Outlines of a Critical Theory of EthicsDewey, John
Philosophy
Outlines of a Critical Theory of Ethics
Dewey, John
Ethics
The ground here taken is that the moral end is wholly social. This
does not mean that science and art are means to some social welfare
beyond themselves. We have already stated that even the production of
utilities must, as moral, be its own end. The position then is that
intellectual and artistic interests _are themselves_ social, when
considered in the completeness of their relations--that interest in
the development of intelligence is, in and of itself, interest in the
well-being of society.
Unless this be true there is no moral end at all, but only moral
ends. There is no comprehensive unity in life, but a number of ends
which, being irreducible to a common principle, must be combined on the
best principle of compromise available. We have no 'The Good', but an
aggregate of fragmentary ends.
It helps nothing to say that this necessary unity is
found in the _self_ to be realized, unless we are pointed
to something in the self that unites the social and
non-social functions. Our objection is that the separation
of intellectual interests from social makes a chasm in the
self.
For the same reason it follows that in the case of a collision of
social with intellectual ends--say the conflict of a man's interests as
a member of a family with his interests in new scientific discovery--no
reconciliation is possible. If the interests are forms of social
interest, there is a common end in both, on the basis of which the
conflict can be resolved. While such considerations do not prove that
there is but one end, and that social, they may well make us hesitate
about carelessly taking a position of which they are the logical
consequence.
Of course, every one recognizes that a certain amount of scientific and
artistic interest is social in character. A certain amount of interest
in truth, or in intelligence, a certain amount of susceptibility to
beauty, a certain amount of devotion to utility, are universally
recognized to be necessary to make judicious, agreeable and efficient
social members. The whole system of modern education has meaning only
on this supposition.
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