“The Good Life” by Bertrand Russell
An example of an essay developed by extended definition
Vocabulary:
a. amenable (27):
b. supplicants (27):
c. philanthropy (27):
d. sonata (28):
e. utilitarian (28):
f. benevolence (28):
g. altruistic (28):
h. sublimation (28):
i.
sentient (29):
j.
superfluity (30):
k. conduces --verb (30):
Questions for consideration:
1. Identify Russell’s thesis.
2. a) What does Russell say about the role of knowledge in a good life?
b) How does he prove his point using historical references?
3. Why is love more fundamental than knowledge? Give an example.
4. Identify and describe the two poles of love. Give an example of each.
5. According to Russell, what is the fullest form of love? Give examples.
6. What are the limits of:

delight

benevolence
7. Explain Russell’s view of ethical knowledge. Do you agree?
8. a) How, according to Russell should we decide what sort of conduct is right or wrong?
b) How must we test moral rules?
9. “What we ought to desire is merely what someone else wishes us to desire.”
a) Do you agree with Russell?
b) Consider examples of how our society tries to maintain social control by altering
our desires.
10. “Since all behaviour springs from desire, it is clear that ethical notions can have no
importance except as they influence desire. They do this through the desire for
approval and the fear of disapproval.”

To what extent do you agree with the above statement?
11. What distinguishes ethics from science?
12. What is “right conduct” in society?
From Russell’s essay, “Three Passions”: Three passions, simple but overwhelmingly strong, have governed my
life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind.
Bertrand Russell
“The Good Life” by Bertrand Russell
An example of an essay developed by extended definition
Vocabulary:
a. amenable (27): that can be tested by (with, to)

different people have different ideas on what constitutes the good life

when people differ as to the means to achieve a given end, their differences were
tested by argument

not all differences can be tested though
b. supplicants (27): people for ask for things by prayer

in the Middle Ages, people prayed for deliverance from illness and infection
because holy men believed that praying would help those infected become
healthy again
c. philanthropy (27): desire to help humankind (a devoted friend) less useful than a
knowledgeable doctor to help a sick person

philanthropy is a good thing but doesn’t help sick person because philanthropist
doesn’t have knowledge or tools, only desire to help
d. sonata (28): instrumental composition

can feel delight towards a landscape or a sonata but we can’t feel benevolence
or kindness towards them because they are inanimate objects
e. utilitarian (28): useful, stressing usefulness over beauty

young children are more likely to see the beauty in something and delight in an
object than adults who are more concerned with an object’s usefulness
f. benevolence (28): inclination to do good; kindliness; good will

easy to widely extend kindness but kindness does have limits
g. altruistic (28): unselfish, selfless

parents usually put needs of children ahead of their own; therefore, altruism is an
overflow of this selfless feeling
h. sublimation (28): to purification, refinement, ennoblement

“ indeed it would seem likely that all altruistic emotion is a sort of overflow of
parental feeling, or sometimes a sublimation of it” (28)
i.
sentient (29): having the power of sense perception; conscious

“In a perfect world, every sentient being would be to every other the object of
fullest love” (29)
j.
superfluity (30): the state of being excessive (superfluous)
“The superfluity of theoretical ethics is obvious in simple cases” (30)
k. conduces --verb (30): to lead or contribute to a result/make possible

“right conduct is what conduces to them [certain desired ends]” (30)
Questions for consideration:
Paragraph 1
1. Identify Russell’s thesis: “The good life is one inspired by love and guided by
knowledge” (27); note that he does not prove that his view is right: “I can only state my
view and hope that as many as possible will agree” (27)

Note: He points out that he cannot prove his view; some differences in opinion
cannot be scientifically proven. He can only state his view and hope that others will
agree

The end, “the good life” is an ethical question; therefore, it can’t be proven
Paragraph 2: he argues that we need both love and knowledge
2. a) What does Russell say about the role of knowledge in a good life?

Both love and knowledge are needed

Note: His desire (or the end he desires in this essay) is that he will live such a
life and that others will too (31)
b) How does he prove his point using historical references?

