Moral ResponsibilitlyMoral Responsibilitly

• Three Kinds of cases for moral Three Kinds of cases for moral • responsibilityresponsibility• 1) X is a responsible person, meaning to 1) X is a responsible person, meaning to

say say • something morally favorable about his something morally favorable about his • character.character.• 2) X is and was responsible for a past 2) X is and was responsible for a past

actionaction• 3) X is responsible for Y when Y still is to 3) X is responsible for Y when Y still is to • be done.be done.

Case 1: X is responsibleCase 1: X is responsible

• In this case, responsible is known to In this case, responsible is known to be be

• trustworthy or dependable with sound trustworthy or dependable with sound judgment.judgment.

• Meaning what morally?Meaning what morally?

Case 2:Case 2:

• X is and was responsible for a past X is and was responsible for a past action.action.

• Responsible is being the source or Responsible is being the source or cause of something happeningcause of something happening

Case 3:Case 3:

• X is responsible for Y to be done.X is responsible for Y to be done.• Responsible is the condition of being Responsible is the condition of being

accountable to act without guidance accountable to act without guidance or personal authorityor personal authority

ResponsibilityResponsibility

• Normative judgment: making a Normative judgment: making a decision based on a norm or standard. decision based on a norm or standard. In this case, the standard is based on In this case, the standard is based on an obligation to a certain principle (to an obligation to a certain principle (to be responsible) from the value: be responsible) from the value: responsibilityresponsibility

Free Will and DeterminismFree Will and Determinism

• Free will: you have choices Free will: you have choices that you can make based on that you can make based on your values.your values.

•Determinism: every event, Determinism: every event, including human choices and including human choices and volition, is caused by other volition, is caused by other events and happens as an events and happens as an effect or result of these other effect or result of these other events.events.

Paradox of ResponsibilityParadox of Responsibility

•Do we teach Do we teach responsibility? Do we responsibility? Do we expect responsibility? Is expect responsibility? Is the athlete responsible the athlete responsible for his/her actions?for his/her actions?

Responsibility on the Responsibility on the field/court:field/court:

• "Every player is given a job to "Every player is given a job to do and he is ...accountable for do and he is ...accountable for his own actions. If he cannot his own actions. If he cannot get the job done...he will be get the job done...he will be replaced by someone else - It replaced by someone else - It doesn't matter who the person doesn't matter who the person is, or how valuable to the is, or how valuable to the team that person might be." team that person might be." Bruce Harris, RB, Idaho Bruce Harris, RB, Idaho Vandals, 1989Vandals, 1989

You are responsibleYou are responsible

•On the field/court, you either On the field/court, you either make it or you are gone...Off the make it or you are gone...Off the field/court, the coach watches field/court, the coach watches you, cares for you, advises you, you, cares for you, advises you, follows you, provides tutors for follows you, provides tutors for you, monitors your progress, ... you, monitors your progress, ... even mentors you on what even mentors you on what subjects to take, what major to subjects to take, what major to study, may even counsel you on study, may even counsel you on personal problems....personal problems....

Teaching/Coaching Teaching/Coaching Responsible action --Responsible action --

Frey/MassengaleFrey/Massengale

•Coaches primarily educate Coaches primarily educate participants in a participants in a "dysfunctional manner". "dysfunctional manner".

•"Selected actions, behaviors, "Selected actions, behaviors, and traits are often taught, and traits are often taught, reinforced, and then reinforced, and then rewarded, although these rewarded, although these actions do not reflect actions do not reflect desirable social values.desirable social values.

•For example, how often is blind For example, how often is blind obedience taught under the guise obedience taught under the guise of tenacity? How often is of tenacity? How often is manipulation and deliberate rule manipulation and deliberate rule violation taught as strategy?violation taught as strategy?

