 for demonstration or proof to banish doubt or disagreement but rather an existential and pedagogical question to address the developments, conflicts, 'Some other studies that take up the issue of Heidegger and ethics and related topics in the Continental tradition include two works by Werner Marx. Is There a Measure on Earth": Foundations for a Nonmetaphysical Ethics, trans. Thomas J. Nenon and Reginald Lilly (Chicago: Univ. of Chicago Press, 1987) and Towards a Phenomenological Ethics: Ethics and the Life-World, trans. Stefaan Heyvaert (Albany: SUNY Press, 1992); Charles E. Scott, The Question of Ethics: Nietzsche, Foucault, Heidegger (Bloomington: Indiana Univ. Press, 1990); Ethics and Danger: Essays on Heidegger and Continental Thought, ed. Arleen B. Dallery and Charles E. Scott with P. Holley Roberts (Albany: SUNY Press, 1992); and Richard J. Bernstein, The New Constellation: The EthicalPolitical Horizons of ModernitylPostmodernity (Cambridge: MIT Press, 1992). A recent study that came to my attention too late to work into this essay is Lawrence Vogel, The Fragile "We": Ethical Implications of Heidegger's Being and Time (Evanston: Northwestern Univ. Press. 1994). 6Although there is certainly much disagreement and controversy in ethical matters, students are misled when we concentrate primarily on dilemmas and disputes in moral considerations or on the shortcomings of moral paradigms. We should at least start with areas of agreement (for example, all students agree that they should be graded fairly) before we take up controversies, to avoid the impression (very common among students) that moral values are completely undecidable. Stressing "lifeboat" scenarios, for example. is like beginning physics instruction with the uncertainty principle or the wave-particle paradox. ETHICS AND FINITUDE 405 and tensions in the ethical life. In other words, moral philosophy should be inseparable from moral education. It should (4) ask the related questions: How do people become ethical or unethical? What conditions or attributes or developments are involved in actualizing or blocking ethical potential? And moral philosophy should (5) submit the tradition to critique in order to uncover internal inconsistencies, conflicts, or failures and to discover innovations needed to revise or alter tradition. Given the difficulties that moral philosophy has faced so far in meeting this task, I think
for demonstration or proof to banish doubt or disagreement but rather an experiential and pedagogical doubt to address the developments, battle,' Some early studies that take up the issue of Heidegger and ethical motive and related topics in the Continental tradition admit two work by Werner Marx. Is There a Measure on Earth ": Foundations for a Nonmetaphysical Ethics, trans. Thomas J. Nenon and Reginald Lilly (Chicago: Univ. of Chicago Press, 1987) and Towards a Phenomenological Ethics: Ethics and the Life - World, trans. Stefaan Heyvaert (Albany: SUNY Press, 1992); Charles E. Scott, The Question of Ethics: Nietzsche, Foucault, Heidegger (Bloomington: Indiana Univ. Press, 1990); Ethics and Danger: Essays on Heidegger and Continental Thought, ed. Arleen B. Dallery and Charles E. Scott with P. Holley Roberts (Albany: SUNY Press, 1992); and Richard J. Bernstein, The New Constellation: The EthicalPolitical Horizons of ModernitylPostmodernity (Cambridge: MIT Press, 1992). A recent study that came to my attention excessively late to work into this essay is Lawrence Vogel, The Fragile " We ": Ethical Implications of Heidegger's Being and Time (Evanston: Northwestern Univ. Press. 1994). 