Psychologically, the correlate of the system of relations is the set of instincts and emotions, of capacity for stimulation and response, which presuppose society for their exercise and in turn make society possible. There can be no question as to the reality and strength of these in both animals and men. The bear will fight for her young more savagely than for her life. The human mother's thoughts center far more intensely upon her offspring than upon her own person. The man who is cut dead by all his acquaintance suffers more than he would from hunger or physical fear. The passion of sex frequently overmasters every instinct of individual prudence. The majority of men face poverty and live in want; relatively few prefer physical comfort to family ties. Aristotle's φιλία is the oftenest quoted recognition of the emotional basis of common life, but a statement of Kant's earlier years is particularly happy. "The point to which the lines of direction of our impulses converge is thus not only in ourselves, but there are besides powers moving us in the will of others outside of ourselves. Hence arise the moral impulses which often carry us away to the discomfiture of selfishness, the strong law of duty, and the weaker of benevolence. Both of these wring from us many a sacrifice, and although selfish inclinations now and then preponderate over both, these still never fail to assert their reality in human nature. Thus we recognize that in our most secret motives, we are dependent upon the rule of the general will."[67]
The "law of duty," and I believe we may add, the conception of right, do arise objectively in the social relations as the common law assumes and subjectively in the social instincts, emotions, and the more intimate social consciousness which had not been worked out in the time of Kant as it has been by recent authors. This point will receive further treatment later, but I desire to point out in anticipation that if right and duty have their origin in this social factor there is at least a presumption against their being subordinate ethically to the conception of good as we find them in certain writers. If they have independent origin and are the outgrowth of a special aspect of life it is at least probable that they are not to be subordinated to the good unless the very notion of good is itself reciprocally modified by right in a way that is not usually recognized in teleological systems.
(3) Intelligence and reason imply (a) considering the proposed act or the actually performed act as a whole and in its relations. Especially they mean considering consequences. In order to foresee consequences there is required not only empirical observation of past experience, not only deduction from already formulated concepts—as when we say that injustice will cause hard feelings and revolt—but that rarer quality which in the presence of a situation discerns a meaning not obvious, suggests an idea, "injustice," to interpret the situation. Situations are neither already labeled "unjust," nor are they obviously unjust to the ordinary mind. Analysis into elements and rearrangement of the elements into a new synthesis are required. This is eminently a synthetic or "creative" activity. Further it is evident that the activity of intelligence in considering consequences implies not only what we call reasoning in the narrower sense but imagination and feeling. For the consequences of an act which are of importance ethically are consequences which are not merely to be described but are to be imagined so vividly as to be felt, whether they are consequences that affect ourselves or affect others.
(b) But it would be a very narrow intelligence that should attempt to consider only consequences of a single proposed act without considering also other possible acts and their consequences. The second important characteristic of intelligence is that it considers either other means of reaching a given end, or other ends, and by working out the consequences of these also has the basis for deliberation and choice. The method of "multiple working hypotheses," urged as highly important in scientific investigation, is no less essential in the moral field. To bring several ends into the field of consideration is the characteristic of the intelligent, or as we often say, the open-minded man. Such consideration as this widens the capacity of the agent and marks him off from the creature of habit, of prejudice, or of instinct.
(c) Intelligence implies considering in two senses all persons involved, that is, it means taking into account not only how an act will affect others but also how others look at it. It is scarcely necessary to say that this activity of intelligence cannot be cut off from its roots in social intercourse. It is by the processes of give and take, of stimulus and response, in a social medium that this possibility of looking at things from a different angle is secured. And once more this different angle is not gained by what in the strict sense could be called a purely intellectual operation, although it has come to be so well recognized as the necessary equipment for dealing successfully with conditions that we commonly characterize the person as stupid who does not take account of what others think and feel and how they will react to a projected line of conduct. This social element in intelligence is to a considerable degree implied in the term "reasonable," which signifies not merely that a man is logical in his processes but also that he is ready to listen to what others say and to look at things from their point of view whether he finally accepts it or not.
The broad grounds on which it is better to use the word intelligence than the word reason in the analysis with which we are concerned are two. (1) It is not a question-begging term which tends to commit us at the outset to a specific doctrine as to the source of our judgments. (2) The activity of intelligence which is now most significant for ethical progress is not suggested by the term reason, for unless we arbitrarily smuggle in under the term practical reason the whole activity of the moral consciousness without inquiry as to the propriety of the name we shall be likely to omit the constructive and creative efforts to promote morality by positive supplying of enlarged education, new sources of interest, and more open fields for development, by replacing haunting fears of misery with positive hopes, and by suggesting new imagery, new ambitions in the place of sodden indifference or sensuality. The term reason as used by the Stoics and by Kant meant control of the passions by some "law"—some authority cosmic or logical. It prepared for the inevitable; it forbade the private point of view. But as thus presenting a negative aspect the law was long ago characterized by a profound moral genius as "weak." It has its value as a schoolmaster, but it is not in itself capable of supplying the new life which dissolves the old sentiment, breaks up the settled evil habit, and supplies both larger ends and effective motives.
If we state human progress in objective fashion we may say that although men today are still as in earlier times engaged in getting a living, in mating, in rearing of offspring, in fighting and adventure, in play, and in art, they are also engaged in science and invention, interested in the news of other human activities all over the world; they are adjusting differences by judicial processes, coöperating to promote general welfare, enjoying refined and more permanent friendships and affections, and viewing life in its tragedy and comedy with enhanced emotion and broader sympathy. Leaving out of consideration the work of the religious or artistic genius as not in question here, the great objective agencies in bringing about these changes have been on the one hand the growth of invention, scientific method, and education, and on the other the increase in human intercourse and communication. Reason plays its part in both of these in freeing the mind from wasteful superstitious methods and in analyzing situations and testing hypotheses, but the term is inadequate to do justice to that creative element in the formation of hypotheses which finds the new, and it tends to leave out of account the social point of view involved in the widening of the area of human intercourse. More will be said upon this point in connection with the discussion of rationalism.
(4) The process of judgment and choice. The elements are not the sum. The moral consciousness is not just the urge of life, plus the social relations, plus intelligence. The process of moral deliberation, evaluation, judgment, and choice is itself essential. In this process are born the concepts and standards good and right, and likewise the moral self which utters the judgment. It is in this twofold respect synthetic, creative. It is as an interpretation of this process that the concept of freedom arises. Four aspects of the process may be noted.
(a) The process involves holding possibilities of action, or objects for valuation, or ends for choice, in consciousness and measuring them one against another in a simultaneous field—or in a field of alternating objects, any of which can be continually recalled. One possibility after another may be tried out in anticipation and its relations successively considered, but the comparison is essential to the complete moral consciousness.
(b) The process yields a universe of valued objects as distinguished from a subjective consciousness of desires and feelings. We say, "This is right," "That is good." Every "is" in such judgments may be denied by an "is not" and we hold one alternative to be true, the other false. As the market or the stock exchange or board of trade fixes values by a meeting of buyers and sellers and settles the price of wheat accurately enough to enable farmers to decide how much land to seed for the next season, so the world of men and women who must live together and coöperate, or fight and perish, forces upon consciousness the necessity of adjustment. The preliminary approaches are usually hesitant and subjective—like the offers or bids in the market—e.g., "I should like to go to college; I believe that is a good thing"; "My parents need my help; it does not seem right to leave them." The judgments finally emerge. "A college education is good;" "It is wrong to leave my parents"—both seemingly objective yet conflicting, and unless I can secure both I must seemingly forego actual objective good, or commit actual wrong.