Frey/Massengale

•How often is composure and How often is composure and sportsmanship mistaken for lack sportsmanship mistaken for lack of effort? Frey/Massengale of effort? Frey/Massengale University of Las VegasUniversity of Las Vegas

Responsibility-Frey/MassengaleResponsibility-Frey/Massengale

Sharples Point of ViewSharples Point of View

• Coaches are basically here to get Coaches are basically here to get the most out of an athlete and to the most out of an athlete and to win. It is unrealistic if not naive win. It is unrealistic if not naive to view a coach as a role model. to view a coach as a role model.

Responsibility:Responsibility:

•How can we be How can we be responsible.... especially in responsible.... especially in the paternalistic world of the paternalistic world of athletics?athletics?

•1. Be realistic, know what is 1. Be realistic, know what is expected of you on the expected of you on the field. Realize the true field. Realize the true purpose of athletics: to win purpose of athletics: to win and make money.and make money.

continued...continued...

•2. Be pragmatic, know 2. Be pragmatic, know where you stand in this where you stand in this commercialized world. If commercialized world. If you don't agree, what you don't agree, what can you do?can you do?

ResponsibilityResponsibility

•a. Accept the status quo, a. Accept the status quo, but make your own but make your own decisions.decisions.

•b. Quitb. Quit•c. Foment a rebellionc. Foment a rebellion•d. Work from within to d. Work from within to change the status quo...change the status quo...

•3. Be a skeptic, evaluate what is occurring. 3. Be a skeptic, evaluate what is occurring. Who is advising you; what is their Who is advising you; what is their motivation? What is their intention? motivation? What is their intention?

•4. Be idealistic, believe that you can make a 4. Be idealistic, believe that you can make a difference. Look for what good you can do difference. Look for what good you can do and what good may come to you.and what good may come to you.

ResponsibilityResponsibility

ResponsibilityResponsibility

•5. Become responsible 5. Become responsible for your own for your own destiny...don't let the destiny...don't let the commercialized world of commercialized world of athletics rule your life. athletics rule your life. Become focused.Become focused.

•Other choices?Other choices?

Free Will/DeterminismFree Will/Determinism

•Coercion: compelled by Coercion: compelled by intimidationintimidation

•Free choice in reality is a reaction Free choice in reality is a reaction to coercive external pressure.to coercive external pressure.

A Realistic Athlete...A Realistic Athlete...

• Whether the coaches ... approve of Whether the coaches ... approve of the use of drugs would be irrelevant the use of drugs would be irrelevant to each individual's own decision as to each individual's own decision as to whether they are going to cheat at to whether they are going to cheat at sport and use drugs... Patsy sport and use drugs... Patsy Sharples, former world class distance Sharples, former world class distance runner.runner.

Paternalism...Paternalism...

• Paternalism violates our status as Paternalism violates our status as autonomous moral agents.autonomous moral agents.

• The human faculties of perception, The human faculties of perception, judgment, discrimination, feeling, mental judgment, discrimination, feeling, mental activity, and even moral preference are activity, and even moral preference are exercised only in making a choice...exercised only in making a choice...

• The mental and the moral, like the The mental and the moral, like the muscular, are improved only be being muscular, are improved only be being used....He who lets the world....choose his used....He who lets the world....choose his plan of life for him, has no need of any plan of life for him, has no need of any other faculty than the ape-like one of other faculty than the ape-like one of imitation. John Stuart Millimitation. John Stuart Mill

Autonomy...Autonomy...

•The individual's life is his or her The individual's life is his or her business, as long as, that person's business, as long as, that person's acts do not harm or threaten acts do not harm or threaten others, no interference is justified.others, no interference is justified.

Against Paternalism..Against Paternalism..

• The ideal of human developmentThe ideal of human development• The right to control our own life must The right to control our own life must

be primary.be primary.• Paternalism, by treating us as if we Paternalism, by treating us as if we

were children, who must be cared for were children, who must be cared for by others, reduces us in moral stature by others, reduces us in moral stature by denying us dignity and respect.by denying us dignity and respect.

Paternalism...acceptable..Paternalism...acceptable..

