In societies that have failed to confront past injustice, the most common justifications for the inclusion of history education within the school curriculum invoke the idea that those who cannot learn from the past are doomed to repeat it; or they appeal to goals such as reconciliation, or to the importance of recognizing and morally redressing the harm done to victims. These justifications are all sound and important. However, they must be supplemented with a justification of a different kind, one (...) that appeals to a different kind of value, namely that of personal and political autonomy. When historical injustice is left unaddressed in school, so this paper argues, all children and adolescents are wronged, including those who were not involved in, or were directly affected by, past injustice. This is not simply because as a result they run the risk of repeating, or of being the victims of, behavior that caused past violence; or because without history education the harm done to their predecessors is left unacknowledged. They are wronged because ignorance of past injustice curtails the full exercise of their autonomous agency. It does so by denying them access to information that is crucial for evaluating their values and commitments. History education in schools can avoid this scenario, promoting autonomy instead. (shrink)

The main theme of the article is the tension between the obligation to preserve life, and the value of timely death. This tension is resolved by distinguishing between precipitating death, which is prohibited, and merely removing an impediment to it, which is permitted. In contemporary Jewish law, a distinction is made between therapy, which may be discontinued, and life-support, which must be maintained until the establishment of death. Another theme is that of “soft” patient autonomy, and its role in dealing (...) with the dying in both traditional Jewish law and Israel’s Terminal Patient Law, 2005. Preventing suffering in relation to a dying person, and praying for his or her death are also discussed in the article. (shrink)

If one sits in the stands for awhile at a local sporting contest, whether it is wrestling, soccer, baseball or particularly basketball, before long someone will exclaim toward a referee, ?That was a makeup call. You owe us one.? Everyone knows what this means but if an eight-year old beside you hears this screamed for the first time and asks, ?What does that mean?? An explanation given to her will be something like ?that's when an official makes a call and (...) immediately realizes it was a wrong call so at the first opportunity he can he makes a call against the team that has benefitted from the previous call; he is trying to even things out for his mistake.? The referee or umpire is attempting to be fair by ?giving back? the call with a ?makeup call.? A make-up call can be defined as the act of compensating for a questionable or bad officiating call by making a proportionally even call against the team that was aided by the first call. Usually these are immediate and obvious. They can also be conscious or subconscious, intentional or unintentional. The hope is that the two calls generally offset one another without either team being dramatically harmed. I will argue that the makeup call is prima facie immoral but if one were to attempt to find moral justification for it, this could best be done through a corrective theory of justice. But this presents a number of moral questions and ambiguities, most significantly, is a makeup call just and fair? Is it appropriate to understand the makeup call as an example of two wrongs making a right? A broader philosophic al question about officiating is whether each call in a contest should be viewed by as an independent single call with the goal of the official getting that one immediate call correct or should each call be understood as in a direct relationship with every other call in that game as a type of gestalt thus justifying makeup calls? This work will probe the depths of the highly suspect yet common moral puzzle, the makeup call. (shrink)