Our co-principal investigator Jennifer A. Frey will give the keynote addresses
“Virtue and Happiness” and “Virtues and Meaning in Life” at the Muslim-Christian Workshop on Philosophy, Religion, and Science at the American University of Sharjah (College of Arts & Sciences) 14-17 March 2018.
The main objective of this workshop, the second in a series in the Middle East, is to bring scholars and young academics from the Muslim world and from the USA, trained in philosophy, religion and/or science, to benefit from in-depth lectures and discussions on issues at the interfaces of philosophy, religion, and science from both Islamic and Christian perspectives.
Scholars will give 1-hour lectures or 2-hour workshops to cover major topics, while 15-20 young academics (graduate students, early career professors) will present their selected research papers in 30 minutes each. The goal is for everyone, particularly the young academics, to benefit from multi-disciplinary and inter-religious perspectives and to identify new avenues of research.
The workshop will run over 4 days, March 14 to 17, 2018 not including arrival and departure days.
The submission deadline for papers is: January 21, 2018, possibly extendable to Jan. 31, 2018.
For more information, including paper submission details, visit https://islam-science.net/muslim-christian-workshop-on-philosophy-religion-and-science-at-the-aus-march-2018-3972/.
Aristotle emphasized the relation of particular social roles, or vocations, to particular virtues. For instance, soldiers should have the virtue of courage. Similarly, justice is central to involvement in politics. What about science? Are there virtues particular to being a good scientist? Is there something distinctive about a vocation to be a scientist? Contemporary virtue ethics offers at least two views of the relevance of virtue in science: facilitation of a flourishing society and following one’s individual dispositions.
First, pursuing science may be a meaningful way for an individual to contribute to the flourishing of society. Generally speaking, this is an uncontroversial response–don’t all professions have this aim? So this is insufficient to justify science as an alternative to other practices. The second view offers a solution here: an individual may be more suited–in light of one’s circumstances, dispositions, and skills–to achieve such flourishing through science than through other means. Not everyone is called to be a politician or social worker. Some are more suited to the vocation of science.
Taking up the second view in more detail, what kinds of dispositions are important to being a virtuous scientist? Dispositions and skills undoubtedly play an important role in the development of a scientist. Some of these dispositions may be deeply seated in an individual’s psychology, such as one’s ability to focus on the details relevant to a given goal. Bryan Brown and James Gee also emphasize the importance of language skills as a means to engage in practices like science. Further, science is a practice particularly suited to pursuing epistemic ends, aligning it most closely with personality traits like intellect and openness to experience, which are tendencies to pursue intellectual goals. These traits can enable a strong motivation to enter science, which could then serve to develop one’s scientific potential. However, even such motivation is meaningless, in itself, if a budding scientist lacks the capacity to do good scientific work. If one is frequently dishonest, lacks the discipline to collect and analyze data systematically, and is too easily frustrated by the inevitable disappointments that arise in scientific work, one is unlikely to do good work let alone become a virtuous scientist. While this doesn’t mean that we should expect anyone to be a perfect scientist at the outset, some people may just not be well suited to scientific pursuits.
Context also matters given the importance of culture to the development of dispositions. If one lacks meaningful opportunities to learn to be a scientist, one will likely take the opportunities to learn that exist in one’s developmental context in another domain. Despite this, some individuals growing up with limited exposure to the science and mathematics make extraordinary contributions to it (for example Srinivasa Ramanujan, a leading mathematician of the early 20th century), so circumstance alone is clearly not enough for a full determination. At the other extreme, some fields may be inundated with qualified candidates due to their status and prestige (see Good Work on contemporary genetics). If one’s field is pursued by too many, then pursuing other opportunities may be more effective in supporting human flourishing and thus more virtuous. This is both because competition for resources can lead to careerism and undermine the field and because there are likely other areas where an individual’s effort may be productive.
What kind of account then would mark a virtuous calling to do science? First, it should fit one’s dispositions, as discussed above, with the proper motives and capacities. Second, an aspiring scientist should pursue science that has a worthwhile possibility of contributing to human flourishing. Thus, a virtuous vocation to science could arise when science is an appropriate pursuit for this individual amidst other available pursuits. This is not to say that other pursuits don’t have a place in the life of a scientist. It may well be the case that pursuing scientific work serves a higher calling, as in practicing science to support environmental causes or to provide for one’s family. It could still be appropriate to think of science as a calling in such cases, but science need not be one’s ultimate or highest calling.
Timothy Reillyis a Postdoctoral Fellow in theDeveloping Virtues in the Practice of Science Project. He is a developmental psychologist whose work draws from a variety of approaches, including positive psychology, moral development, sociocultural theory, and action theories of development. He was one of the participants in our 2017 Summer Seminar, Virtue, Happiness, and Self-Transcendence.
This post first appeared on the blog Origins.Natures. Futures.
We’re presenting a short series of abstracts of the work-in-progress our scholars presented and discussed at their June 2017 Working Group Meeting.
Erik Angner is Associate Professor of Practical Philosophy at Stockholm University.
