The aim of this paper is to give an account of what it is to internalize a rule. I claim that internalization is the process of redistributing the burden of instruction from the teacher to the student. The process is complete when instruction is no longer needed, and the rule has reshaped perceptual classification of the circumstances in which it applies. Teaching a rule is the initiation of this process. We internalize rules by simulating instruction coming from someone else. Running these simulations enables us to toggle between the perspective of the instructor and our own perspective. By doing this we coordinate our perspectives with that of the teacher. The account given here provides a deeper explanation of why internalizing a rule involves the dispositions and reactive attitudes proponents of Rule Consequentialism often say it does, why moral reflection is variably demanding, how intergenerational moral progress is made possible by our cognitive architectures, and why the adoption of a rule should be understood in terms of teaching that rule.

中文翻译：

---

内化规则

本文的目的是解释什么是内化规则。我认为内化是将教学负担从教师重新分配给学生的过程。当不再需要指导时，该过程就完成了，并且该规则重塑了对其适用情况的感知分类。教授规则是这个过程的开始。我们通过模拟来自其他人的指令来内化规则。运行这些模拟使我们能够在教师的观点和我们自己的观点之间切换。通过这样做，我们可以将我们的观点与老师的观点相协调。这里给出的解释提供了更深入的解释，解释了为什么内化规则涉及到规则结果主义支持者经常说的倾向和反应态度，为什么道德反思的要求不同，我们的认知架构如何使代际道德进步成为可能，以及为什么规则的采用应该被理解为教授该规则。