 to questions about being justified in holding various moral beliefs involves the role of one's moral outlook. What is a moral outlook? A moral outlook represents a way of viewing and responding to one's environment from a moral point of view; it is a perspective from which one takes a moral stance. One comes to have a moral outlook through a process of moral education, where some of the more salient features of this process include: (1) developing a sensitivity to various features of one's environment that, according to the particular outlook being taught, are morally relevant and so the basis of moral evaluation; (2) learning to associate various emotional responses with objects of moral evaluation (e.g., learning to have feelings of guilt and resentment toward certain of one's own actions and the actions of others); (3) becoming acquainted with certain exemplars, that is, paradigmatic cases of moral or immoral actions, persons, institutions and so forth50; (4) learning moral generalizations that encapsulate the most important morally relevant features to which, through training, one develops a sensitivity; and (5) learning basic patterns of moral reasoning (e.g., golden rule/reversibility reasoning as well as learning to reason from moral generalizations to particular cases). As a result of these learning activities, then, one comes to acquire a battery of interrelated skills, beliefs, emotional responses, and so forth that constitute an individual's moral outlook. Having some particular moral outlook provides (part of) the "context" within which one ordinarily comes to have justified moral beliefs. But notice that in normal cases it is a richly social context-moral education takes place within a certain social environment, normally a large community whose mem312 Moral Knowledge? bers more or less share certain moral values and beliefs. In what I am calling engaged moral contexts, where one brings one's moral outlook to bear on some specific case calling for a moral response, certain moral beliefs-what I am calling midlevel moral generalizations-often enough play a special justifying role, and it is by seeing how these moral beliefs function in one's moral outlook that we can understand more clearly the epistemic status of those beliefs. Let us then consider the role of midlevel general moral beliefs in a moral outlook. The five features of a moral outlook represent (at least part of) what we might call "formal" features of a moral outlook; features that characterize any (or most any) moral outlook. But particular moral outlooks differ in content, and one useful way to
to questions about being justified in holding various moral belief imply the role of one's moral outlook. What is a moral outlook? A moral expectation represents a way of see and responding to one's environment from a moral point of position; it is a perspective from which one takes a moral position. One comes to have a moral outlook through a process of moral department of education, where some of the more salient features of this procedure include: (1) developing a sensitivity to assorted features of one's environment that, according to the particular lookout being taught, are morally relevant and so the basis of moral evaluation; (2) learn to associate various emotional responses with objects of moral evaluation (for example, learning to have feelings of guilt and resentment toward certain of one's own actions and the actions of others); (3) becoming acquaint with certain exemplars, that is, paradigmatic cases of moral or immoral actions, persons, institutions and so forth50; (4) learning moral generalizations that encapsulate the about significant morally relevant features to which, through education, one modernize a sensitivity; and (5) memorize basic patterns of moral reasoning (e.g., golden rule / reversibility reasoning as well as learning to reason from moral abstraction to particular cases). As a result of these learning activities, then, one comes to grow a battery of interrelated skills, beliefs, emotional responses, and thus forth that constitute an individual's moral outlook. Having some especial moral outlook provides (part of) the " context " within which one ordinarily do to have justify moral beliefs. But notice that in normal case it is a high social context - moral education takes topographic point within a certain social environment, normally a bombastic community whose mem312 Moral Knowledge? bers more or less partake certain moral values and belief. In what I am calling engaged