The idea of cooperation has been recently used with regard to human–animal relations to justify the application of an associative theory of justice to animals. In this paper, I discuss some of these proposals and seek to provide a reformulation of the idea of cooperation suitable to human–animal relations. The standard idea of cooperation, indeed, presupposes mental capacities that probably cannot be found in animals. I try to disentangle the idea of cooperation from other cognate notions and distinguish it from (...) exploitation, use, and relationship. The upshot is a minimal taxonomy of human–animal relations that covers most possibilities, from the worst type of relation to that which is most favourable to animals’ welfare. In this taxonomy, cooperation is a form of relation where animals are used to produce a valuable good in a way that is compatible with their ethological features and without being harmed. (shrink)

Many recent writers on democracy have lamented its decay and warned of its imminent death. We argue that the concerns are focused at three different levels of democracy. The most fundamental of these, celebrated by Tocqueville and by Dewey, recognizes the interactions and joint deliberations among citizens who seek sympathetic mutual engagement. Such engagement is increasingly rare in large-scale political life. In diagnosing and treating the problems, we recommend returning to the debate between Lippmann and Dewey, in which many of (...) the concerns now prominent were already voiced. This inspires the main work of the paper – the reconstruction of Dewey’s conception of democracy as a ‘mode of associated living’. We focus on the thesis that democracy is educative and explicate Dewey’s notion of growth, showing how democratic education contributes to three important functions: the capacity for sustaining oneself, the enrichment of individual experience, and the ability to enter into cooperative discussions with fellow citizens. Dewey’s conception of democratic education is directed at fostering particular virtues and, if citizens come to possess them, the need for Lippmann’s ‘omnicompetent individual’ vanishes. We conclude by suggesting that Dewey’s project of educating democratic character is pertinent for addressing the disaffection of our times. (shrink)