Challenging the basic assumptions of a meat-eating society, Deep Vegetarianism is a spirited and compelling defense of a vegetarian lifestyle. Considering all of the major arguments both for and against vegetarianism and the habits of meat-eaters, vegetarians, and vegans alike, Michael Allen Fox addresses vegetarianism's cultural, historical, and philosophical background; details vegetarianism's impact on one's living and thinking; and relates vegetarianism to classical and recent defenses of the moral status of animals. Demonstrating how a vegetarian diet is related (...) to our awareness of the world and our ethical outlook on life, Fox looks at the different kinds of vegetarian commitments people make and their reasons for making them. In chapters that address such issues as the experiences, emotions, and grounds that are part of choosing vegetarianism, Fox discusses not only good health, animal suffering, and the environmental impacts of meat production, but such issues as the meaning of food, world hunger, religion and spirituality, and, significantly, the links share between vegetarianism and other human rights movements and ideologies, particularly feminism. In an extensive chapter that addresses arguments made by advocates of meat-eating, Fox speaks to claims of humans as natural carnivores, animals as replaceable, and vegetarians as anti-feminist. He also addresses arguments surrounding the eating habits of indigenous peoples, eating free-range animals, and carnivorous behavior among animals. The most complete examination of the vegetarian outlook to date, Deep Vegetarianism reveals the broad range of philosophical views that contribute to such a choice. It recognizes, and calls for, a conscious awareness of -- and an individual responsibility to -- the issues that exist in the moral, political, and social spheres of our existence. With its lively and controversial discussion, Deep Vegetarianism promises to appeal to anyone looking to explore the relationship between dietary choice, lifestyle, the treatment of animals and the environment, and personal ethical responsibility. It will also be particularly useful for students and teachers of moral philosophy, ethics, religion, comparative cultures, ecology, and feminism. (shrink)

Jc Beall has made several contributions to the theory of restricted quantification in relevant logics. This paper examines these contributions and proposes an alternative account of restricted universals. The alternative is not, however, a theory of relevant restricted universals in any real sense. It is, however, a theory of restricted universals phrased in the most plausible general quantificational theory for relevant logics—Kit Fine’s stratified semantics. The motivation both for choosing this semantic framework and for choosing the particular theory of restricted (...) quantification we use is because they are the best way of dealing with these topics from Beall’s theory-building theory picture of logic, establishing a second point of contact with Beall’s work. (shrink)

We consider an extended notion of reinforcement learning in which the environment can simulate the agent and base its outputs on the agent's hypothetical behavior. Since good performance usually requires paying attention to whatever things the environment's outputs are based on, we argue that for an agent to achieve on-average good performance across many such extended environments, it is necessary for the agent to self-reflect. Thus weighted-average performance over the space of all suitably well-behaved extended environments could be considered a (...) way of measuring how self-reflective an agent is. We give examples of extended environments and introduce a simple transformation which experimentally seems to increase some standard RL agents' performance in a certain type of extended environment. (shrink)

Allen Buchanan and Russel Powell’s The Evolution of Moral Progress (EMP) is likely to become a landmark. It adeptly builds on much of the recent empirical work, weaving it together with philosophical material drawn from a series of essays published by the two authors. EMP makes the case that moral progress is not only consistent with human psychology but—under some conditions—likely. At its heart is a careful, well-developed rebuttal to the idea that there are evolved constraints endogenous to human (...) minds that place significant limits on various forms of moral progress, especially on the spread and sustainability of inclusive values. The alternative picture they present acknowledges that evolutionary history has shaped how our minds produce behaviour, but emphasizes that the contexts in which they currently operate are just as pivotal. While safe and stable ecological and social circumstances are hospitable to cosmopolitanism and encouraging of inclusive values, dangerous and threatening circumstances are more favourable to parochialism, exclusivist values, and morally regressive outgroup hostility (also see Buchanan and Powell [2015], [2016], [2017]). Overall, EMP is a compelling, well-researched, and timely book. It articulates arguably the most persuasive naturalistic theory of moral progress to date, and lays the groundwork for important and impactful research. (shrink)