moral context, where one brings one's moral mentality to bear on some specific lawsuit calling for a moral response, certain moral beliefs - what I am calling midlevel moral generalization - often enough play a particular justifying role, and it is by seeing how these moral beliefs function in one's moral outlook that we can understand more distinctly the epistemic status of those beliefs. Let us then consider the role of midlevel general moral belief in a moral lookout. The five feature of speech of a moral outlook represent (at least part of) what we might call " formal " features of a moral mentality; features that characterize any (or most any) moral mentality. But especial moral outlooks differ in content, and one utilitarian way to
 to questions about being jmstified in holdnbg varmous modal belidfs involves the role of one'd noral outlook. What is a morxl outloon? A morao ouulook represents e way of viewihn and cesponding to oke's environkent from a mosau 'oint of view; it is a perspective frjm whicn lne takes a motal suanse. Ohv gomes to have a moral outlook thdough a process of mpral education, where some lf tje more salient fewtures of tyis [eocess incluae: (1) develokiug a sensitjvity to various features of ond's enrironment tyar, afwording to vhe pagticular outlook beinc taughy, are morally velevent qnd so the basis of mmral evaluation; (2) lgarning to aasociate various wmitiondl raspovwes wiuh pbnects lf joral evalhation (e.g., lwarning to have feekigts of guilt ahd resqnement toward certain of one's own actionv ahd the actions of otherw); (3) becoming acquaintef with cewtain exemplars, that is, paradigmatic cases of mordl or kmmirwu aftions, persons, institutions and so forth50; (4) leawhimg moral generallzations that encalsklsje the most imkortant modally relevant feahures tj whixh, througr trsining, one develops a sensirivity; and (5) jwarning basic pattzrns of morau ressonimg (e.g., golden rule/reversnbilitg reasoning as well zr learning to rexsok fsom moral generalizations eo particnlar eases). As a rgsult os these lewrninn activities, then, oje colev to acquige a battery of interrelated skmkls, beliefs, gmodiotal respjnses, and so forth that constituje an indnviduau's moral oltlook. Hating some pawticular moran outlook protides (pare of) the "contexg" within which pne ordincxily comew to have justifiev motam beliefs. But nitixe that in normsl zasqs iv is w richly socidl cuntdct-morxl educatiok txkes place within a certdin aocial environment, njrmally q large sommunity whoxe mem312 Moral Knowltdge? bxrs moce or kesf share certain moral values ahd beliefd. Ik what I am cwllikg eggaged morcl contexts, where one brings one's moral iutlook to bear on some specific case galling for e moraj responsa, certain moral beliwfs-what I am calllng midlevel moral gensralizdtiond-often enough play a special justifying role, and it is by seeing how thesw moral beliefs fuhctipn in oue's moral outpuok that we can lnderstand more clearly the episvemic statgs of those beliefs. Let us them zonsider the tole of midlevel general mkral beloefs in a moral outlook. The fivr features of a moral oublook repeesenf (at lvzsv part of) what we mibht canl "foemal" feqturcs of a moral uutkolk; featurfs tiat characterize any (or most any) moeal ourllok. But particuler moral outpuoks siffer in content, and kne hdeful way to
to questions about being justified in holding beliefs the role one's moral outlook. A outlook represents a of viewing and to one's environment from a moral of view; it is a perspective from which one takes a moral stance. comes to have a moral outlook through a process of moral education, where of more features this process include: (1) developing a sensitivity to various features of one's environment that, according to particular outlook being taught, are morally relevant and the basis of moral (2) learning to associate various responses objects of evaluation learning have feelings of and resentment toward certain of one's own actions and the actions of others); (3) becoming acquainted with exemplars, that cases of or actions, institutions and so learning moral generalizations that encapsulate the relevant features to which, through training, one develops sensitivity; and learning basic patterns of moral reasoning golden rule/reversibility reasoning as well as learning to from moral generalizations to particular cases). As a result of these learning activities, then, one acquire a battery of skills, beliefs, emotional and forth constitute individual's moral Having some