Profile
- Research Subject
Moral philosophy (particularly the work of Henry Sidgwick, R.M. Hare, Derek Parfit, among others), Contemporary utilitarianism, and Bioethics.
Central to my inquiry is the question of what we, as imperfect and often irrational beings, ought to aspire to be—both morally and practically—in a world where ideal theory meets the constraints of human nature.
- Research Fields
- Contemporary Anglo-American Ethics, Moral Philosophy, Applied Ethics
- Faculty - Division / Research Group / Laboratory
- Division of Humanities / Research Group of Philosophy and Religious Studies / Laboratory of Philosophy and Ethics
- Graduate School - Division / Department / Laboratory
- Division of Humanities / Department of Philosophy and Religious Studies / Laboratory of Philosophy and Ethics
- School - Course / Laboratory
- Division of Humanities and Human Sciences / Course of Philosophy and Cultural Studies / Laboratory of Philosophy and Ethics
- Contact
Email: mariko.okuno(at)let.hokudai.ac.jp
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Lab.letters
Cultivating Pathways to Mutual Understanding through Dialogue on Values and Morality
My research interests originate in a formative experience during my undergraduate years, when I volunteered with an orange orchard committed to reducing pesticide use. The farmers I worked with took genuine pride in pursuing low-pesticide cultivation. At the same time, I had opportunities to meet researchers employed by pesticide manufacturers who were equally earnest and committed—this time to the development of pesticides designed to be as safe and non-harmful as possible. Each group was firmly convinced that it was pursuing the ethically appropriate course of action.
Confronted with this apparent conflict of values—one in which both sides were sincere, informed, and morally serious—I began to ask myself what role a student of philosophy could play. A philosopher may not cultivate oranges as efficiently as farmers, nor design chemical compounds as effectively as scientists. Yet philosophy, I came to believe, can contribute to such conflicts in a distinctive and indispensable way. Philosophical inquiry can clarify the meanings of key concepts—such as rights, responsibilities, harm, and risk—that are often employed in ethical debates without sufficient reflection. It can illuminate points of misunderstanding, identify the genuine issues at stake, and articulate pathways of sound reasoning toward resolution—whether by proposing shared principles, rethinking existing norms, or reframing the decision at hand altogether. At times, it can also reveal overlooked common ground between apparently opposing positions.
Creating and sustaining spaces for such constructive dialogue allows us not only to address concrete disagreements, but also to reflect more deeply on our own values, meanings, and well-being.
Discussion as Collective Self-Reflection
Discussion, as I understand it, is not a matter of refuting others, nor of exposing mistakes. Rather, it is a shared practice of reflection.
My classroom is a space in which everyone is encouraged to express, share, and exchange their honest thoughts. It is not a forum for rebuttal or intellectual combat. Genuine discussion is an opportunity to encounter new ways of thinking—by articulating one’s own ideas and examining them through sincere engagement with others whose views may initially appear opposed, yet are grounded in equally thoughtful and well-considered reasoning.
I hope my students will come to enjoy this process: expressing their ideas openly, subjecting them to critical reflection, and refining them through dialogue. I believe such experiences foster both intellectual and moral growth. I myself have learned a great deal from my students, and I look forward to continuing this shared process of learning and growth with future students.
Message
Over the years, I have engaged in sustained discussions with people from many different walks of life, including students, each holding diverse beliefs, values, and worldviews. These conversations have addressed some of the most pressing ethical questions of our time—issues concerning life and death, healthcare, science and technology, social inequality, and other deeply contested topics. What I have consistently found, however, is that those who take such questions seriously tend to possess internally coherent reasoning and sincerely held arguments. By listening carefully to one another, we often discover that we share important common ground, even where disagreement remains.
If you are currently grappling with fundamental questions about how we ought to live, and if you are a student or prospective student at Hokkaido University whose interests resonate with my areas of expertise—utilitarian moral philosophy, Sidgwick, Hare, Parfit, or metaethics—I encourage you to consider studying philosophy or ethics under my supervision. I provide intensive, rigorous training tailored to each student’s intellectual development. Even if your philosophical questions lie outside my primary specialties, I am happy to offer strong support as an ethics researcher.
For graduate students, my supervision emphasizes careful and accurate interpretation of original philosophical texts, as well as the cultivation of rigorous analytical and logical skills. Please feel free to contact me if you are interested.