Must we choose between reducing material substances to collections of properties, a’ la Berkeley and Hume or positing bare particulars, in the manner of Locke? Having repudiated the notion that a substance could simply be a collection of properties existing on their own, is there a viable alternative to the Lockean notion of a substratum, a being essentially devoid of character? E.J. Lowe and Michael Loux would answer here in the affirmative. Both recommend hylomorphism as an upgrade on the (...) metaphysics of the British empiricists: treating a material substance as its essential 'form,' this embodied 'substance' universal being, in turn, the substratum in which its 'accidents' inhere. Here, I evaluate this Aristotelian metaphysics, identifying the advantages it enjoys over the empiricist's alternatives pertaining to dependence, unity, identity, change, and the distinction between essential and accidental properties. I also develop solutions to the two problems that Loux sees it posing. (shrink)

The representationist maintains that an experience represents a state of affairs. To elaborate, a stimulus of one’s sensorium produces, according to her, a “phenomenal composite” made up of “phenomenal properties” that are the typical effects of certain mind-independent features of the world, which are thereby represented. It is such features, via their phenomenal representatives, of which the subject of an experience would become aware were she to engage in introspection. So, one might ask, what state of affairs would be represented (...) by an illusory experience, that is, one to which no state of affairs in the vicinity of its subject corresponds? The answer, according to the standard defense of representationism (SD), is the same state of affairs that would obtain in its subject’s surroundings if it were veridical. (shrink)

In this paper I explain and defend the content and justification of John Rawls's conception of human rights, as he outlines it in his major work: The Law of Peoples. I focus, in particular, on the criticisms of Allen Buchanan. Buchanan distinguishes four lines of argument that Rawls uses to derive what, according to Buchanan, is a 'lean' list of human rights : the Political Conception Argument, the Associationist Argument, the Cooperation Argument, and finally the Functionalist Argument. In each (...) case Buchanan proceeds to show how the premises of Rawls's argument lead to absurd consequences if taken to their logical conclusion. It can be shown, however, that the reason these consequences follow is that Buchanan misunderstands and misrepresents Rawls's premises. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 41.1 (2003) 134-135 [Access article in PDF] Allen Speight. Hegel, Literature and the Problem of Agency. New York: Cambridge University Press, 2001. Pp. xii + 154. Cloth, $54.95. Paper, $18.95. Hegel's notorious use of literary references in his Phenomenology of Spirit has been a source of numerous interpretive difficulties, sparking disagreements not only about the actual referents of Hegel's literary allusions, but (...) also—and more importantly—about the meaning and purpose of such allusions. In this insightful, highly readable new book, Allen Speight challenges the stale orthodoxies that have pitted the Phenomenology's systematic/philosophical readers against its literary/historical ones, and offers an innovative interpretation that takes seriously the work's literary structure and allusions, while also giving due consideration to its systematic philosophical aims. Combining the rich sensibility of a literary mind with the careful rigor of a philosophical mind, Speight deftly shows how Hegel's Phenomenology is a work whose very aim, in part, is to transcend the traditional, but often limiting, dichotomy between philosophy and literature.As Speight explains it, the general purpose of this book is to make "a contribution to understanding the philosophical project of the Phenomenology and why that project requires Hegel's appropriation of literary works and forms as it does" (9-10). The book's philosophical point of departure is the critical mass of recent scholarship that sees Hegel's epistemological task in the Phenomenology as essentially Sellarsian in its critique of the "Myth of the Given." For Speight, the Hegelian critique of the myth of the given implies that all knowledge claims are essentially corrigible and socially mediated, and this implies—in turn—that any attempt to draw rigid lines of demarcation between a purely "systematic" and a purely "historical" or "anthropological" approach to philosophy and its problems must ultimately fail. From this interpretive vantage point, Speight holds, a strong case can be made for the essentially literary character of Hegel's Phenomenology, and the essentially philosophical purpose of his literary allusions. As Speight is careful to acknowledge, his own distinctive approach to the Phenomenology is not meant to rule out other, divergent emphases or interpretations, but only to provide "a way of better understanding the role that literature plays within the philosophical enterprise of the work as a whole" (18).Speight begins to deliver the details of his promised "better way" by investigating what he calls the "literary turn" or the seemingly sudden "eruption of the literary" that starts to motivate the Phenomenology's transition from the section on "Reason" to the section on "Spirit." For Speight, the shapes of Active Reason that are crucial in this transition begin to raise a new set of problems concerning human agency. Furthermore, it is not at all a coincidence that Hegel's heightened concern with agency at this juncture of the Phenomenology [End Page 134] is accompanied by an unmistakable burst of literary references. Rather, it is an indicator of Hegel's careful, deliberate, and self-conscious strategy of using literature to make a philosophical point about agency, since it is literature—according to Speight's Hegel—that gives us privileged access to the philosophical problems of agency and their potential resolution.For Speight, Hegel's use of tragedy gives us special insight into the retrospectivity of all human action; his use of comedy points to the theatricality (or what we might call the socially mediated expressivity) of all human action; and his use of the romantic novel points to the necessity (and eventually opens up the possibility) of the forgiveness implied by all human action. While Hegel had already made use of both tragedy and comedy in the Reason section of the Phenomenology, it is only in the Spirit section, Speight argues, that these literary-philosophical shapes are taken up (e.g., in Antigone and Rameau's Nephew) in a historically self-conscious way that can lead (via the "beautiful soul" novel) to the possibility of forgiveness and thereby instigate the transition to the Religion section.Speight's "better way... (shrink)

