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Determinism and Futility

The document discusses the implications of determinism from life sciences on ethics. It raises concerns that if human behaviors and motivations are genetically determined or "programmed", then (1) ethics becomes futile as people will just do as they are genetically programmed to do without free will, and (2) moral advice, education or experiences will not be able to alter fixed human nature. However, the document also argues that genetics does not necessarily program humans to be inflexible - it programs humans to be flexible and responsive to environmental inputs like the moral climate. Whether specific human traits like desires are fixed or flexible is an empirical matter that depends on the trait.

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Mica Jallah De Guzman
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673 views3 pages

Determinism and Futility

The document discusses the implications of determinism from life sciences on ethics. It raises concerns that if human behaviors and motivations are genetically determined or "programmed", then (1) ethics becomes futile as people will just do as they are genetically programmed to do without free will, and (2) moral advice, education or experiences will not be able to alter fixed human nature. However, the document also argues that genetics does not necessarily program humans to be inflexible - it programs humans to be flexible and responsive to environmental inputs like the moral climate. Whether specific human traits like desires are fixed or flexible is an empirical matter that depends on the trait.

Uploaded by

Mica Jallah De Guzman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I.

Determinism and futility

A. The implication of the life sciences that threatens ethics, in many peoples’
minds, is the threat of determinism.

I. The idea here is that since it is ‘all in the genes’, the enterprise of
ethics becomes hopeless.

a. The basket of motivations that in fact move people may not be


as simple as the Grand Unifying Theories have it, but they may
be fixed. And then we just do as we are programmed to do.

B. This raises the whole thorny topic of free will.

I. This takes our genetic make-up to imply the futility of ethics,


meaning in particular the futility of moral advice or education or
experience.

a. The threat is the paralyzing effect of realizing that we are what


we are: large mammals, made in accordance with genetic
instructions about which we can do nothing.

C. A moral enterprise might be hopeless because it tries to alter fixed nature.

I. A prohibition on long hair may be enforceable, say in the army or


the police force.

a. Prohibition on growing hair at all is not, since we are indeed


programmed to do it.

II. An order forbidding hunger or thirst is futile, since we cannot control


them.
a. Imagine a particularly ascetic monastic order, whose rule not
only enjoins chastity, but forbids sexual desire.

b. The rule is probably futile. It cannot be obeyed because it is not


up to us whether we feel sexual desire. At the right time the
hormones boil, and sexual desire bubbles up.

III. The chemical instructions are genetically encoded.

a. There may indeed be marginal technologies of control: yoga, or


biofeedback, or drugs.

b. Most young people most of the time, any injunction not to feel
desire is futile. This is not to say that the injunction has no effect
at all.

c. It leaves room for us to vary our desires in accordance with


what we learn. In other words, it makes us responsive to the
moral climate.

D. Genetics programs us to be flexible.

I. Even an inanimate structure that is literally programmed can be


made to be flexible.

a. It is input-responsive. Inflexible traits (growing hair) are not input


responsive. No matter what beliefs, desires, or attitudes we
have, they go on just the same.

b. They vary with our surroundings, including the moral climate in


which we find ourselves.

II. It is an empirical matter how flexible we are in any particular


respect.

a. Thus, consider language.


b. Its function is to pick up whichever language the child grows up
with: its mother tongue, or tongues if it is lucky.

c. So, for all genetics tells us, a child may be disposed to become
kind and loving in a kind and loving environment.

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