In his 1962 paper “Freedom and Resentment," Peter Strawson attempts to reconcile incompatibilism and compatibilism about moral responsibility and determinism. First, I present the error committed by the proponents of both these traditional views, which Strawson diagnoses as the source of their standoff, and the remedy Strawson offers to avoid the conflict. Second, I reconstruct the two arguments Strawson offers for a theory of moral responsibility that is based on his proposed remedy. Third, I present and respond to two proposed problems for the Strawsonian theory: moral luck and revisionism. I conclude with a summary of my defense of Strawsonian “expressivism” about moral responsibility, and offer suggestions for further research.

Author: Linnea Brundell Mentor: Gábor Bora Course: Media and communication studies, C- level, advanced course.  Communication, ethical and moral – a survey based on news exposing companies which does not follow their own communication policies. Plot: In a leader in the newspaper Arbetarbladet, the writer says that the numbers of journalists are going to be reduced, while the numbers of informant officer are going to increase.  Theory: The theory which has been used in the essay is Pierre Bourdieu´s field theories, Jürgen Habermas theories on representation and theories about the company’s values. Method: The method used in the essay is a qualitative text-analysis. The material in the essay is articles from the newspaper Svenska Dagbladet and Dagens Nyheter. Also two documentaries from the TV-show Kalla Fakta will be a part of the material. Adocument made by the trade union DIK, which tell about ethical guidelines for information officer, journalistic rules for their work are also a part of the material.  Result: The survey shows that the companies have been failing to work after own policy documents.

This paper tries to search for a moral justification for the compensation of the imprudent. It argues that it is not necessary for individuals to be prudent to have access to wealth and incomes.  It argues that as far as individuals are participating in common social venture, this in itself should be considered as a criterion for allowing them from having access to wealth and incomes.  It argues, basically, against luck egalitarianism. Luck egalitarianism argues that effort should be the central criterion for having access to goods and services. But this will exclude individuals from having access to goods and services, if they are imprudent and this is unfair. The paper argues that since access to goods and services are central to live a meaningful life other criterion has to be introducing as criterion for distributing of goods and services. I propose that some kind of independent agreement among the participant of a common social venture could be used as a criterion for compensating if anyone fails in his option luck.  The content of the agreement could be that some percent of (say 25%) of the initial capital has to be compensated for individuals if he fails in his effort. Having proposed this I have argued that the flower farmers should be compensated even if they fail in the flower industry.

ABSTRACT The auditor independence is constantly being questioned while discussing whether the auditor is really independent from the client. There are also factors threatening the auditor’s independency and decreasing the legitimacy towards the auditors. One example is the long-term relationship between the auditor and the client. The analysis model is the most useful for the auditor to control his independency. Former studies show that the auditor’s judgments about the threat to independence differed among the auditors. The arguments or judgments based on the auditor’s interpretation, valuation and experience might cause problems. These can occur due to the fact that all auditors do not have the same opinion about what ethics and moral stands for. Purpose: The purpose of this essay is to enlighten how auditors argue in moral terms in the question of independence. Method: As our method we chose interviews, in order to receive more qualitative results to get analysed. We interviewed eight chartered auditors. As they wanted to stay anonymous, we chose not to mention their names. Conclusion: Some auditors argue on the basis of past experience and personal qualities. This affects the auditor´s idea of what they choose to see as important information and how they judge a situation. This study has proved that the judgment of each person decides the results. It has been shown that the way the auditors argue depends on different moral teachings, which means that the auditor is either a deontologist, an egoist, an utilitarian or a virtue ethicist. Due to this our results are ambiguous.

Can practical factors influence a subject's position to know? Traditionally this question has been answered in the negative. A subject's position to know proposition p is not thought to improve merely because the subject wants to know p or has certain practical stakes depend on whether p. Appealing to these wants and practical interests while defending a claim to know is thought to be epistemically inappropriate. We argue, to the contrary, that practical factors can influence (i.e. encroach upon) a subject's position to know and can do so in an epistemically appropriate way. The argument we provide is relatively straightforward. We claim that knowledge of a certain set of propositions requires a prior action taken on behalf of the subject. This prior action can be influenced by practical factors and thus practical factors can influence a subject's position to know. Furthermore, we argue that such a move can be epistemically appropriate if it arises in an instance when the evidence and arguments favoring belief -- at least from the subject's own point of view -- are inconclusive. We conclude with an argument that the provided account offers a new framework to defend moral encroachment. The prior action taken on behalf of a subject, when it is both practically influenced and is epistemically appropriate, can be interpreted as a moral action.

Examensarbete 10 poäng i Lärarutbildningen Vårterminen 2007 SAMMANFATTNING Åsa Lobsien, Annette Persson & Jennie Sandberg En gemensam värdegrund? Förskolepedagogers föreställningar kring läroplanens övergripande mål En studie om den gemensamma värdegrunden inom förskolan… Engelsk titel: A common value-system: Pre-school teachers´ thoughts about the general objectives of the Swedish curriculum. Värdegrunden är ett omdiskuterat begrepp som är svårt att sätta ord på. Alla talar vi om en värdegrund, men hur ska det kunna vara en och samma värdegrund om inte vi inom förskolan för ständiga diskussioner om innehållet och vad värdegrunden står för. Avsikten med vårt examensarbete har varit att undersöka pedagogernas föreställningar kring begreppet värdegrunden samt hur pedagogerna arbetar med värdegrunden i förskolan. För att finna svar på detta har vi lämnat ut intervjuenkäter och haft fokussamtal med pedagoger på två förskolor. I vår studie kan vi konstatera att pedagogers förhållningssätt och ständiga diskussioner är betydelsefullt i värdegrundsarbetet. Det är enligt oss viktigt att alla i förskolan arbetar för en gemensam värdegrund samt ständigt för diskussioner kring värdegrunden eftersom samhället är i ständig förändring. Sökord: Etik, moral, värdegrund Postadress Växjö universitet 351 95 Växjö Gatuadress Universitetsplatsen Telefon 0470-70 80 00 E-post

