discussed in the philosophy of education, it has proven difficult to give a precise definition of it. The philosophy of education belongs mainly to applied philosophy. [5] [8] According to some definitions, it can be characterized as an offshoot of ethics. [6]
Within philosophy, epistemology (or the study of how we know) has drawn closer to ethics. [5] This is in part due to the recognition that knowledge, like value and goodness, can be seen as a normative concept. The traditional analyses and definitions of knowledge have been shown to be unsound by the Gettier problem.