EuraStudy
Meta-ethics steps back from first-order moral questions to ask about the status of moral language and judgement: are moral claims truth-apt, and if so what makes them true? This topic maps the positions — moral realism (naturalism and non-naturalism/intuitionism) against anti-realism (error theory and non-cognitivism, i.e. emotivism and prescriptivism) — and evaluates them against moral disagreement, the is-ought gap and the relation between moral judgement and motivation.
6 sections~30 min reading time2 competenciesLevel Foundation 1 · Standard 2 · Advanced 3
basic level
At AS-Level, place the main positions on the cognitivist/non-cognitivist and realist/anti-realist map and explain one argument for each.
higher level
At full A-Level, reconstruct the open-question argument, the error theory's arguments from relativity and queerness, and emotivism/prescriptivism, and evaluate them against the Frege-Geach problem and the is-ought gap.
Reading depth: In depth
Text size: Standard
The meta-ethical taxonomy
'When I say stealing is wrong, I am not stating a fact but expressing my disapproval.' Classify this on both distinctions.
The claim denies that the judgement states a fact; it expresses disapproval — so it is non-cognitivist.
Expressing disapproval/emotion is emotivism ('boo to stealing'); if it prescribed ('do not steal, everyone'), it would be prescriptivism.
Non-cognitivism does not posit moral facts, so it is anti-realist.
Non-cognitivist + anti-realist = emotivism.
Result: The claim is emotivism: non-cognitivist (not truth-apt) and anti-realist (no moral facts) — a clear illustration of using the two distinctions to place a position.
Typical mistakes
Active revision
Explain the difference between cognitivism and non-cognitivism, and between moral realism and anti-realism, with an example of a theory in each category. (5-mark AO1 response)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
The open-question argument
Explain how the water/H2O analogy blunts the open-question argument.
If 'good' does not MEAN 'pleasant', good is not the property pleasure — non-synonymy implies non-identity.
'Water' does not mean 'H2O' ('is water H2O?' was a genuine discovery), yet water IS H2O — a synthetic a posteriori identity.
So 'good' could name the same property as 'pleasure' even though the terms are not synonymous; the open question shows only non-synonymy, not non-identity.
The argument refutes ANALYTIC naturalism (good MEANS N) but not SYNTHETIC naturalism (good IS N), which the sophisticated naturalist holds.
Result: The water/H2O reply shows the open-question argument establishes only that moral terms are not DEFINABLE by natural terms, leaving open that moral PROPERTIES are natural properties — so naturalism survives in its synthetic form.
Typical mistakes
Active revision
'Moore's open-question argument shows that goodness cannot be a natural property.' Assess this claim. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
Ross's prima facie duties
Assess whether moral disagreement refutes intuitionism.
If basic moral truths were self-evident to intuition, we should expect wide convergence; but moral disagreement is deep and persistent, so either there are no such truths or intuition is unreliable.
Intuitions can be clouded by self-interest, bias, upbringing and factual error, as perception is distorted by bad conditions; disagreement reflects these distortions, not the absence of moral truth.
There is in fact wide agreement on basics (cruelty for its own sake is bad, gratuitous betrayal is wrong); much disagreement is over non-moral facts or application, not fundamental principle.
The reply blunts but does not remove the worry: it is hard to specify 'ideal conditions' for intuition non-circularly, so the reliability of the faculty remains contestable.
Result: Moral disagreement does not refute intuitionism, since distortions can be invoked as with perception, but it does pressure the intuitionist to explain the intuitive faculty and its conditions of reliability — the topic's central weakness for the view.
Typical mistakes
Active revision
'Intuitionism cannot explain how we know moral truths.' Discuss. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
Mackie's argument from queerness
Assess the objection that Mackie's queerness argument proves too much.
Objective values are metaphysically and epistemologically queer (unlike anything else; needing a special faculty), so we should not believe in them.
Numbers, sets, logical and modal facts are also abstract, causally inert, and known by no ordinary sense — 'queer' by Mackie's standard — yet we rationally accept them.
If queerness does not disqualify mathematics or logic, it should not automatically disqualify morality; queerness is a cost, not a refutation.
Moral facts are queerer still, since they must be intrinsically motivating; but the reply shows the argument needs this extra premise, which is itself contestable.
Result: The 'proves too much' reply weakens the queerness argument by showing that abstractness and non-empirical knowledge are widely accepted; Mackie's case then rests on the special claim that moral facts must be intrinsically action-guiding, which is where the real dispute lies.
Typical mistakes
Active revision
'There are no objective moral values.' Is this claim true? Defend your answer. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
Emotivism and prescriptivism compared
Show how the embedding problem challenges emotivism, using a modus ponens argument.
P1: If lying is wrong, then getting your brother to lie is wrong. P2: Lying is wrong. C: So getting your brother to lie is wrong. (Valid modus ponens.)
In P2 'lying is wrong' is asserted; in P1 it sits in the antecedent of a conditional and is NOT asserted — no disapproval is being expressed there.
If the meaning of 'lying is wrong' is the expression of disapproval, it means something different in P1 (no disapproval expressed) and P2 (disapproval expressed), so the argument equivocates and should be invalid — but it is valid.
Non-cognitivism must give a single meaning that works in both contexts; quasi-realism tries via a logic of attitudes, but its success is disputed.
Result: The Frege-Geach problem shows non-cognitivism struggles to explain valid moral reasoning, because embedded moral claims cannot be expressions of attitude yet must be univocal — a deep difficulty that any credible non-cognitivism must solve.
Typical mistakes
Active revision
'Non-cognitivism is the best account of moral language.' Discuss. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
The is-ought gap and the theories
Plan an essay defending a judgement on whether moral judgements can be true or false.
Moral judgements are truth-apt (cognitivism is right), best defended by a sophisticated naturalism, though non-cognitivism's motivation point must be accommodated.
Map cognitivism/non-cognitivism and realism/anti-realism; state naturalism, non-naturalism, error theory, emotivism, prescriptivism.
Moral thought behaves like fact-stating: we argue, think we can err, recognise progress; the Frege-Geach problem shows non-cognitivism struggles to explain moral reasoning.
Non-cognitivism explains motivation and avoids queer facts; the is-ought gap and open question challenge naturalism.
Favour synthetic naturalism (moral properties are natural properties, non-definitionally) or quasi-realism, on the criterion of best explaining the whole practice; defend the placement and concede the motivation worry.
Result: A defensible judgement reaches a defended placement (here, cognitivism via sophisticated naturalism or quasi-realism) on the criterion of best explaining moral thought, talk, reasoning and motivation — not a bare 'both have a point'.
Typical mistakes
Active revision
'Moral judgements cannot be true or false.' Discuss. (25-mark essay)
Active recall
Recall the key points — then reveal.
Sources: GCE AS and A level subject content for philosophy (Department for Education)
References & sources
Department for Education