Abstract in English Seventeen students in Creative Writing at the Växjö University who terminated in January 2005 published chosen texts in an anthology by the name Förflyttningar (Movements). The aim of my study is to analyse how they explore and describe our time in the western world. The question is; what is being written now and here? I have chosen as theoretical background the Italian philosopher, Umberto Galimberti, who has made a study of the West from moral and ethical perspective. His conclusion is that we live in a world with seven new sins. The new sins are collective defects within all westerners. Umberto Galimberti has the new ones listed, they are consumerism, conformism, boldness (unshyness), sex addiction, sociopathy, denial and emptiness. All texts from the seventeen writers are described in a few lines with a following general view of my impression of theme in the three genres, lyrics, short stories and novels. My analysis gives as a result that the seventeen writers in the Northern Hemisphere, in no way have a different opinion of the world than the Italian philosopher has. The seven new sins are all here among us and they are all described in varied way and fashion, but they do exist and are living in the texts published in Växjö last year. In fact, the vices spark the world.

Rapporten handlar om hur människor attribuerar, det vill säga tillskriver, orsaker till beteenden i moralbaserade situationer och om det finns skillnad i hur män och kvinnor attribuerar beteenden. För att undersöka hur människor attribuerar har man i denna undersökning låtit män och kvinnor göra bedömningar om varför man själv eller ”någon av samma ålder och kön” gör som de gör i specifika situationer. Detta gjordes i en enkät innehållande två situationer med vardera fyra orsaker som rangordnas efter hur troliga de är som anledning till vad som hände i situationen. Enligt resultaten finns det en signifikant skillnad i hur människor attribuerar beteenden men det beror på vilken situation de befinner sig i. Resultaten påvisar inte någon signifikant skillnad i hur män och kvinnor attribuerar sitt och andras beteenden.

<p>This dissertation identifies 5 mayor demands regarding the role of the emotions in Aristotelian virtue theories and examines how well some contemporary psychological views of the emotions deal with these issues. The discussion of the role of emotion in Aristotelian virtue theory draws on Aristotle's texts and the works of Terence Irwin, Nancy Sherman, Martha Nussbaum, John Cooper, Rosalind Hursthouse and Arash Abizadeh. The discussion of the contemporary psychological views of the emotions is based on the work of Paul Griffiths in What Emotions Really Are, and focuses on his division of the study of emotion into affect programs and higher cognitive emotions. </p><p>The dissertation is divided in three chapters. The first chapter discusses Aristotelian definitions of emotion and outlines the following demands that psychological theories of emotion should be able to explain: (1) plausibility, (2) psychological harmony, (3) motivational support, (4) perception of moral salience and (5) training. The second chapter explains the psychological views that Griffiths focuses on, the affect program theory and the higher cognitive view, and highlights the areas relevant to the Aristotelian demands. The third chapter compares the contemporary theories of emotion discussed with Aristotelian views of emotion by taking the Aristotelian demands outlined in the first chapter and examining how the contemporary theories handle these issues. I conclude that the contemporary views do not adequately meet the Aristotelian demands and need to pay more attention to the Aristotelian view of emotion to achieve a more complete view. I argue that how a theory distinguishes between basic and higher cognitive emotions impacts the compatibility with Aristotelian notions of emotion and how it can meet its demands.</p> / Dissertation

<p>Examensarbete 10 poäng</p><p>i Lärarutbildningen</p><p>Vårterminen 2007</p><p>SAMMANFATTNING</p><p>Åsa Lobsien, Annette Persson & Jennie Sandberg</p><p>En gemensam värdegrund? Förskolepedagogers föreställningar kring läroplanens övergripande mål</p><p>En studie om den gemensamma värdegrunden inom förskolan…</p><p>Engelsk titel: A common value-system: Pre-school teachers´ thoughts about the general objectives of the Swedish curriculum.</p><p>Värdegrunden är ett omdiskuterat begrepp som är svårt att sätta ord på. Alla talar vi om en värdegrund, men hur ska det kunna vara en och samma värdegrund om inte vi inom förskolan för ständiga diskussioner om innehållet och vad värdegrunden står för. Avsikten med vårt examensarbete har varit att undersöka pedagogernas föreställningar kring begreppet värdegrunden samt hur pedagogerna arbetar med värdegrunden i förskolan. För att finna svar på detta har vi lämnat ut intervjuenkäter och haft fokussamtal med pedagoger på två förskolor. I vår studie kan vi konstatera att pedagogers förhållningssätt och ständiga diskussioner är betydelsefullt i värdegrundsarbetet. Det är enligt oss viktigt att alla i förskolan arbetar för en gemensam värdegrund samt ständigt för diskussioner kring värdegrunden eftersom samhället är i ständig förändring.</p><p>Sökord: Etik, moral, värdegrund</p><p>Postadress</p><p>Växjö universitet</p><p>351 95 Växjö Gatuadress</p><p>Universitetsplatsen Telefon</p><p>0470-70 80 00 E-post</p>