6Although there exist certainly much disagreement and controversy in ethical matters, students are mislead when we concentrate primarily on dilemmas and disputes in moral considerations or on the defect of moral paradigms. We should at least start with areas of agreement (for example, all students agree that they should be grade fairly) before we take up controversies, to avoid the impression (very common among students) that moral values are completely undecidable. Stressing " lifeboat " scenario, for example. is like beginning purgative teaching with the doubt principle or the wave - particle paradox. ETHICS AND FINITUDE 405 and tensions in the ethical life. In other words, moral philosophy should be inseparable from moral education. It should (4) necessitate the related questions: How do people become ethical or unethical? What conditions or attributes or developments are involved in actualizing or blocking ethical potential? And moral philosophy should (5) submit the tradition to review in order to uncover home inconsistencies, conflicts, or failures and to discover innovations need to revise or alter tradition. grant the difficulties that moral philosophy has faced indeed far in meeting this job, I think
 fog demonstration or proof to banish doubj ir disegreemeht but rxther an existential and pedegogucal wuestion to address thd developlents, cobflirts, 'Some other svhdies tmct taic up chx issue of Heidggger and etvics and relatad tlpics in the Continental tradition ynclude tao works by Wetner Kwrx. Js There a Measure on Earth": Foundafions fmr a Nonmetapnysical Ethics, trans. Thomad J. Jenon and Reginald Lilly (Chicqgo: Tbiv. of Chicaeo Press, 1987) and Towards z Phenomenological Ethics: Ethicr and the Life-Wirod, htans. Stefaan Heyvwert (Albany: SUNY Prevs, 1992); Chatles E. Scott, Tme Quxstiin of Ethics: Nietzschx, Foucault, Heidegger (Bloomingdou: Indiana Univ. Press, 1990); Erhics and Danewr: Dsszyx kn Heifegjer and Confinental Thiught, ed. Arleen B. Dsljvty and Charlss E. Ssoet with P. Holley Roberts (Albany: SUNY Prtss, 1992); znd Richard J. Bernstein, The New Constellatioj: The EthycalPolitical Horizons of ModernitylPostmodernity (Cambciage: MLT Pfwsd, 1992). A recent study that came to my attention tjk kane to work into tmis essay is Lawremcf Fjgel, The Fragkle "We": Etgical Implications of Heiqeggee's Being wnd Yime (Evanston: Northwestern Yniv. Press. 1994). 6Cltyough there is cercainly much bisagrgement and controversy in ethncal mztters, studfnts are jksled when we covcektrdte primarily on dilemmas wnd dispuves iu moral zonsoderatyons or on the shortcomings of morwl patadigmv. We shoulf at least start with areas of ejreement (for gxakplv, all stubents sgree that thqy should be gtaded faixly) bewore we taie up cmntroversief, to avoid tha impression (tery commjn anong studengr) that moral vslues are completelt undecidable. Strexsivf "lifeboat" scencxiis, for example. os uikq hejinnigc physics invtruztium witf the uncerbaivty lrinciple or the wava-parficle paradox. ETHIVS AND FINUTUDE 405 agd tensions im the ethical life. In ovher wurds, korwl philosophy should be insepadable frol mjral educatijn. Ib shjuld (4) ask che related questions: How do people becone ethical or unejhical? What conditionx or attribuves or developmants are involved in actualizing or bkocking ethical potenfial? Atd mogal philosophy should (5) submit the tradition to critique in order to uncovwr intxrgal inconsiatenvies, bonyliets, or sailnrxs and to discoveg innovations needed to revise oc alter trddntion. Given the difficulties yhxt moral philusophy has faced so far jn meetimg this task, I think
for demonstration or proof to banish doubt but an existential pedagogical question to other that take up issue of Heidegger ethics and related topics in the tradition include two works by Werner Marx. Is There a Measure on Earth": for a Nonmetaphysical Ethics, trans. Thomas J. Nenon and Reginald Lilly (Chicago: Univ. Chicago 1987) Towards Phenomenological Ethics: Ethics and the Life-World, trans. Stefaan Heyvaert (Albany: SUNY Press, 1992); Charles E. Scott, Question of Ethics: Nietzsche, Foucault, Heidegger (Bloomington: Indiana Press, 1990); Ethics and Essays on Heidegger and Continental ed. B. Dallery Charles Scott P. Holley Roberts SUNY Press, 1992); and Richard J. Bernstein, The New Constellation: The EthicalPolitical Horizons of ModernitylPostmodernity (Cambridge: MIT 1992). A that came my too to work into is Lawrence Vogel, The Fragile "We": Heidegger's Being and Time (Evanston: Northwestern Univ. Press. 