This paper examines how three central aspects of personhood — the capacities of individuals, their normative status, and the social aspect of being recognized — are related, and how personhood depends on them. The paper defends first of all a ‘basic view’that while actual recognition is among the constitutive elements of full personhood, it is the individual capacities (and not full personhood) which ground the basic moral and normative demands concerning treatment of persons. Actual recognition depends analyti- cally on such (...) pre-existing normative requirements: it is a matter of responsiveness to them. The paper then discusses four challenges. The challenges claim that pace the basic view, the relevant capacities depend on recognition, that recognition seems to have normative rele- vance, and that the basic view cannot as such explain the equality either of persons, or of humans. Responding to these challenges amounts to refining the basic view accordingly. (shrink)

1. What is the Problem of Personal Identity?Locke posed the problem of personal identity in one brief question, “What makes the same person?” This formulation is deceptively simple. My aim is to offer a new interpretation of the problem and to suggest a method for finding a solution.Investigations of personal identity are usually cast in terms of finding the criterion for personal identity. Yet talk of criteria is ambiguous. In one sense of the term, the criterion of personal identity would (...) be special evidence for personal identity. According to the second usage, the criterion of personal identity would be that state of affairs for which evidence for personal identity is evidence. We will not be concerned with the first construal. On that reading, the problem of personal identity would be an epistemological issue. But the basic question concerning personal identity, “What is one person?” does not appear to be an epistemological question. (shrink)

There is renewed interest in what can be called an experimentist approach to education research. The claim is that if researchers would focus on experiments and evidence-based policies and practices, irreversible progress in education can be achieved. This experimentist approach cannot provide the understanding of knowledge and human beings needed for meaningful progress in education. Lacking is adequate appreciation for the role of theory, particularly ethical and other philosophical theory. We especially need a theory of our human condition and a (...) keen awareness for how some conceptions of scientific work can influence, and distort, our conceptions of human beings and worthwhile lives. As paradoxical as it might seem at first, to move ahead in education and our service to persons? welfare, we need to look backward to revisit old truths. (shrink)