Since the 1990s, many philosophers have drawn on recent advances in cognitive psychology, brain science and evolutionary psychology to inform their work. These three volumes bring together some of the most innovative work by both philosophers and psychologists in this emerging, collaboratory field.

Now in its third edition, this foremost college ethics text helps students form a basis for practical, ethical decision making in contemporary culture. Substantial updates and revisions include a new chapter on ethics and economics, online resources for instructors, current case studies, new material on bioethics and stem cell research, and more.

John Mikhail explores whether moral psychology is usefully modelled on aspects of Universal Grammar.

Language is central to political philosophy, yet until now there has been little in the way of a common framework capable of bridging disciplines that share an interest in language, power, and ethics. Studies are predominantly carried out in isolated disciplinary silos - notably linguistics, philosophy, political science, public administration, and education. This volume proposes a new vision for understanding the political ethics of language, particularly in linguistically diverse societies, and it establishes the necessary common framework for this field of inquiry: language ethics. Through creative and constructive thinking, Language Ethics considers how to advance our understanding of the human commonalities of moral and linguistic capacities and the challenge of linguistic difference and societal interdependence. The book embraces the longstanding centrality of language to moral reasoning and reinterprets it in a manner that draws on the social and political life of real-world inter- and intralinguistic issues. Contributors to this collection are leading international experts from different disciplines and approaches whose voices add diverse insight to the discourse on ethics and language justice. Exploring social, political, and economic realities, Language Ethics illuminates the complex nexus between ethics and language and highlights the contemporary challenges facing multilingual societies, including the uncertainties, ambiguities, anxieties, and hopes that accompany them.

Metaethics from a First Person Standpoint addresses in a novel format the major topics and themes of contemporary metaethics, the study of the analysis of moral thought and judgement. Metathetics is less concerned with what practices are right or wrong than with what we mean by ‘right’ and ‘wrong.’ Looking at a wide spectrum of topics including moral language, realism and anti-realism, reasons and motives, relativism, and moral progress, this book engages students and general readers in order to enhance their understanding of morality and moral discourse as cultural practices. Catherine Wilson innovatively employs a first-person narrator to report step-by-step an individual’s reflections, beginning from a position of radical scepticism, on the possibility of objective moral knowledge. The reader is invited to follow along with this reasoning, and to challenge or agree with each major point. Incrementally, the narrator is led to certain definite conclusions about ‘oughts’ and norms in connection with self-interest, prudence, social norms, and finally morality. Scepticism is overcome, and the narrator arrives at a good understanding of how moral knowledge and moral progress are possible, though frequently long in coming. Accessibly written, Metaethics from a First Person Standpoint presupposes no prior training in philosophy and is a must-read for philosophers, students and general readers interested in gaining a better understanding of morality as a personal philosophical quest.

Cary Buzzelli and Bill Johnson reinvigorate the enduring question: What is the place of morality in the classroom? Departing from notions of a morality that can only be abstract and absolute, these authors ground their investigation in analyses of actual teacher-student interactions. This approach illuminates the ways in which language, power and culture impact "the moral" in teaching. Buzzelli and Johnson's study addresses a wide range of moral issues in various classroom contexts. Its practical and diverse examples make it a valuable resource for teachers and teacher development programs.

Winner of the Zócalo Book Prize A New York Times Book Review Editors’ Choice “Combines powerful moral arguments with superb storytelling.” —New Statesman What moral values do we hold in common? As globalization draws us together economically, are the things we value converging or diverging? These twin questions led Michael Ignatieff to embark on a three-year, eight-nation journey in search of an answer. What we share, he found, are what he calls “ordinary virtues”: tolerance, forgiveness, trust, and resilience. When conflicts break out, these virtues are easily exploited by the politics of fear and exclusion, reserved for one’s own group but denied to others. Yet these ordinary virtues are the key to healing and reconciliation on both a local and global scale. “Makes for illuminating reading.” —Simon Winchester, New York Review of Books “Engaging, articulate and richly descriptive... Ignatieff’s deft histories, vivid sketches and fascinating interviews are the soul of this important book.” —Times Literary Supplement “Deserves praise for wrestling with the devolution of our moral worlds over recent decades.” —Los Angeles Review of Books