What does dependency reveal about human learning? All humans are dependent, largely because we are variously vulnerable and disabled at more than one stage in our lives. In this paper the subject of dependency is approached largely in the context of our vulnerable and disabled states, including in particular, states of profound disability. The primary contention is that our dependent states should feature in accounts of how we learn, and of relations between learner and teacher, in ways that compare with (...) the attention given to personal autonomy and independence. (shrink)

This paper argues that, with modification, Rawls's social contract theory can produce principles of distributive justice applying to the severely disabled. It is a response to critics who claim that Rawls's assumption that the parties in the original position represent fully cooperating citizens excludes the disabled from the social contract. I propose that this idealizing assumption should be dropped at the constitutional stage of the contract where the parties decide on a social minimum. Knowing that they might not be fully (...) capable of social cooperation, the parties will choose a social minimum that is as high and comprehensive as is compatible with the difference principle. This will ensure that the disabled have an adequate income. (shrink)

Liberal egalitarians have been wary of being orientated by the empathetic understanding of others lest it offends the separateness of persons. This worry can be overcome by embracing second‐order as well as first‐order empathetic‐imagination, while doing so strengthens liberal‐egalitarian claims to treat all with equal concern and respect. ‘First‐order’ empathic‐imagination, which accesses objective knowledge about a person’s experience, is a necessary but not sufficient part of relating to others as agents. ‘Second‐order’ empathic‐imagination, encompassing a ‘disposition of surprise’ at an agent’s (...) ability to have a valued life contrary to what is normally and reasonably expected, should also be encouraged. This disposition accepts that making fundamental mistakes in empathic‐imagination is inevitable, but by being disposed to recognize these as mistakes a person is more open to understanding and identifying with ‘disadvantaged others’ who are agents. As a result, policy‐makers and practitioners must recognize a potential tension between promoting social systems that redistribute resources and the image those defined as ‘worse‐off’ hold of themselves. Such interventions need to be sensitive to the positive image those they view as disadvantaged may hold of themselves, while nevertheless recognizing their entitlement to resources to improve their condition. (shrink)