Ethics and humanities education in the era of global processes

Alexander V Razin,Muslimat G Akhmedova,N.A Orekhovskaya

doi:10.1051/shsconf/202110301029

Alexander V Razin, Muslimat G Akhmedova + Show 1 more

Open Access

https://doi.org/10.1051/shsconf/202110301029

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Abstract

The article shows the importance of teaching ethics for the development of humanitarian education, as well as reveals the problematic issues of contemporary ethical knowledge. The authors consider the issue of the influence of digital technologies on remote communication of people, analyzing in this regard the network communications. It is shown that they correspond to morality, in which the communication of people is supposed to be unlimited by formal institutions, and is characterized by a broad discourse. The used methodology is based on the ethics of discourse, works on virtue ethics, modern brain research, neurophilosophy, and evolutionary ethics. Besides, the authors show the importance of virtue ethics and demonstrate that neurophilosophy and evolutionary ethics are unable to explain the entire variety of human behavior, in particular, to explain why a person is able to set himself supertasks. The article analyzes the development specifics of global processes that often cause the transformation of moral behavior motives. The novelty of the research consists in demonstrating the combination of ethical (humanitarian) and natural science knowledge, which corresponds to the development stage of contemporary science, which is characterized as post-nonclassical.

Highlights

Contemporary post-nonclassical science is characterized by the convergence of humanitarian and natural science knowledge
Several works note that differences in moral behavior are determined by the structure of the very brain [1]
Much is being said about virtue ethics

Summary

Introduction

Contemporary post-nonclassical science is characterized by the convergence of humanitarian and natural science knowledge. Peirce [5] coined the term “fallibilism” (principle possibility of mistake, or impossibility of absolute certainty concerning questions of fact), and began to view scientific knowledge as a gradual selection of plausible hypotheses This implies an inclusive moral attitude, as one must listen carefully to their opponents. It involves the preference of communicative actions for strategic ones and manipulations with people that the subjects of planned management would fundamentally agree to For this direction, the combination of humanitarian knowledge with natural science is obvious, since ethical decisions must take into account all the circumstances, and all the significant factors should be involved (this is part of the argumentation system)

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