•Paternalism is acceptable when Paternalism is acceptable when its goal is not simply to benefit its goal is not simply to benefit the persons being interfered with the persons being interfered with but to safeguard their status as but to safeguard their status as rational autonomous agents.rational autonomous agents.

Arthur Ashe....Arthur Ashe....

•The athlete is not responding to an The athlete is not responding to an offer: you can better yourself by offer: you can better yourself by becoming an athlete. It is really a becoming an athlete. It is really a reaction to a threat, "If you don't reaction to a threat, "If you don't become an athlete, you will continue become an athlete, you will continue to be a victim of social injustice and to be a victim of social injustice and neglect."neglect."

Arthur Ashe...Arthur Ashe...

•The problem with this The problem with this argument: the limitations argument: the limitations of athletic successof athletic success

•Perhaps we need eligibility Perhaps we need eligibility limitations on who may limitations on who may become an athlete: There become an athlete: There must be acceptable must be acceptable alternative careers. alternative careers.

Arthur AsheArthur Ashe

•The greatest harm caused by The greatest harm caused by myth that sports promotes myth that sports promotes upward mobility is the upward mobility is the "opportunity cost" it inflicts "opportunity cost" it inflicts on many disadvantaged on many disadvantaged young athletes: the hours young athletes: the hours which might productively be which might productively be devoted to study are spent in devoted to study are spent in gyms, on fields, and courts.gyms, on fields, and courts.

Arthur Ashe...Arthur Ashe...

•Players are vulnerable, Players are vulnerable, even if they know the even if they know the "facts" about what is "facts" about what is being asked, consent is being asked, consent is often not as voluntary as often not as voluntary as it should be.it should be.

Ashe....Ashe....

•The athlete is in a The athlete is in a precarious position in precarious position in making a free-will making a free-will consent. If s/he consent. If s/he questions, s/he is like to questions, s/he is like to be benched or put in less be benched or put in less than a positive light by than a positive light by peers, coach, and fans.peers, coach, and fans.

Ashe....Ashe....

•The onus is on the The onus is on the athlete to continue athlete to continue playing and to consent to playing and to consent to things that s/he would things that s/he would not otherwise consent to.not otherwise consent to.

Arthur Ashe...Arthur Ashe...

•Coercion, however Coercion, however subtle, makes the athlete subtle, makes the athlete vulnerable. It also takes vulnerable. It also takes away the athlete's ability away the athlete's ability to act and choose freely to act and choose freely with regard to informed with regard to informed consent.consent.

Mandall’s Point of ViewMandall’s Point of View

• Even as high school freshmen, athletes Even as high school freshmen, athletes are preoccupied with physical activity are preoccupied with physical activity and tire from workouts so they develop and tire from workouts so they develop their own society, free from nonjocks their own society, free from nonjocks who stereotype them as dummies who stereotype them as dummies whether that stereotyping is out of whether that stereotyping is out of envy or competitiveness, but athletes envy or competitiveness, but athletes in their world are also deified, given in their world are also deified, given special favors and then criticized, special favors and then criticized, threatened and made fearful of losing threatened and made fearful of losing their standing and prerequisites. their standing and prerequisites. (Former counselor for the San Diego (Former counselor for the San Diego Chargers)Chargers)

Mandall’s Point of ViewMandall’s Point of View

• The alumni and the fans control The alumni and the fans control athletes much as heroin dealers athletes much as heroin dealers control junkies. From a very early control junkies. From a very early period in their careers, athletes learn period in their careers, athletes learn that they must perform and please that they must perform and please others or they have no place and no others or they have no place and no worth. Anger and paranoia thrive worth. Anger and paranoia thrive under such conditions. all the warmth under such conditions. all the warmth in the world, the athlete learns, in the world, the athlete learns, cannot substitute for victory. Mandall, cannot substitute for victory. Mandall, former team psychiatrist of the San former team psychiatrist of the San Diego Chargers.Diego Chargers.

EducationEducation

•What type of education? What type of education? •Informational or moral?Informational or moral?