Month: March 2015

Income Inequality: Part 1

Many people claim to be “socially liberal but fiscally conservative” as though it’s evidence of what good people they are. Look at me! I care about the individual rights of immigrants, women, blacks, and gays! I’m all for same-sex marriage! I’m pro-choice!

But then they also might vote conservatively for fiscal reasons. I find this to be inconsistent. Through a series of posts about international income inequality, I will make the case that being “fiscally conservative” is as much a moral stance as “socially liberal.” Economic policies are in the domain of ethics, and I will eventually conclude that being fiscally conservative is ethically worse than being fiscally liberal. (more…)

The Shame of the Privileged

“I personally think talking about it all the time just makes the problem worse.”

Racism is a difficult thing to talk about. We like to think we’ve reached equality. We like to think that soon enough, all the old racists will die, and racism will disappear with them. The problem will solve itself if we just give it enough time.

Shame is also a difficult thing. Shame is an emotion that represents the failure to live up to an ego ideal. We think of ourselves as caring, smart, funny, talented, moral, attractive, as a good parent, sibling, friend. We don’t simply think of ourselves these ways; we deeply value such characteristics. These are our ego ideals. On occasion, these ideas we have about ourselves are challenged. When others challenge the ideas we have about ourselves, we lash out in anger. We become defensive. We deflect your criticism by pointing out your flaws.   (more…)

Commentary on “Why Our Children Don’t Think There Are Moral Facts”

Justin P. McBrayer recently argued in the New York Times that our children don’t think there are moral facts. Here’s what I take his argument to be:

Argument 1:

  • Premise 1: Common Core defines ‘fact’ as something that is true about a subject or something that can be tested or proven.
  • Premise 2: Common Core defines ‘opinion’ as what someone thinks, feels, or believes.
  • Premise 3: Common Core says all sentences are either facts or opinions.
  • Premise 5: Common Core labels all value judgments (any claim with good, bad, right, wrong, etc) as opinions, never as facts.
  • Conclusion: Common Core teaches that there are no moral facts.

Argument 2:

  •  Premise 1: Common Core teaches that there are no moral facts.
  • Premise 2: The school teaches that students have certain responsibilities such as “do your own work.”
  • Premise 3: Premise 1 is inconsistent with premise 2.
  • Premise 4: Outside of school, if there is no truth of the matter about whether cheating is wrong, then we cannot hold cheaters accountable.
  • Premise 5: We do (and should) hold cheaters accountable.
  • Conclusion: Outside of school, there is a truth of the matter about whether cheating is wrong (i.e., there are moral facts).
  • Conclusion: We should reject the Common Core teaching that there are no moral facts.

I agree with most of McBrayer’s argument. It is a rather elegant one. But his argument has come under serious attack by Daniel Engber over at Slate. In what follows, I shall defend McBrayer’s argument against Engber’s attack. I think Engber has built an elaborate strawman, but when he takes him down, McBrayer’s argument still stands tall.  (more…)