Obwohl dieser Band ein wenig datiert ist, gibt es nur wenige aktuelle populäre Bücher, die sich speziell mit der Psychologie des Mordes beschäftigen und es ist ein schneller Überblick für ein paar Dollar, also noch wert die Mühe. Es macht keinen Versuch, umfassend zu sein und ist stellenweise etwas oberflächlich, wobei der Leser erwartet, die Lücken aus seinen vielen anderen Büchern und der umfangreichen Literatur über Gewalt zu füllen. Für ein Update siehe z.B. Buss, The Handbook of Evolutionary Psychology 2nd (...) ed. V1 (2016) S. 265, 266, 270–282, 388–389, 545–546, 547, 566 und Buss, Evolutionary Psychology 5th ed. (2015) P 26, 96–97,223, 293-4, 300, 309–312, 410 und Shackelford and Hansen, The Evolution of Violence (2014). Er gehört seit mehreren Jahrzehnten zu den beste Evolutions psychologen und deckt in seinen Arbeiten ein breites Spektrum an Verhaltensweisen ab, aber hier konzentriert er sich fast ausschließlich auf die psychologischen Mechanismen, die einzelne Menschen zum Mord führen, und ihre mögliche evolutionäre Funktion im EWR (Environment of Evolutionary Adaptation – d.h. die Ebenen Afrikas in den letzten Millionen Jahren oder so). -/- Buss beginnt mit der Erkenntnis, dass wie bei anderen Verhaltensweisen "alternative" Erklärungen wie Psychopathologie, Eifersucht, soziales Umfeld, Gruppendruck, Drogen und Alkohol usw. nicht wirklich erklären, da die Frage nach wie vor bleibt, warum diese mörderische Impulse erzeugen, d.h. sie sind die nahen Ursachen und nicht die ultimativen evolutionären (genetischen) Ursachen. Wie immer läuft es unweigerlich auf inklusive Fitness (genetische Fitness von Verwandten) und damit auf den Kampf um den Zugang zu Kumpels und Ressourcen hinaus, der die ultimative Erklärung für das gesamte Verhalten in allen Organismen ist. Soziologische Daten (und der gesunde Menschenverstand) machen deutlich, dass jüngere ärmere Männchen am ehesten töten. Er präsentiert seine eigenen und andere Morddaten aus Industrienationen und Stammeskulturen, konspeziertes Töten von Tieren, Archäologie, FBI-Daten und seine eigene Forschung über die Mordfantasien normaler Menschen. Viele archäologische Beweise häufen sich weiterhin von Morden, einschließlich der von ganzen Gruppen oder von Gruppen abzüglich junger Frauen, in prähistorischen Zeiten. -/- Nachdem ich Buss' Kommentare untersucht habe, präsentiere ich eine sehr kurze Zusammenfassung der absichtlichen Psychologie (die logische Struktur der Rationalität), die in meinen vielen anderen Artikeln und Büchern ausführlich behandelt wird. -/- Diejenigen, die viel Zeit haben, die eine detaillierte Geschichte mörderischer Gewalt aus evolutionärer Perspektive wollen, können Steven Pinkers "The Better Angels of Our Nature Why Violence Has Declined" (2012) und meineRezension, leicht im Netz und in zwei meiner jüngsten Bücher lesen. Kurz, Pinker stellt fest, dass Mord hat stetig und dramatisch um den Faktor etwa 30 seit unseren Tagen als Forager gesunken. Obwohl Waffen es jetzt für jeden extrem einfach machen, zu töten, ist Tötung viel seltener. Pinker glaubt, dass dies auf verschiedene soziale Mechanismen zurückzuführen ist, die unsere "besseren Engel" hervorbringen, aber ich denke, es ist hauptsächlich auf die vorübergehende Fülle von Ressourcen durch die gnadenlose Vergewaltigung unseres Planeten zurückzuführen, gepaart mit erhöhter Polizeipräsenz, mit Kommunikations- und Überwachungs- und Rechtssystemen, die es viel wahrscheinlicher machen, bestraft zu werden. Dies wird jedes Mal deutlich, wenn es sogar eine kurze und lokale Abwesenheit der Polizei gibt. -/- Wer aus der modernen zweisystems-Sichteinen umfassenden, aktuellen Rahmen für menschliches Verhalten wünscht, kann mein Buch "The Logical Structure of Philosophy, Psychology, Mindand Language in Ludwig Wittgenstein and John Searle' 2nd ed (2019) konsultieren. Diejenigen,die sich für mehr meiner Schriften interessieren, können 'Talking Monkeys--Philosophie, Psychologie, Wissenschaft, Religion und Politik auf einem verdammten Planeten --Artikel und Rezensionen 2006-2019 3rd ed (2019) und Suicidal Utopian Delusions in the 21st Century 5th ed (2019) und andere sehen. (shrink)