In Middle Ages, holy men advising re: pestilence, filled town to gather
together and pray—is love without knowledge—infection spread

The “late war”(WWI) is an example of knowledge without love
Paragraph 3: but that love is more fundamental
3. Why is love more fundamental than knowledge? Give an example.

Love makes intelligent people seek knowledge, in order to find out how to benefit
those whom they love (27)

Eg. A doctor is more useful to a patient than a devoted friend: “progress in
medical knowledge does more for the health of the community than ill-informed
philanthropy” (27)
Paragraph 4: he defines the poles of love as delight and benevolence, and he defines delight
as “enjoyment” towards something (eg. inanimate) or someone
4. Identify and describe the two poles of love. Give an example of each.

Delight and benevolence

“Pure delight in contemplation” (28)—viewing objects of aesthetic contemplation
o We delight in inanimate objects (eg. landscape or sonata)
o This is aesthetic delight (presumably the source of art)
o Stronger in young children
Paragraph 5: he defines benevolence: opposite pole to delight

“Pure benevolence”
o Well-wishing: does not necessitate aesthetic pleasure
o “the desire for another person’s welfare” (28)
o Eg. Sacrificing lives to help lepers
o Parent for child
Paragraph 6: love at its best contains both poles, plus understanding (which he defines as
knowledge)
5. According to Russell, what is the fullest form of love? Give examples.

Love that contains both poles: delight and benevolence

Eg. Love of parent for child; sexual love at its best (with a feeling of secure
possession)

We desire affection, by someone who understands what makes us happy
(knowledge)
Paragraph 7: there are limits to delight; we can’t feel delight for everyone (or we distort our
own senses)
6. What are the limits of:

Delight: not everything in the real world is beautiful (29)—eg. Fleas, bugs, lice
Paragraph 8: there are limits to benevolence; it can’t be forced (eg. Human vitality, desire for
competition, animal instincts)

Benevolence: can’t force it in the real world (one cannot feel total benevolence
toward a rival, for example)

Eg. Two men interested in the same woman aren’t going to have completely
benevolent feelings toward each other
Paragraph 9: we need to emphasize delight to enjoy the fullest of loves; one must sometimes
compromise delight and benevolence—there are limits of human possibility and that is why
knowledge is important
Paragraph 10: knowledge is necessary for a good life: scientific and factual knowledge, rather
than ethical knowledge, which does not exist
7. Explain Russell’s view of ethical knowledge. Do you agree?

Ethical knowledge (as external) doesn’t exist; the knowledge needed for a good
life is scientific and factual rather than ethical

“I do not think there is, strictly speaking, such a thing as ethical knowledge. If we
desire to achieve some end, knowledge may show us the means, and this
knowledge may loosely pass as ethical” (29 bottom)
8. a) How, according to Russell should we decide what sort of conduct is right or wrong?

By referring to probable consequences (ends)

Can we always know what the consequences will be?
b) How must we test moral rules?

“by examining whether they tend to realize ends that we desire”

by asking whether they achieve desired ends—all behaviour comes from desire;
ethical notions are unimportant except as they influence desire

ethical notions influence desire “through the desire for approval and the fear of
disapproval” (30)

fear and disapproval are powerful social forces; in order to realize any social
purpose, we would naturally try to achieve approval

approval should be given to behaviour that is likely to realize the social purposes
we desire and disapproval to opposite behaviour (therefore, morality of conduct
should be judged by its probable consequences)
9. “What we ought to desire is merely what someone else wishes us to desire.”

Do you agree with Russell?
i. Agree? Human desire is the only moral standard: you can’t make people
do what they really don’t want to do—you can alter their desires by reward
and punishment

Consider examples of how our society tries to maintain social control by
altering our desires.


Coke vs. pepsi
Advertisements with thin women

Government makes laws (eg. Drinking & driving, speeding)

Religion maintains social control

RRSPs—we are made to think that buying them is crucial

Going to university or college

Made to believe we should buy a house and get married

We are sold “The American Dream”

We are encouraged not to be single, childless; not to do drugs, murder
10. “Since all behaviour springs from desire, it is clear that ethical notions can have no
importance except as they influence desire. They do this through the desire for
approval and the fear of disapproval.”

