In the US, an increasingly popular local food movement is propelled along by structural arguments that highlight the inequity and unsustainablity of the current agri-food system and by individually based arguments that highlight personal health and well-being. Despite clear differences in their foci, the deeper values contained in each argument tend to be neglected or lost, while local innovations assume instrumental and largely market-based forms. By narrowing their focus to the rational and the economic, movement activists tend to overlook (or (...) marginalize) the role of the sensual, the emotional, the expressive for maintaining layered sets of embodied relationships to food and to place. This paper seeks to show that cultural and nonrational elements are fundamental to local food discussions. It proceeds from the assumption that, without them as full partners, the movement cannot be sustained in any felt, practiced, or committed way. To this end, it discusses the concept of place and bodies in place, as well as the connections between the ecological and the cultural, the sensual and the scientific. It offers a new set of questions and conceptual tools with which advocates and activists may “ground,” and thereby revalue and restore, the promise and practice of local food. (shrink)

In this paper, i provide an introduction to development ethics and make some observations about integral human development. i argue that although there is very little dialogue between these two traditions, they have a lot of common ground, and can helpfully inform one another. International development ethics is a largely secular field concerned with ethical reflection on the ends and means of development. i discuss four levels of ethical reflection: meta-ethical, normative, practical, or applied, and personal or integral. The first (...) three of these levels are well established in philosophical ethics. i introduce the fourth with the hope of encouraging more discussion of how individuals engaged in the theory and practice of development ethics ought to navigate the various spheres of their own lives. This last stage of ethical reflection and action can benefit greatly from work done in integral human development. Integral human development is integral in at least two ways: development is not simply economic development, but development the whole person, including social, political, creative, spiritual, etc., and development is the development of every person, whether the person is a marginalize peasant or a powerful élite. i explain why this second way of integration is both less discussed and more radical than the first. Resumen En este artículo, ofrezco una introducción a la ética del desarrollo y hago algunas observaciones sobre el desarrollo humano integral. Sostengo que, aunque hay muy poco diálogo entre estas dos tradiciones, tienen mucho terreno común y pueden ayudarse mutuamente. La ética del desarrollo internacional es un campo ampliamente secular que se ocupa de la reflexión ética sobre los fines y los medios de desarrollo. Discuto cuatro niveles de reflexión ética: meta-ético, normativo, práctico, o aplicado, y personal o integral. Los tres primeros de estos niveles están bien establecidos en la ética filosófica. Presento el cuarto con la esperanza de fomentar una mayor discusión sobre cómo los individuos involucrados en la teoría y la práctica de la ética del desarrollo deben navegar por las diversas esferas de sus propias vidas. Esta última etapa de reflexión y acción ética puede beneficiarse enormemente del trabajo realizado en el desarrollo humano integral. El desarrollo humano integral es integral en al menos dos maneras: el desarrollo no es simplemente desarrollo económico, sino el desarrollo de toda la persona, incluyendo social político, creativo, espiritual etc., y el desarrollo es el desarrollo de cada persona, sea la persona un campesino marginado o una de la ponderosa elite. Explico por qué esta segunda forma de integración es menos discutida y más radical que la primera. (shrink)

Most of the ethical literature on extreme poverty suggests, that some, if not most, of the incomes of the residents of rich countries ought to be donated to the global poor. Yet complying with this ethical demand becomes increasingly more difficult as the changes in lifestyle in the (post)industrial north demand ever more consumption in order to obtain the necessities for survival in such societies. In this article, I will discuss Peter Singer's famous arguments for the ethical duty to donate (...) one's possessions, and elaborate the conception of needs prevalent in both Singer's theory and the theories of many of his critics. My argument is that we have to recognise a category of needs called 'social necessities' that are neither luxuries nor basic needs. This leads to two main conclusions: first, the space for ethical deliberation on whether to donate to life-saving purposes is socially conditioned; and second, ethical strategies of redistribution ought to be accompanied with institutional changes, which also concern the conditions in wealthy countries. (shrink)

ABSTRACT Could public education as a cultural institution promote the commonwealth? This paper argues proper education enfranchises the young through proper relationships to place, past and present, culture and creation, life, and work. Wendell Berry is the principal guide and standard in describing and considering proper relationships in the commonwealth and their consequences. Other major authors include Wes Jackson, Gustavo Esteva, Vine Deloria, Alan Watts, Matthew Crawford, Roger Scruton, Nablan and Trimble, Alison Gopnik. Proper relationships, defined essentially in terms of (...) proper scale, play, and learning, preserve the means of co-creation between human culture and creation. They are measured by health, durability, beauty, harmony, resilience, fecundity, and wellbeing. (shrink)