I argue that the relationship between science and philosophy is symbiotic and surprisingly symmetrical: while science depends on philosophy in such a way that attention to the latter can help us improve the former, the inverse is true too. I make the case by reviewing a number of ways in which philosophy is relevant to science, and science to philosophy. My illustrations are drawn from a real example, viz., the science and philosophy of well-being. Although the two disciplines are pursued largely independently, I will argue that they exhibit a deep mutual dependence and could both benefit from increased engagement with the other. At the end of the day, I paint a picture in which science and philosophy are involved in in a mutually beneficial exchange of ideas for the advancement of the general knowledge.
Our scholar and theologian Fr. Thomas Joseph White talks about about Aquinas’ views of the transcendentals: being, unity, truth, goodness, beauty, and how they relate to more ultimate questions about the existence of God, in this Soundcloud shared by one of our partners, the Thomistic Institute.
This lecture is part 2 of a 3-part series on an introduction to metaphysics.
Fr. Thomas Joseph White, OP: “Introduction to Metaphysics: Transcendentals and the Existence of God”
Our scholar and theologian Fr. Thomas Joseph White talks about about Aristotelian conception of substance and how it might be related to the perspectives of the modern sciences in this Soundcloud shared by one of our partners, the Thomistic Institute. This lecture is part 1 of a 3-part series on an introduction to metaphysics.
Fr. Thomas Joseph White, OP: “Introduction to Metaphysics”
Why do people do what they do? Why is science so important to some people? What does it offer to them that other activities do not? Considering the ends of science is one starting point for considering the particularities of virtue in science. Addressing the role of virtue in science entails understanding the purposes of science. Most people would agree that its purpose is to systematically expand human knowledge and enhance human capabilities to control their world. However, perhaps more interesting, from a psychological perspective, is that individual scientists have their own reasons for engaging in science that may be more or less aligned with this general purpose. What are these reasons? What goals, virtuous or not, actually drive scientists in their work? What goals do they think scientists should pursue?
The career paths of scientists can be challenging and treacherous, given the explosion of advanced degrees in science (see Emanuele Ratti’s post on this). This has led to an increasingly long pathway to a permanent position in academia. Psychologically, this situation is ripe for individuals on all sides to focus on extrinsic rewards – seeking publications, status, and financial success – rather than intrinsic ones. Moreover, stressful environments promote the stress reaction, heightening self-protective pursuits rather than pursuing goals driven by intrinsic motives (like curiosity or valuing the contribution one can make to other’s lives) and the common good.
Purpose and meaning are ideas with a long history in psychology, stemming from the work of Victor Frankl. Purpose is the pursuit of a meaningful goal intended to influence the world in a positive way (see McAdam’s work on generativity). This corresponds with both rich intrinsic motivation (a pursuit driven by one’s values and interests, rather than by external incentives) and the pursuit of the common good. Further, there is a wealth of evidence that pursuing such goals leads to high levels of performance. Thus, I invite you to consider an approach to virtue in science focused on the what, why, and how of goal pursuit through ‘purpose’.
Purpose can be broken down into several components. For example, how one engages in the pursuit of a goal is important, and the form this engagement takes matters for the evaluation of virtue (see this post on the Virtue blog). Virtue after all emerges not only from seeking the good, but from pursuing that good well, that is, through productive and moral engagement. If I pursue my research goals unethically (i.e., through dishonesty), then, while I am doing so, I am enacting a vice. If, on the other hand, I pursue my research in a way that is honest, diligent, and collegial, then I may be developing at least a budding virtue.
Personal meaning is also essential to purpose. For Frankl, meaning can be experienced through ‘(1) creating a work or doing a deed; (2) experiencing something or encountering someone; and (3) the attitude we take toward unavoidable suffering’. The pursuit of scientific goals emphasizes the first two forms of meaning. Meaning is a personal response to one’s experience. This is why meaning is deeply related to ideas like calling and vocation (see Michael Steger’s post exploring this).
Finally, purpose relates to moral goals – pursuing that which is good. This is a challenging dimension of science, as knowledge unrelated to use is difficult to call moral or immoral. One can, for instance, pursue knowledge which, through misuse or abuse, can cause harm. On some level, it is easier to evaluate the ends of engineering, which are more concrete, than the ends of more basic science, like sequencing the genome of a species. Nonetheless, the pursuit of good ends is essential to virtue (see this post from Jean Porter).
Virtue enables expert purposeful engagement in science. This includes pursuing moral goals, having moral motives for those goals, and pursuing those goals through the effective and moral means. This also necessitates, given the technical nature of science, the judgment and expertise to accomplish these goals effectively. Ideally, this judgment and expertise includes both tacit knowledge of how to conduct scientific research effectively and the capacity to articulate and communicate one’s understanding to others. While I have begun to describe a potential psychology of virtue here, I intend to further explore engagement, personal meaning, and the pursuit of the common good as they relate to specific virtues in future posts.
Why is science important? It is unique for the power of knowledge it generates. However, given this power, there is also an inherent moral responsibility among scientists to direct their pursuits appropriately and to work to ensure the proper utilization of their findings for the common good. Any scientist who fails to do so cannot be called virtuous.
This post originally appeared on Origins. Natures. Futures., a blog out of the University of Notre Dame’s Center for Theology, Science and Human Flourishing. Timothy Reilly is a post-doctoral fellow in Psychology at CTSHF, whose research examines interventions to enhance psychological well-being, college student development, moral identity, the role of practices in self development, and virtue development.