Some types of solar radiation management (SRM) research are ethically problematic because they expose persons, animals, and ecosystems to significant risks. In our earlier work, we argued for ethical norms for SRM research based on norms for biomedical research. Biomedical researchers may not conduct research on persons without their consent, but universal consent is impractical for SRM research. We argue that instead of requiring universal consent, ethical norms for SRM research require only political legitimacy in decision-making about global SRM trials. (...) Using Allen Buchanan & Robert Keohane's model of global political legitimacy, we examine several existing global institutions as possible analogues for a politically legitimate SRM decision-making body. (shrink)

I am broadly sympathetic to Dale Matthew’s analysis concerning phenotypic devaluation and disadvantage. However, in what follows, I restrict my remarks to a few areas where I think he either lacks empirical precision, or overstates his case.

Many profess a belief in the importance of school integration. In this essay I argue that the evidence tells against the sincerity of this belief.

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...) where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

Whataboutism is een strategie waarbij op een beschuldiging wordt gereageerd met een wedervraag die eveneens een beschuldiging impliceert, waardoor de oorspronkelijke vraag eerder wordt ontweken dan beantwoord. Het is een effectieve methode om de aandacht te verplaatsen naar een andere situatie door een vergelijkbaar, dan wel onvergelijkbaar, contrast te bieden, waardoor de beschuldigde het eigen gedrag probeert te rechtvaardigen en verantwoordelijkheid probeert te ontlopen. Maar niet alle vormen van whataboutism impliceren echter een drogredenering, noch worden ze altijd verkeerd toegepast. Het (...) contrast dat voortkomt uit de vraag ‘what about’ kan dan een cruciale bijdrage leveren aan een situatie die een verdere kritische analyse vereist, en daarmee de geloofwaardigheid van de argumentatie versterken. (shrink)

In this article I argue that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. I argue that loyal patriotism may result in a myopic understanding of history, an unhealthy (...) attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. (shrink)

Als Plato de hedendaagse academie zou aanschouwen, zou hij niet alleen stomverbaasd zijn over de massificatie en de byzantijnse bureaucratie, maar gezien het ethische doel van de universiteit zou hij ook reden hebben om bezorgd te zijn.

