The meaning of a liberal educationMartin, Everett Dean
Philosophy
The meaning of a liberal education
Martin, Everett Dean
Education
“Pure” ethics consists of _a priori_ arguments about the teachings of
philosophy concerning such abstract concepts as the moral judgment, the
nature of the Good, the idea of Duty in general, not of my particular
duties. Such study may be good training in logic, but it has no more to
do with conduct than has formal logic, and not as much as mathematics,
for one may apply the principles of mathematics to concrete problems.
Perhaps the greatest gain for the student from such study is the
discovery that philosophers do not agree upon any one system of morals,
and that in strict logic we do not know what we mean by our moral
generalizations. The more universal an ethical concept is, the more
it exists wholly within and for reason, the less is it a deduction
from experience and the less use is it as a guide to behavior. Ethics,
as moral philosophy, is not a descriptive study of the customs and
practices of people, or of what things men in diverse times and places
have held to be good or evil, right or wrong; this is anthropology.
It is not the study of the mental processes of judging or of forming
habits or of that quality of actual experience which men call good;
this is psychology. Ethics, moreover, is not a scientific study of the
means of accomplishing any good whatsoever; for this at once leads out
of pure ethics into economics, mechanics, medicine, etc. Pure ethics is
pure logic applied to ultimate concepts _about_ morality in general.
It is the “formulation of the Good as it would hold for all possible
worlds,” a kind of speculation or contemplation. Its good does not
exist in experience anywhere; it is metaphysical and exists only for
philosophizing. Hence ethic, strictly speaking, is concerned with ends
not with means, and the ends are not experienced, they are only thought
about. As an example of such an approach to morals, there is Kant’s
Categorical Imperative, from the consideration of which everything
concrete, empirical, personal is removed.
I quote some typical passages from the discussion of the teaching of
ethics in a contemporary Journal of Philosophy,
“The task of moral philosophy is, by analysis of the moral judgments
men actually make, to arrive at clear notions about obligation,
rights, good, punishment and the like. And the point of honor, the
chastity of the philosopher’s mind, should be never to suffer his
genuine moral judgments to be warped in deference to his theory. For
that is to poison the wells of truth. All that is valuable in ethics
is formal....
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