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  1. Vindicating universalism: Pragmatic genealogy and moral progress.Charlie Blunden & Benedict Lane - forthcoming - European Journal of Philosophy.
    How do we justify the normative standards to which we appeal in support of our moral progress judgments, given their historical and cultural contingency? To answer this question in a noncircular way, Elizabeth Anderson and Philip Kitcher appeal exclusively to formal features of the methodology by which a moral change was brought about; some moral methodologies are systematically less prone to bias than others and are therefore less vulnerable to error. However, we argue that the methodologies espoused by Anderson and (...)
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  2. Higher Education and SDG4: Quality Education.Wendy Purcell (ed.) - forthcoming - Leeds: Emerald Publishing Limited.
    The main point in this chapter isthat SDG 4 targets cannot be achieved without education justice, which entails that every child, young person and adult benefit from quality education and lifelong learning. There is no justification for the injustices arising from poor-quality education and exclusion as they exist today. Accordingly, tackling the problem of social, political and economic exclusion that emerges from the education sector, and the limitations they impose on the prospects of some individuals, must be prioritised to expedite (...)
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  3. Moral equality and social hierarchy.Han van Wietmarschen - forthcoming - Philosophy and Phenomenological Research.
    Social egalitarianism holds that justice requires that people relate to one another as equals. To explain the content of this requirement, social egalitarians often appeal to the moral equality of persons. This leads to two very different interpretations of social egalitarianism. The first involves the specification of a conception of the moral equality of persons that is distinctive of the social egalitarian view. Social (or relational) egalitarianism can then claim that for people to relate as equals is for the relations (...)
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  4. Achieving SDG 4: A Challenge of Education Justice.Gerald Wangenge-Ouma, Emmanuel Manyasa & Patrick Effiong Ben - forthcoming - In Tawana Kupe (ed.), Higher Education and SDG4: Quality Education. Leeds: Emerald Publishing Limited.
    The main point in this chapter is that SDG 4 targets cannot be achieved without education justice, which entails that every child, young person and adult benefit from quality education and lifelong learning. There is no justification for the injustices arising from poor-quality education and exclusion as they exist today. Accordingly, tackling the problem of social, political and economic exclusion that emerges from the education sector, and the limitations they impose on the prospects of some individuals, must be prioritised to (...)
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  5. The Right to Exist: The Position of Universal Basic Income in the Works of the Most Influential Contemporary Philosophers.Shamsaddin Amanov - 2022 - Dissertation, University of Szeged
    Universal Basic Income has become a popular idea in the last few decades even though one can find its roots in the earlier centuries. In this thesis, I have examined the position of UBI in the works of the most influential contemporary philosophers. By connecting the idea of UBI with some certain concepts from different philosophers, I aimed to improve the overall understanding of UBI. I have mentioned the concepts such as "labor", "leisure", "idleness", "boredom", "poverty", "inequality", "distribution", "happiness", "power", (...)
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  6. Distributive justice, social cooperation, and the basis of equality.Emil Andersson - 2022 - Theoria 88 (6):1180-1195.
    This paper considers the view that the basis of equality is the range property of being a moral person. This view, suggested by John Rawls in his A Theory of Justice (1971), is commonly dismissed in the literature. By defending the view against the criticism levelled against it, I aim to show that this dismissal has been too quick. The critics have generally failed to fully appreciate the fact that Rawls's account is restricted to the domain of distributive justice. On (...)
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  7. Persons as free and equal: Examining the fundamental assumption of liberal political philosophy.Mats Volberg - 2013 - Revista Diacrítica 27 (2):15-39.
    The purpose of this paper is to briefl y examine one of the fundamental assumptions made in contemporary liberal political philosophy, namely that persons are free and equal. Within the contemporary liberal political thought it would be considered very uncontroversial and even trivial to claim something of the following form: “persons are free and equal” or “people think of themselves as free and equal”. The widespread nature of this assumption raises the question what justifies this assumption, are there good reasons (...)
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  8. What, if anything, renders all humans morally equal?Richard J. Arneson - 1999 - In . Blackwell. pp. 103-28.
    All humans have an equal basic moral status. They possess the same fundamental rights, and the comparable interests of each person should count the same in calculations that determine social policy. Neither supposed racial differences, nor skin color, sex, sexual orientation, ethnicity, intelligence, nor any other differences among humans negate their fundamental equal worth and dignity. These platitudes are virtually universally affirmed. A white supremacist racist or an admirer of Adolf Hitler who denies them is rightly regarded as beyond the (...)
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