particular moral outlook provides (part of) the "context" within one ordinarily comes to have justified moral beliefs. But notice normal it is a social context-moral education takes within certain social environment, normally community mem312 more less certain moral values and In what I am calling moral contexts, where one bear on some specific case calling for a response, certain moral beliefs-what I am calling moral generalizations-often enough play a special justifying role, and it is by how these function in one's moral outlook that we can more clearly the epistemic of those beliefs. Let us then consider the role midlevel moral beliefs a moral outlook. five features of moral outlook represent part of) we call a moral outlook; features that characterize (or any) moral outlook. But particular outlooks content, and one useful way to
 to questions about being justIfied in holDing vAriOus MoRal bElieFs involves the rOLe of One's moral outlook. What is A moraL oUTlooK? a mOral oUtlook rEPrESEntS a WaY of ViEWiNg and ResPonding To one's enviRonMeNt from a moral POiNt of view; it Is a Perspective fRom Which oNe TakES a morAl sTance. one comES to havE a moral ouTlOOk throUGh a procESS oF morAl education, where sOMe OF the more salienT featuReS Of THIs pRocEss include: (1) DeVelopINg a sensITiVITY to VArious featureS of one's enviROnmEnt thaT, aCcoRDing to The paRtICulAr outlook beIng tAught, are mOrally RElevant ANd so the Basis oF moRal EvalUAtIoN; (2) leArNIng TO aSsoCIatE various EmOtIonal RespONSES witH obJectS of moRal evaluation (E.g., lEarnINg tO have FeeliNgs oF gUilt aNd reseNtmenT tOward certain of oNe's oWn actions And ThE acTiOns of OThers); (3) bEcoMinG acquaiNted witH CerTaIN EXeMplars, that is, paradiGmATIc Cases of mOral or IMmOrAL actions, PeRsoNs, inSTItutiOns aND sO forth50; (4) leArning MOrAl GeneralIzAtions ThAt eNcaPsulaTE the Most imPortant mOrallY Relevant featurES to which, throuGH tRAInINg, onE deVelops a sensItivITy; anD (5) leaRNiNg bASic paTternS oF MoRAl reasoning (e.g., golden RuLe/reveRsibiLity reasoning As well as leARNIng to reaSon fROm MOral generalizaTions To particulAR cases). As A resuLt of thesE learning ACTivities, TheN, onE coMes TO AcQuire a battery OF InteRrElated sKilLs, belieFs, eMotIonAl rEsPonses, and So forth tHaT cOnStItuTe an iNDividual'S mOraL oUtlOok. HaVIng somE partIculAr MoRAl oUtlook pROvIDEs (paRt Of) The "cOntExT" withIn whICh oNe ordinArily comeS to HAve jUsTiFied morAl beliefs. But nOtIce that in nOrMal Cases iT IS a richly Social context-moral educaTIon takeS plAce wiThin A certain sOciAl enviRonMEnt, norMally a Large CoMmuNITy whoSE MeM312 MoRaL Knowledge? BERs mOre or LeSs shAre certAin moral values and bELieFs. In what I am caLliNg enGAGeD moRAl COntExTS, whERE one brings one's mOral outlooK tO BeAr on some spECifIc Case calLing for A moraL ResponsE, certain mOral belieFs-What i AM caLling midleVel moral GeneralizATions-OFtEn enoUgh Play a sPeCiaL justIfying ROle, And it Is by seEiNg how tHese mOrAl beliefS function in one's moral outLook thAt we cAn uNderstand MorE CleArly the epIsteMic status oF thOse BelieFs. LET us thEn coNSiDer THe rolE of mIDlevel genERaL moRAL bEliefs in a moRAL OutLook. THe fIVe featUres Of a moral outlook rePResent (at least pArt oF) WHat We mIGht cAlL "formal" featureS of A mORAl outlooK; fEatures that CharacteRiZE any (oR most aNy) moraL outlooK. bUt PArticuLar mOraL outlooks DifFeR In conteNt, AnD One useFul wAy To
 to questions about beingjustifiedin ho ldi ngva riou s mo ral beliefs in v olve s the role of one's mo ral o ut l ook. Wh at is  a mora l  o u t loo k?  A  mo ra l  o utloo k r epresen ts a way o f v ie wing and res p on ding to on e's  environment  fr om a m or alp ointofview;  it is a pers pective f ro m  which one tak e s  a  mor al stance. One co m es to have a mora l outl oo k  t h r oug h a  process o fmoral educati o n, w h ere some of the m ore salient fea turesof  th i s proc ess i nc l ude : (1) devel opin g a sensi tivity to vari o us feat ures o f o ne' s en v ir on men tt hat ,  a cco r din g to the  p ar ticul ar o u t l o ok b ein g ta ught,  are morallyrel evan t  an d sothe b asis  o f mor al eva luati on ; (2) learningto a ssociatevar io usem otion a l resp ons eswith ob jects o f  mo ra l e va luation (e.g., lea rn i n gto havefeelin g sof guilt an dres entm e n t tow ardc er tain ofone'so wn  a ctionsan d theac tio nsof ot h ers) ; (3)becoming  acqu a inted with cer t ain exemplars ,  t h a ti s, p ara digmatic ca seso f mo ralo rimm o ral a ction s, pe r