In de afgelopen tijd is compensatoir toetsen in het Nederlandse onderwijs een populaire toetsvorm geworden. Hierbij slaagt een student voor een reeks toetsen indien het gemiddelde op deze reeks voldoende is. In deze analyse betogen wij dat het compensatoire systeem echter zowel onverdedigbaar als moreel gezien onverantwoordelijk is. Het grote gevaar van compensatoire toetsregimes is namelijk dat het hiaten in kennis en vaardigheden tolereert, wat de validiteit van een diploma ondermijnt en bovendien medeburgers in gevaar brengt.

In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the situation in three different Western countries. I examine in detail notions of cultural coherence, the scope of parental authority v. a child's interests, as well as the state's role in regulating religious schools. Further, using Catholic schools as an analogous case, I speculate on the likely future of (...) Western Islamic schools. (shrink)

Many parents cite intimacy as one of their reasons for deciding to educate at home. It seems intuitively obvious that home education is conducive to intimacy because of the increased time families spend together. Yet what is not clear is whether intimacy can provide justification for one’s decision to home educate. To see whether this is so, we introduce the concept of ‘attentive parenting’, which encompasses a set of family characteristics, and we examine whether and under what conditions attentive parents (...) risk loss of intimacy by sending their children to school; or, alternatively, whether they can avoid this risk by educating children at home. What we will determine is whether families who exhibit the specified characteristics are prima facie justified in educating their children at home under the conditions of interest. We argue that, for attentive parents, home education not only promotes greater intimacy, but also provides insurance against the loss of intimacy that may occur under certain conditions when children attend schools. (shrink)

There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and (...) finally, the not unlikely indifference - if not outright hostility - expressed by far too many members of the dominant group. For these reasons, we think it best to expand the scope of educational possibilities one is willing to consider. (shrink)

In dit artikel onderzoek ik of de standaardbenaderingen van burgerschapsonderwijs in de Lage Landen geschikt zijn om jonge mensen voor te bereiden om de huidige politieke realiteiten tegemoet te treden, laat staan om onrecht te bestrijden. Ik laat zien waarom een nadruk op ‘democratische principes’ of de rechtsstaat de status quo waarschijnlijk niet zal veranderen zolang opvoeders er niet in slagen de aandacht voor de waarheid te cultiveren die nodig is om te kunnen oordelen over rivaliserende normatieve claims. Met name (...) op tolerantie gebaseerde interpretaties van burgerschap zullen weinig bereiken in afwezigheid van burgerlijke deugden – vooral moreel oordelen en morele moed – die nodig zijn voor dissent. Dissent omvat minimaal een bereidheid om de waarheid te spreken tegen de macht. Maar het ernstigste probleem betreffende burgerschapsonderwijs op school betreft de legitimiteit ervan, gegeven dat dat onderwijs gebaseerd is op een door de overheid opgelegd curriculum met als doel een gewenste respons op de boodschap ervan op te leggen en te conditioneren. Daardoor staat het per definitie vijandig tegenover dissent. (shrink)

Whataboutism, eine weit verbreitete Argumentationsstrategie in Debatten über den Israel-Gaza-Krieg, lenkt oft durch Gegenfragen von der eigentlichen Kritik ab. Doch trotz seines schlechten Rufs kann Whataboutism auch positive Auswirkungen haben.

In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of voluntary separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I (...) defend is not opposed to integration but rather is a justified response to the daily experience of frustration and disappointment with a system that has failed members of marginalized groups for too long. I argue that most voluntary separation experiments in education, far from being motivated by a sense of racial, cultural or religious exclusion, are in fact driven among other things by a desire for a quality education, not to mention community membership and self respect. As such, voluntary separation represents a morally robust pragmatic strategy that is able to answer liberal challenges concerning involuntary stratification, ethnocentrism and democratic deliberation. (shrink)

An education for cultural coherence tends to the child’s well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; (...) rather, most of us possess hybrid identities that lend themselves to multiple, not necessarily conflicting allegiances. (shrink)

This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong, from the United Kingdom to Pakistan to Indonesia. Authors include Robert Hefner, Andrew March, Tariq Modood, Lucas Swaine, Matthew Nelson, Rosnani Hashim, Charlene Tan and Yedullah Kazmi.