To what extent do you agree with the above statement? Does all behaviour
spring from desire?

Behaviourism: the theory that humans’ behaviour and activities are the result of
individual reactions to definite objective situations and not of subjective factors

Desire—for an something that is attainable

Except for genetics, instinct or physical things, all other behaviour springs from
desire

Knowledge affects your desire: eg. Young people drink for fun but as they get
older, they learn and understand the consequences of it
Paragraph 12: What distinguishes ethics from science is not any special kind of knowledge
but merely desire; right conduct makes certain desired ends possible
11. What distinguishes ethics from science?

Do you ever desire things that are not good for you?

What distinguishes ethics from science is not special knowledge, but desire

He defines knowledge as scientific knowledge and knowledge of particular facts

Moral rules must be tested by examining whether they tend to realize ends that
we desire
12. What is “right conduct” in society?

Certain ends are desired—the right conduct achieves it

The end must be such as large sections of humankind desire it (laws reflect it)

The government basically tells us what we should and shouldn’t do (moral
implications)
Paragraph 13: the good life is love guided by knowledge; Russell’s desire is to live such a life
as far as possible and to see others living it… therefore, with love and knowledge, more
desires will be satisfied
--this does not make a life “virtuous” or its opposite “sinful”—those terms have no scientific
justification
From Russell’s essay, “Three Passions”: Three passions, simple but overwhelmingly strong, have governed my
life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind.
Bertrand Russell
The litmus test for ethical behaviour, according to Russell:
“We can [only] decide what sort of conduct is right or wrong… by
reference to its possible consequences” (29-30)
“All moral rules must be tested by examining whether they tend to
realize the ends that we desire” (30).
“Of course, if the definition of right conduct is to make a wide
appeal, the end must be such as large sections of [humankind]
desire” (30-31).
Behaviour: theft
The litmus test for ethical behaviour, according to Russell:
“We can [only] decide what sort of conduct is right or wrong… by
reference to its possible consequences” (29-30)
“All moral rules must be tested by examining whether they tend to
realize the ends that we desire” (30).
“Of course, if the definition of right conduct is to make a wide
appeal, the end must be such as large sections of [humankind]
desire” (30-31).
Behaviour: speeding (while driving)
The litmus test for ethical behaviour, according to Russell:
“We can [only] decide what sort of conduct is right or wrong… by
reference to its possible consequences” (29-30)
“All moral rules must be tested by examining whether they tend to
realize the ends that we desire” (30).
“Of course, if the definition of right conduct is to make a wide
appeal, the end must be such as large sections of [humankind]
desire” (30-31).
Behaviour: drinking at a teenage party
The litmus test for ethical behaviour, according to Russell:
“We can [only] decide what sort of conduct is right or wrong… by
reference to its possible consequences” (29-30)
“All moral rules must be tested by examining whether they tend to
realize the ends that we desire” (30).
“Of course, if the definition of right conduct is to make a wide
appeal, the end must be such as large sections of [humankind]
desire” (30-31).
Behaviour: skipping English class
The litmus test for ethical behaviour, according to Russell:
“We can [only] decide what sort of conduct is right or wrong… by
reference to its possible consequences” (29-30)
“All moral rules must be tested by examining whether they tend to
realize the ends that we desire” (30).
“Of course, if the definition of right conduct is to make a wide
appeal, the end must be such as large sections of [humankind]
desire” (30-31).
Behaviour: pool hopping
The litmus test for ethical behaviour, according to Russell:
“We can [only] decide what sort of conduct is right or wrong… by
reference to its possible consequences” (29-30)
“All moral rules must be tested by examining whether they tend to
realize the ends that we desire” (30).
“Of course, if the definition of right conduct is to make a wide
appeal, the end must be such as large sections of [humankind]
desire” (30-31).
Behaviour: US invades Iraq (because Iraq
has weapons of nuclear destruction)