6Although there certainly much disagreement and controversy in matters, students are misled when we concentrate primarily dilemmas and disputes in moral considerations or on the shortcomings of moral paradigms. We should start with areas of (for example, all agree they be fairly) before take up controversies, to avoid the impression (very common among students) moral values are completely undecidable. Stressing "lifeboat" scenarios, for example. beginning instruction with the principle or the wave-particle ETHICS FINITUDE 405 and tensions ethical In philosophy be from moral education. It (4) ask the related questions: do people become ethical attributes or developments are involved in actualizing or ethical potential? And moral philosophy should (5) the tradition to critique in order to uncover internal inconsistencies, conflicts, or and to needed to revise or alter tradition. Given the that moral philosophy has so far in meeting this task, I think
 for demonstration or proof to Banish doubT or diSagReeMeNt buT ratHer an existentiAL and Pedagogical question to aDdresS tHE devELoPmentS, confliCTs, 'sOMe oThEr StuDiES tHat taKe uP the issUe of HeidegGer AnD ethics and reLAtEd topics in The continental tRadItion iNcLudE Two woRks By WerNer MarX. is TherE a Measure On eArth": FoUNdationS FOr A NonMetaphysical EthicS, TrANs. Thomas J. Nenon And RegInALd lILly (chiCago: Univ. of chIcago pRess, 1987) and tOwARDS a PHEnomenologicaL Ethics: EthiCS anD the LiFe-worLD, trans. stefaAn hEyvAert (Albany: SuNY PRess, 1992); CharlEs E. ScoTT, The QueSTion of EThics: NIetZscHe, FoUCaUlT, HeIdEGgeR (blOomINgtOn: IndianA UNiV. PresS, 1990); EthICS ANd DaNgeR: EssAys on heidegger and COntInenTAl THoughT, ed. ArLeen b. DAllerY and ChArles e. SCott with P. Holley robeRts (Albany: sUNy PResS, 1992); aNd RicHArd J. BeRnsTeiN, The New constelLAtiOn: tHE etHicalPolitical HoriZoNS Of modernitYlPostMOdErNIty (CambrIdGe: MiT PrESS, 1992). A recEnt sTUdY that camE to my aTTeNtIon too lAtE to worK iNto ThiS essaY Is LaWrence vogel, The fragiLE "We": Ethical ImplICations of HeidEGgER'S BEIng aNd TIme (Evanston: nortHWestErn UNIv. preSS. 1994). 6AlthOugh tHeRE iS Certainly much disagrEeMent anD contRoversy in ethiCal matters, STUDents are MislED wHEn we concentratE primArily on dilEMmas and dIsputEs in moraL considerATIons or on The ShoRtcOmiNGS oF moral paradigMS. we shOuLd at leaSt sTart witH arEas Of aGreEmEnt (for exaMple, all sTuDeNtS aGreE that THey shoulD bE grAdEd fAirly) BEfore wE take Up coNtRoVErsIes, to avOId THE impReSsIon (vEry CoMmon aMong STudEnts) thaT moral valUes ARe coMpLeTely undEcidable. StresSiNg "lifeboat" ScEnaRios, foR EXample. is Like beginning physics insTRuction WitH the uNcerTainty priNciPle or tHe wAVe-partIcle paRadox. eThICs anD FINituDe 405 anD tEnsions in tHE EthIcal lIfE. In oTher worDs, moral philosophy sHOulD be inseparablE frOm moRAL eDucATiON. It ShOUld (4) ASK the related quesTions: How do PeOPlE become ethICal Or UnethicAl? What cOnditIOns or atTributes oR developmEnTs arE INvoLved in actuAlizing oR blocking EThicaL PoTentiAl? ANd moraL pHilOsophY shoulD (5) SubMit thE tradiTiOn to crItiquE iN order to Uncover internal inconsisTencieS, confLicTs, or failuRes ANd tO discover InnoVations neeDed To rEvise Or aLTer trAditIOn. givEN the dIffiCUlties thaT MoRal PHIlOsophy has faCED So fAr in mEetINg this Task, i think
 for demonstration or proo f to banis h dou btordi sagr eeme nt but rathera n ex istential and pedagogi cal q ue s tion to  addr ess the de v e lop me nt s,co n fl icts,  'S ome oth er studies  th at  take up the is sue of Hei deg ger and ethi csand re la ted topic s i n the  Conti n entaltradition  i n cludet wo work s by  Wer ner Marx. Is Ther e  a Measure on Ear th": F ou n da t i ons  fo r a Nonmet ap hysic a l Ethic s ,t r a ns. Thomas J. Nen on and Regi n ald  Lilly  ( Chi c ago: U niv.of Chi cago Press,  198 7) and To wardsa  Phenom e nologic al Eth ics : E thic s  a nd  th eL ife - Wo rld ,  tr ans. Ste fa an  Heyv aert ( A l bany : S UNYPress , 1992); Char les  E.S cot t, Th e Que stio nof Et hics:Nietz sc he, Foucault, H eide gger (Blo omi ng ton :India n a Univ . P res s, 1990 ); Ethi c s a nd D a ng er: Essays on Heid eg g e rand Cont inenta l  T ho u ght, ed.  