The ideological interface between Muslims and liberal educators undoubtedly is strained in the realm of sex education, and perhaps on no topic more so than homosexuality. Some argue that schools should not try to ‘undermine the faith’ of Muslims, who object to teaching homosexuality as an ‘acceptable alternative lifestyle’. In this article, I will argue against this monolithic presentation of Islam. Furthermore, I will argue that a narrow view of Islam is neglectful of gay and lesbian Muslims who are particularly (...) vulnerable to the unrepentant hostilities of their own communities. (shrink)

In Nederland worden al geruime tijd zowel op landelijk als op lokaal niveau en zowel vanuit het beleid als door bezorgde ouders uiteenlopende inspanningen geleverd om onderwijssegregatie tegen te gaan. In dit artikel wordt betoogd dat we desondanks voor een zware opgave staan, aangezien het uitoefenen van individuele vrijheid en het streven naar sociale gelijkheid voor spanningen kan zorgen. In het artikel wordt de stelling uitgewerkt dat sociale integratie in het onderwijs via gemengde scholen niet per se de enige en (...) beste manier is om het ideaal van gelijke kansen te realiseren. Verder stellen we dat een onderscheid moet worden gemaakt tussen vrijwillige en onvrijwillige vormen van onderwijssegregatie. Als alternatief voor integratie worden daarom de mogelijkheden voor vrijwillige separatie geëxploreerd. (shrink)

For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...) a familiar view that argues that we have a central obligation to cultivate good citizens. The article will focus on the tensions which inevitably arise from the sometimes conflicting interests between them. (shrink)

In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints (...) on moral action and the need to prioritise one’s sometimes conflicting responsibilities will often qualify cosmopolitan justice as supererogatory. This fact does not absolve persons from aspiring to see themselves as having the moral obligation to help others in need, while recognising that their factual obligations are more modest in being bound by what they are actually able to do. (shrink)

In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue that an (...) adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children. (shrink)

In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and the polity have much to be (...) gained from direct funding, I will show that parents and administrators of these schools may have reasons to be diffident toward the state and its hypothetical interference. While the focus of the paper is primarily on the American educational context, the philosophical questions related to state funding and oversight of religious schools transcend any one national context . (shrink)

In this paper we carefully study the problem of liberty as it applies to school choice, and whether there ought to be restricted liberty in the case of homeschooling. We examine three prominent concerns that might be brought against homeschooling, viz., that it aggravates social inequality, worsens societal conflict and works against the best interests of children. To examine the tensions that occur between parental liberty, children's interests, and state oversight, we consider the case of homeschooling in the Dutch context.

Een veelgehoorde kritiek op islamitische scholen is dat kinderen er worden geïndoctrineerd en dat dit in strijd is met het doel van onderwijs in een democratische samenleving. Dit artikel onderzoekt de principiële vraag of ouders ervoor zouden kunnen kiezen om hun kind naar een school te sturen waar hij of zij geïndoctrineerd wordt, bijvoorbeeld omdat zij denken dat het kind op een religieuze school minder kans loopt te worden gestigmatiseerd. Daarnaast wordt bekeken of het waarschijnlijk is dat kinderen op islamitische (...) scholen in Nederland daadwerkelijk geïndoctrineerd worden. (shrink)

In this paper we aim to demonstrate the enormous ethical complexity that is prevalent in child obesity cases. This complexity, we argue, favors a cautious approach. Against those perhaps inclined to blame neglectful parents, we argue that laying the blame for child obesity at the feet of parents is simplistic once the broader context is taken into account. We also show that parents not only enjoy important relational prerogatives worth defending, but that children, too, are beneficiaries of that relationship in (...) ways difficult to match elsewhere. Finally, against the backdrop of growing public concern and pressure to intervene earlier in the life cycle, we examine the perhaps unintended stigmatizing effects that labeling and intervention can have and consider a number of risks and potential harms occasioned by state interventions in these cases. (shrink)

