fidesquaerens: (Default)
I'm teaching an Aristotle reading tomorrow where he talks about what it means to be a good human. Before he can do that, though, he thinks he has to work through what a human is. I'll spare you the details, but asically Aristotle says that what sets us apart is that we can look at a situation and choose to go one way or the other; unlike Buridan's ass, we can move beyond our impulses. The important thing is that Aristotle defines humanity in terms of some characteristic that we actually have – not that we might have, not that we'll someday develop, not that we'll one day develop. And certainly not that we have human DNA as opposed to orangutan DNA.

This question has some obvious connections to the whole abortion debate, because a zygote or even a six-week-old fetus has very few qualities. If a human is a choosing thing, can a young fetus do this. Can a newborn baby, for that matter? Aristotle's account of humanity seems to say that a fetus's (or for that matter, a small child's) status as human depends on what it can do. If it can decide whether it wants to play with the red ball or the blue ball, then it's a human and killing it is murder; if not, then it is still alive (and so can be killed), but maybe that killing doesn't rise to the level of murder.

Preparing for class, I wanted to prepare several arguments Aristotle could give for why abortion is wrong without calling it murder, at least in some circumstances. I don't necessarily agree with them, but I thought it might be fun to discuss them anyway.

1. Potential vs. Actual Traits: Aristotle distinguishes between traits we have right now and traits we have the ability to develop. So while a fetus isn't human (since it can't make choices at this point), it has the ability to develop. Aristotle says it's important that we develop character virtues, which he sees as potential traits we should develop. (So basically, the Adrian Monks of the world should build up their courage, so they can face new and challenging situations, but they're not courageous until they've done that.) I think a story could be told here that people who have a duty to protect a particular child have a duty not to squander that potential.

(Caveats: I'm almost certain Aristotle would say actual trumps potential, so a mother has a duty to have an abortion if her life is in danger. You could also ask whether certain parents have a duty to a particular fetus. You might argue that until you accept responsibility for it, its not really your responsibility to nurture a fetus just because it's taken up residence inside you.)

2. The Duty to Care: Aristotle defines humans not just as a rational animal but also as a social animal. We develop our virtue in a community, and friendships – good kinds of friendships built on a love of virtue – are definitely to be sought after. Treating a fetus as just something getting in the way of our desires objectifies us. And to the extent that we think of it as a human or a potential human, it makes it that much harder to form genuine human relationships. This probably is more true of very young children who weren't yet able to choose, or fetuses that were old enough they were known to resemble very young humans – the concern is that by treating fetuses/infants that remind you of mature humans as things, you train yourself to think of real humans the wrong way.

(Caveats: Aristotle's perfectly clear that not only can't you have a friendship with a non-human, you can't have a true friendship unless it's between equals – knocking out the parent/child relationship even once the child is born. So this only addresses the way that treating a potential human as a thing damages the mother's ability to foster future friendships with fully-mature humans.)

3. The Practical Harm of Abortion: Aristotle doesn't define right and wrong in terms of how much pleasure or pain they generate, but he does recognize its importance. Any abortion will involve physical pain, either from surgery or from cramps and discomfort as the zygote/fetus passes. There's also the psychological pain, if a woman feels like she has had to kill a human or a potential human; the lost money that went to the abortion; and the social stigma.

(Caveats: The pain a woman suffers through an abortion may be less than the pain she'd suffer by going through a pregnancy, to say nothing of either adoption or motherhood. And Aristotle's not totally averse to some suffering, if it leads you to develop character; he seems to be more against pointless or excessive pain. I'm also not sure how an Aristotelian would count the pain the fetus went through as it died. Since it's not surviving it can't have a bad impact on the fetus's future character.)

So… three ways that an Aristotelian could say abortion is not murder but it's still wrong in most circumstances. Thinking about this, I'm reminded of Bella's pregnancy in Breaking Dawn. It seems to me that an Aristotelian would almost certainly disagree with Bella's initial decision to have a pregnancy that put her life in very real danger (she's told in no uncertain terms that this child is killing her) – but once Edward senses the child's thoughts, I think at that point an Aristotelian would have a harder time insisting on an abortion. The child is increasingly human (I'd say having actual thoughts, certainly actual desires, is a key marker of being human), and at that point the parents had formed a special attachment to it, so killing Renesme then would lead to the problems I pointed out in #2.

What do you guys think. If you think abortion is wrong, would these ideas let you condemn it strongly enough without calling abortion murder? Do these ideas put enough value on the mother's right not to have a fetus take over her body for nine months, maybe even kill her? I'd be interested in peoples' reactions.



(Originally posted at LJ; please comment there.)
fidesquaerens: (narnia)
Oh, hi weekend!

It's been a relatively good week, teaching-wise. My class covered the Apology and the Crito, both of which have to do with Socrates's trial. We had some great discussions about the nature of atheism, whether anyone really knows anything, and also when it was okay to disobey the law (and how). This semester for the first time I'm requiring my students to comment to our course blog before class to show they've done the reading, which means for every class at least half the class has actually done the reading and thought about it enough to give a drabble's worth of reflection. That seems to be making a real difference in the quality of discussion.

Or maybe it's just the fact that Plato's political and ethical material can be so fun. We'll see how it goes when we get to the more difficult metaphysical material next week. But I have high hopes for this group, and now that my head cold is clearing I feel more competent than I have in a long while in front of a class.

(Btw: if anyone's interested in following along, the course site is http://www.mlayton.net/ . My lecture notes are posted under the "Course Business" section.)

Research is going well, too. I haven't actually made more progress this week, but it's in a more definite, feeling-accomplished way than I've experienced in a good while. Makes me want to go into Manhattan tonight and go to a movie. Shall have to see if there's anything worth seeing - maybe Extremely Loud and Extremely Close? Though I'm reluctant to spend big screen bucks on something without the SFX and action sequences to make the most of it. Mostly, I'm happy because it's sixty degrees, not quite as wet as it was this morning, the week is over and I feel clear-headed and free for the first time in a long time.

Fun stuff I've posted over at FB:

1. From the "S**t my students write" website:

Biblical cats - In Egypt, cats used to be seen as the symbolic and sacred animal. However scholars who have read and analyse the Bible claim there is never a mention of cats throughout.


2. This cartoon. Because bunnies make everything better.

Read more... )

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