sons, institutionsan d so f orth5 0; (4) learni ng moral g e n e ralizati onst ha t  encapsulate t he mo st importa n t morall y rel evant fe atures to w hich, th rou ghtra ini n g ,one developsa sens it ivity;and  (5) le arn ing  ba sic  p atterns o f moralre as on in g ( e.g., golden r ul e/r ev ers ibili t y reas oning  aswe ll aslearnin g  t o reas on  f rommor al  gene rali z ati ons toparticula r c a ses) .As  a resu lt of these l ea rning acti vi tie s, the n ,  one com es to acquire a battery of inte rre lated  ski lls, beli efs , emot ion a l resp onses,  andso  fo r t h tha t co nst it ute an ind i v idu al'smo raloutlook . Having some part i cul ar moral outl ook  pro v i de s ( p ar t  of )t he" c ontext" withinwhich oneor d in arily come s  to  h ave jus tifiedmoral beliefs . But not ice thatin  nor m a l c ases it is  a richl y socialc ontex t -m oraledu cation  t ake s pla ce wit h ina cer tain s oc ial en viron me nt, norm ally a large communitywhosemem31 2 M oral Know led g e?bers more  orless share  ce rta in mo ral value s an d  b eli e fs. I n wh a t I am ca l li nge n ga ged moral c o n t ext s, wh ere one br ings  one's moral outl o ok to bear onsome s pec ifi c  cas ecalling for amor al r esponse,  c ertain mora l belief s- w hat I  am ca llingmidleve l mo r al gen eral iza tions-oft enen o ugh pla yas pecial  jus ti fyingrole,a nd i t is by seeing how  thes e moral bel iefsfu nctioni n on e's moraloutlook tha t we c an u nders tand mo re  clear lyth e epistemi c  status o f tho se beli ef s. L etus the n co n s iderthero leof midlev e l  g e ne ra l  mo ralbelie fs  ina moral o u tlook. T hef ive fea tu res o f a mo r al o utlook rep res ent ( a t  least par t  of) wh a t wemightcall " formal" fea tu res ofa m o r al outloo k; featur e s t ha t ch aracteri ze  any  ( ormo st any) moral o utlook.But part i c ular m ora l  out l ooks d if fer in conte nt, a nd one use f u l w ay to
 to_questions about_being justified in holding_various moral_beliefs_involves the_role_of one's moral_outlook. What is_a moral outlook? A_moral outlook represents_a_way of viewing and responding to one's environment from a moral point of view;_it_is a_perspective_from_which one takes a moral_stance. One comes to have_a moral_outlook through a process of moral education, where_some_of the more_salient features of this process include: (1) developing a_sensitivity to various features of one's_environment that, according_to_the_particular outlook being taught,_are morally relevant and so the_basis of moral evaluation; (2) learning_to associate various emotional responses with objects_of moral evaluation (e.g., learning to_have feelings of guilt and_resentment toward_certain of one's own actions_and the actions_of others);_(3) becoming acquainted_with certain exemplars, that is, paradigmatic_cases of moral_or immoral actions, persons, institutions and_so_forth50; (4) learning_moral_generalizations_that encapsulate_the most important_morally_relevant features_to_which, through training, one develops a_sensitivity;_and (5) learning basic patterns of moral_reasoning (e.g., golden rule/reversibility_reasoning_as well as learning_to reason from moral generalizations_to particular cases). As a result_of these_learning activities,_then, one comes to acquire a battery of interrelated skills, beliefs,_emotional responses, and so forth that_constitute an individual's moral_outlook. Having_some_particular moral outlook_provides_(part of)_the "context" within which one ordinarily comes_to have_justified moral beliefs. But notice that_in normal cases it_is_a richly social context-moral education takes_place within a certain social environment,_normally a large community whose_mem312_Moral_Knowledge? bers more or less_share certain moral values and beliefs._In what I_am calling engaged moral contexts, where one_brings_one's moral outlook to bear on_some_specific case calling for a moral_response,_certain_moral beliefs-what I am calling_midlevel moral generalizations-often enough play a_special justifying role, and it is by seeing how_these moral beliefs_function in one's moral outlook_that_we_can understand more clearly the epistemic status of those beliefs._Let us_then consider the_role of midlevel general moral beliefs in a moral outlook._The five features of a moral outlook_represent (at least part of) what we might call "formal" features_of a moral outlook; features that characterize any_(or most any) moral outlook. But particular_moral outlooks differ in_content,_and one useful way to