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The fact–value distinction is also closely related to the moralistic fallacy, an invalid inference of factual conclusions from purely evaluative premises. For example, an invalid inference "Because everybody ought to be equal, there are no innate genetic differences between people" is an instance of the moralistic fallacy.
For example, "children should eat vegetables", and "those who would sacrifice liberty for security deserve neither" are philosophically normative claims. On the other hand, "vegetables contain a relatively high proportion of vitamins", and "a common consequence of sacrificing liberty for security is a loss of both" are positive claims.
only make descriptive claims about the material found in the primary source, the accuracy and applicability of which is easily verifiable by any reasonable, educated person without specialist knowledge, and; make no analytic, synthetic, interpretive, explanatory, or evaluative claims about the information found in the primary source.
Such norm sentences do not describe how the world is, they rather prescribe how the world should be. Imperative sentences are the most obvious way to express norms, but declarative sentences also may be norms, as is the case with laws or 'principles'. Generally, whether an expression is a norm depends on what the sentence intends to assert.
Declarative knowledge can be expressed using declarative sentences stored in books. Declarative knowledge is an awareness of facts that can be expressed using declarative sentences. It is also called theoretical knowledge, descriptive knowledge, propositional knowledge, and knowledge-that. It is not restricted to one specific use or purpose and ...
Descriptive ethics, also known as comparative ethics, is the study of people's beliefs about morality. [1] It contrasts with prescriptive or normative ethics , which is the study of ethical theories that prescribe how people ought to act, and with meta-ethics , which is the study of what ethical terms and theories actually refer to.
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In philosophy, a thick concept (sometimes: thick normative concept, or thick evaluative concept) is a kind of concept that both has a significant degree of descriptive content and is evaluatively loaded. Paradigmatic examples are various virtues and vices such as courage, cruelty, truthfulness and kindness. Courage for example, may be given a ...