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dc.contributor.authorMilligan, Tony
dc.date.accessioned2013-11-14T11:31:05Z
dc.date.available2013-11-14T11:31:05Z
dc.date.issued2007
dc.identifier.citationMilligan , T 2007 , ' Lockean Puzzles ' Journal of Philosophy of Education , vol. 41 , no. 3 , pp. 351-61 . https://doi.org/10.1111/j.1467-9752.2007.00566.x
dc.identifier.issn0309-8249
dc.identifier.otherPURE: 2539221
dc.identifier.otherPURE UUID: d30851b9-4153-4f99-a3f9-7d9ef963fefd
dc.identifier.otherScopus: 38649087949
dc.identifier.urihttp://hdl.handle.net/2299/12130
dc.description.abstractIn analytic moral philosophy it is normal to use thought experiments in order to try and settle moral disputes. The use of particularly unrealistic experiments is perhaps a bit disreputable but quite familiar. This paper will try to explore what is and what is not problematic about the use of such peculiarly unrealistic puzzles (I am tempted to call them Lockean Puzzles) as a component part of philosophical arguments. In particular, I will try to flesh out the claim that what may be lost sight of in such peculiar forms of puzzling is the personal dimension of moral deliberation, the way in which at least some moral problems differ from technical problems in the sense that they are non-transferrable. (We cannot hand them over to others for solution.)en
dc.format.extent11
dc.language.isoeng
dc.relation.ispartofJournal of Philosophy of Education
dc.titleLockean Puzzlesen
dc.contributor.institutionSchool of Humanities
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionPhilosophy
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Humanities
rioxxterms.versionSMUR
rioxxterms.versionofrecordhttps://doi.org/10.1111/j.1467-9752.2007.00566.x
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstyperestrictedAccess


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