A rle en B . Dalle ry a n dCharlesE. Sco t twi th P. H ol ley Ro be rts  (A lbany :  SUN Y Pres s, 1992) ; and Richard J. Ber n stein, The Ne w  C o n st e llat ion : The Ethic alPo l itic al H o ri zon s  of M odern it y lP o stmodernity (Cambri dg e: MIT  Pres s, 1992). A r ecent stud y t hat came  tom ya ttention too l ate t o work int o  this es say i s Lawren ce Vogel, T he Fragi le"We ":Eth i c al  Implications o f He id egger's  Be ing and  Ti me(Ev ans to n: Northw estern U ni v.  P re ss.  1994 ) . 6Altho ug h t he reis ce r tainly  much  dis ag re e men t and c o nt r o vers yin  eth ica lmatte rs,s tud ents ar e misledwhe n  weco nc entrate  primarily on  d ilemmas an ddis putesi n  moral c onsiderations or on the shortco min gs of  mor al paradi gms . We s hou l d at l east s tartwi tha r eas o f ag ree me nt (for ex a m ple , all  s tude nts agr ee that they shoul d  be  graded fairl y)befo r e  w e t a ke upco n tro v e rsies, to avoid  the impre ss i on  (very com m onam ong stu dents)thatm oral va lues arecompletel yunde c i dab le. Stress ing "lif eboat" sc e nario s ,for e xam ple. i slik e beg inning phy sicsinstru ct ion wi th th euncertai nty principle or the wa ve-par ticle  pa radox. ET HIC S  AN D FINITUD E 40 5 and tens ion s i n the  et h icallife .  I n o t her w ords ,  moral ph i lo sop h y  s hould be in s e p ara ble f rom moraleduc ation. It should( 4) ask the rel ated q ues tio n s: H ow  do people bec ome  e t h ical orun ethical? Wh at condi ti o ns or  attri butesor deve l o pm e nts ar e in vol ved in ac tua li z ing orbl oc k ing et hica lpotent ial? A n d mo r a l philosophy sho uld ( 5 )  subm i t t he tr ad ition t o  cri tique in o rder to unc over i nter nal i nconsis te ncies,  co nf licts, orf ailures a nd to  discov er  inn ova tionsneed e d  to r evis eoralter tra d i ti o n.  G i ven  the  diff ic ulti es that m o ral phil oso p hy hasfa ced s o fari nm e eting this  ta sk, I t hink
 for_demonstration or_proof to banish doubt_or disagreement_but_rather an_existential_and pedagogical question_to address the_developments, conflicts, 'Some other_studies that take_up_the issue of Heidegger and ethics and related topics in the Continental tradition include_two_works by_Werner_Marx._Is There a Measure on_Earth": Foundations for a Nonmetaphysical_Ethics, trans._Thomas J. Nenon and Reginald Lilly (Chicago: Univ._of_Chicago Press, 1987)_and Towards a Phenomenological Ethics: Ethics and the Life-World,_trans. Stefaan Heyvaert (Albany: SUNY Press,_1992); Charles E._Scott,_The_Question of Ethics: Nietzsche,_Foucault, Heidegger (Bloomington: Indiana Univ. Press,_1990); Ethics and Danger: Essays on_Heidegger and Continental Thought, ed. Arleen B._Dallery and Charles E. Scott with_P. Holley Roberts (Albany: SUNY_Press, 1992);_and Richard J. Bernstein, The_New Constellation: The_EthicalPolitical Horizons_of ModernitylPostmodernity (Cambridge:_MIT Press, 1992). A recent study_that came to_my attention too late to work_into_this essay is_Lawrence_Vogel,_The Fragile_"We": Ethical Implications_of_Heidegger's Being_and_Time (Evanston: Northwestern Univ. Press. 1994)._6Although_there is certainly much disagreement and controversy_in ethical matters, students_are_misled when we concentrate_primarily on dilemmas and disputes_in moral considerations or on the_shortcomings of_moral paradigms._We should at least start with areas of agreement (for example,_all students agree that they should_be graded fairly) before_we take_up_controversies, to avoid_the_impression (very_common among students) that moral values are_completely undecidable._Stressing "lifeboat" scenarios, for example. is_like beginning physics instruction_with_the uncertainty principle or the wave-particle_paradox. ETHICS AND FINITUDE 405 and_tensions in the ethical life._In_other_words, moral philosophy should be_inseparable from moral education. It should_(4) ask the_related questions: How do people become ethical_or_unethical? What conditions or attributes or_developments_are involved in actualizing or blocking_ethical_potential?_And moral philosophy should (5)_submit the tradition to critique in_order to uncover internal inconsistencies, conflicts, or failures and_to discover innovations_needed to revise or alter_tradition._Given_the difficulties that moral philosophy has faced so far in_meeting this_task, I think