Het zal geen van de aanwezigen verbazen dat we het volgende allemaal tegenkomen in empirisch onderzoek: verborgen aannames, ongegronde conclusies, vreemde analyse-eenheden, een ontbrekende uitsplitsing van gegevens, een ‘post hoc ergo propter hoc’-redenering (een simpele correlatie die leidt tot ongerechtvaardigde gevolgtrekkingen over oorzaak en gevolg), ontbrekende contextuele verklaringen, onjuiste en misleidende vergelijkingen, onthutsend onbetrouwbare steekproeven die leiden tot uiterst dubieuze extrapolaties, en hypotheses die voorspellen of proberen te achterhalen en bevestigen wat de gemiddelde persoon al weet. We beschikken natuurlijk over (...) een overvloed aan gegevens uit pedagogisch en onderwijskundig onderzoek en een haast onbegrensde hoeveelheid grafieken en tabellen met cijfers die pretenderen iets te meten. Deze gegevens komen echter maar al te vaak tot stand op basis van concepten van twijfelachtige waarde. Er ontbreekt vaak een ondersteunend theoretisch kader waarmee bevindingen kunnen worden geïnterpreteerd, verklaard of vertaald naar andere contexten, en waarmee bovendien de betekenis van de resultaten aan niet-specialisten kan worden duidelijk gemaakt. (shrink)

In this article I investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. My discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. I will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, I will contend (...) that Parekh, notwithstanding his cautious, even‐handed approach, commits several important errors, including conflating the culture of the parents with that of the children and insisting that cultural and religious persons ought to be allowed to defend their views in the public square on religious grounds. (shrink)

In this article I offer a critique of certain moral perspectives that are found in the second edition of Engelhardt’s Foundation of Bioethics. These views are spelled out in explicit detail in his second edition, and follow on the heels of a profound religious conversion. I question some of the conclusions that Engelhardt reaches as they touch upon moral frameworks, pluralism, and a ‘secular’ bioethics.

In this paper I argue that self-respect constitutes an important value, and further, serves as an important basis for equality. I also argue that under conditions of inequality-producing segregation, voluntary separation in schooling may be more likely to provide the resources necessary for self respect. Accordingly, I defend a prima facie case of voluntary separation for stigmatized minorities when equality – as equal status and treatment – is not an option under either the terms of integration or involuntary segregation.

In this paper we provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. We also scrutinise the ideal of cosmopolitanism by considering the ‘deeply religious’ as the sort of people about whom it may be (...) said that irreconcilable tensions exist between certain types of commitment and/or belonging and what the demands of cosmopolitanism involve. (shrink)

The aims of liberalism—which is often confused with value pluralism—are routinely challenged by persons whose primary commitments lie elsewhere. In his weighing the pros and cons of liberal democratic states versus an Islamic state, Ahmad Yousif has offered an impressive challenge to liberals, but in doing so has confused the aims of liberalism with the pre-liberal nation-state ideal. In this article, I will challenge his conclusions by demonstrating the competing aims of liberals without conflating them with the liberal state. Yousif (...) is right to draw attention to the inequities of Western liberal democracies, but I will contend that (a) wherever actually existing liberal democracies fail to show tolerance towards religious minorities, it is not the fault of liberalism, and that (b) Yousif’s counter ideal of an Islamic state is less than ideal. (shrink)

In this essay I defend the following prima facie argument: civic virtue is not dependent on integration and in fact may be best fostered under conditions of segregation. I demonstrate that civic virtue can and does take place under conditions of involuntary segregation, but that voluntary separation—as a response to segregation—is a more effective way to facilitate it. While segregation and disadvantage commonly coexist, spatial concentrations, particularly when there is a strong voluntary aspect present, often aid in fostering civic virtue. (...) Accordingly, so long as separation provides the conditions necessary for the promotion of civic virtue, integration is not an irreducible good. (shrink)

In this article we challenge the notion that diversity serves as a good proxy for educational justice. First, we maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, we argue that a disproportionate share of the benefits that might result from greater diversity often accrues to those already advantaged. Finally, we propose that many of the most promising and pragmatic remedies for educational injustice are often rejected (...) by liberal proponents of “diversity first” in favor of remedies that in most cases are practically impossible, and often problematic on their own terms. We argue that schools that are by geography and demography not ethnically or socioeconomically diverse still can successfully confront the obstacles that their students face in creating a life they have reason to value. (shrink)

