On many accounts, the criterion of our diachronic identity or persistence consists in or comprises some psychological conditions. As on Locke's account, these conditions often include one's appealing to the relation of remembering having an experience of. Contemporary theorists are unlikely to claim simply that a necessary condition for Pm at tm being the same person as Pn at a later time, tn, is that Pn remembers having experiences had by Pm at tm. They are more likely to appeal, as (...) does Derek Parfit, to a ‘continuity of memory’ or ‘overlapping chains’ of memories, that is, to assert that Pn must at least remember having experiences had by somebody, Pn-1, existing at some time in-between tm and tn, that Pn-1 in turn must remember having experiences had by somebody Pn-2 … and so on back to Pm. (shrink)

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)

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)