As we push headlong into the twenty-first century, increasingly stringent demands for citizenship issue forth from governments around the world faced with a formidable assortment of challenges. Shrinking budgets, weakening currencies, and worsening unemployment top the list. Migration and population mobility also continue to reshape and redefine how governments and their citizens understand and respond to the demands of citizenship. Long-established markers of national identity seem anachronistic, as do attempts to restore time-honored ‘‘norms and values’’ with a view to promoting (...) social cohesion. (shrink)

Abstract.This article examines an orientation for thinking theologically and ethically about the cultural pattern of technology and a vision for living responsibly within it. Building upon and joining select insights of philosophers Hans Jonas and Albert Borgmann, I recommend the analytic and evaluative leverage to be gained through development of an integrative biocultural theological anthropology.

The ecological crisis is one of the most critical moral concerns of the present. But the concern is not with the environment, or with that which surrounds us; it is not with an objectified nature, in relation to which humans stand as mere passive observers. Rather, ecological concern emerges from recognition that humanity participates in nature, that our behavior in the natural world affects our own present and future as well as the present and future of the biosphere and that (...) we are morally answerable for this behavior, or responsible in, through, and for our participation.1 Understood in these ways, the ecological crisis can be viewed as an unfolding historical process generated by the structural forms and .. (shrink)

Appiah’s latest book does something distinctive: it shows why we need to take another look at very familiar dimensions of identity, those dimensions of our personhood that encompass cultural loyalties, moral responsibilities towards others, and the ethical life. Indeed, Appiah’s book is a kind of answer to an ancient Socratic question, that is, what sort of person one aims to be. The Ethics of Identity is an apt title, for the arguments contained within make the case that who we are (...) is often defined by what we are, whether we are conscious of this fact or not. This insight, as venerably ancient as it is currently in vogue, is examined here with renewed vigour and nuance. (shrink)

Voor het eerst hebben jongeren onder de achttien in Duitsland en België deze maand gestemd, bij de Europese verkiezingen. Nederlandse leeftijdsgenoten hebben dit recht (nog) niet. Te beïnvloedbaar, ze kunnen nog niet verantwoord stemmen, klinkt het. Deze tegenwerpingen zijn oneerlijk. Ze gelden ook voor miljoenen anderen die al wel stemrecht hebben.

When are we morally obligated as a society to help the homeless, and is coercive interference justified when help is not asked for, even refused? To answer this question, we propose a comprehensive taxonomy of different types of homelessness and argue that different levels of autonomy allow for interventions with varying degrees of pressure to accept help. There are only two categories, however, where paternalism proper is allowed, be it heavily qualified. The first case is the homeless person with severely (...) diminished autonomy as a result of mental illness, and the second case is the homeless person who runs a risk of serious and imminent harm to self. In the first case, namely, that of soft paternalism, we argue that coercive intervention in the case of a refusal to accept help should be focused on the provision of housing that meets basic needs—needs that we outline in the article. In the case of imminent and severe harm to self, the case of hard paternalism, we argue that forced intervention can only be allowed if it is temporary and local, namely focused on getting someone out of harm’s way. (shrink)

Employers seeking to control employee behavior outside of working hours is nothing new. However, recent developments have extended efforts to control employee behavior into new areas, with new significance. Employers seek to control legal behavior by employees outside of working hours, to have significant influence over employee’s health-related behavior, and to monitor and control employee’s social media, even when this behavior has nothing to do with the workplace. In this article, I draw on the work of political theorists Jon Elster, (...) Gerald Gaus and Michael Walzer, and privacy scholars Daniel Solove and Anita Allen, to show what is wrong with this extension of employer control of employee’s outside of work behavior. I argue that there are ethical limits on the controls that employers may put on their employees’ out of work behavior, and that many of these limits should be enshrined into legal protections which would prevent employers from conditioning employment on the regulations criticized. -/- (Please note that the version of this paper on SSRN is a pre-publication version. Please cite and refer to the published version when possible.). (shrink)