Identification of factors that predict recurrent antisocial behavior is integral to the social sciences, criminal justice procedures, and the effective treatment of high-risk individuals. Here we show that error-related brain activity elicited during performance of an in- hibitory task prospectively predicted subsequent rearrest among adult offenders within 4 y of release (N =96). The odds that an offender with relatively low anterior cingulate activity would be rearrested were approximately double that of an offender with high activity in this region, holding (...) constant other observed risk factors. These results suggest a potential neurocognitive biomarker for persistent antisocial behavior. (shrink)

In defending his interest-relative account of knowledge in Knowledge and Practical Interests (2005), Jason Stanley relies heavily on intuitions about several bank cases. We experimentally test the empirical claims that Stanley seems to make concerning our common-sense intuitions about these bank cases. Additionally, we test the empirical claims that Jonathan Schaffer seems to make in his critique of Stanley. We argue that our data impugn what both Stanley and Schaffer claim our intuitions about such cases are. To account for these (...) results, one must develop a better conception of the connection between a subject's interests and her body of knowledge than those offered by Stanley and Schaffer. (shrink)

Case reports about patients undergoing Deep Brain Stimulation (DBS) for various motor and psychiatric disorders - including Parkinson’s Disease, Obsessive Compulsive Disorder, and Treatment Resistant Depression - have sparked a vast literature in neuroethics. Questions about whether and how DBS changes the self have been at the fore. The present chapter brings these neuroethical debates into conversation with recent research in moral psychology. We begin in Section 1 by reviewing the recent clinical literature on DBS. In Section 2, we consider (...) whether DBS poses a threat to personal identity. In Section 3 we argue for engagement with recent empirical work examining judgements of when identity changes. We conclude in Section 4 by highlighting a range of ethical issues raised by DBS, including various cross-cultural considerations. (shrink)

Philosophical lessons come in many different shapes and sizes. Some lessons are big, some are small. Some lessons go deep and have a big impact, some are shallow and have almost none. Some lessons are not really philosophical at all or would not really be lessons for an audience of academic philosophers. I mention these truisms not to disparage this informative book on 'moral OCD' (moral obsessive-compulsive disorder, or 'Scrupulosity') but rather to emphasize how difficult it can be to discern (...) the book's intended audience, given its interdisciplinary aims and structure. That question is never explicitly addressed (it is admittedly a slim book, slimmer than it appears), but the question has consequences for how to think about the book's ultimate value, and for whom. The book might attract two groups in particular: philosophers working on the nature of responsibility (the subject of the book's longest chapter) and psychiatric researchers or mental health professionals interested in moral philosophy and the philosophy of mental illness. I will return to what moral philosophers can learn from moral OCD, but there will be spoilers. (shrink)

This paper explores some ways in which artificial intelligence (AI) could be used to improve human moral judgments in bioethics by avoiding some of the most common sources of error in moral judgment, including ignorance, confusion, and bias. It surveys three existing proposals for building human morality into AI: Top-down, bottom-up, and hybrid approaches. Then it proposes a multi-step, hybrid method, using the example of kidney allocations for transplants as a test case. The paper concludes with brief remarks about how (...) to handle several complications, respond to some objections, and extend this novel method to other important moral issues in bioethics and beyond. (shrink)

We explicate and evaluate arguments both for and against the insanity defense itself, different versions of the insanity defense (M'Naghten, Model Penal Code, and Durham (or Product)), the Irresistible Impulse rule, and various reform proposals.

Commentary about the role of AI in bioethics for the 10th anniversary issue of AJOB: Empirical Bioethics.

In this paper, we focus on whether and to what extent we judge that people are responsible for the consequences of their forgetfulness. We ran a series of behavioral studies to measure judgments of responsibility for the consequences of forgetfulness. Our results show that we are disposed to hold others responsible for some of their forgetfulness. The level of stress that the forgetful agent is under modulates judgments of responsibility, though the level of care that the agent exhibits toward performing (...) the forgotten action does not. We argue that this result has important implications for a long-running debate about the nature of responsible agency. (shrink)

People maintain a positive identity in at least two ways: They evaluate themselves more favorably than other people, and they judge themselves to be better now than they were in the past. Both strategies rely on autobiographical memories. The authors investigate the role of autobiographical memories of lying and emotional harm in maintaining a positive identity. For memories of lying to or emotionally harming others, participants judge their own actions as less morally wrong and less negative than those in which (...) other people lied to or emotionally harmed them. Furthermore, people judge those actions that happened further in the past to be more morally wrong than those that happened more recently. Finally, for periods of the past when they believed that they were very different people than they are now, participants judge their actions to be more morally wrong and more negative than those actions from periods of their pasts when they believed that they were very similar to who they are now. The authors discuss these findings in relation to theories about the function of autobiographical memory and moral cognition in constructing and perceiving the self over time. (shrink)

Much of the literature from political psychology has focused on the negative traits that are positively associated with affective polarization—e.g., animus, arrogance, distrust, hostility, and outrage. Not as much attention has been focused on the positive traits that might be negatively associated with polarization. For instance, given that people who are intellectually humble display greater openness and less hostility towards conflicting viewpoints (Krumrei-Mancuso & Rouse, 2016; Hopkin et al., 2014; Porter & Schumann, 2018), one might reasonably expect them to be (...) less polarized. -/- We ran two studies designed to explore the relationship between various forms of humility and polarization. Our chief finding is that people who value humility are prone to what we are calling epistemic polarization—that is, judging the epistemic traits of contrapartisans negatively—which in turn plays a role in polarization more generally. Not only are contrapartisans deemed to have the wrong moral and political beliefs, they are also viewed as less humble and more arrogant, close-minded, and irrational. This makes matters even worse when it comes to the growing partisan divide. In light of our findings, we believe that the novel concept of epistemic polarization that we introduce is a promising target for further investigation. (shrink)

In a beautiful recent essay, the philosopher Walter Sinnott-Armstrong explains the reasons for his departure from evangelical Christianity, the religious culture in which he was brought up. Sinnot-Armstrong contrasts the interpretive methods used by good philosophers and fundamentalist believers: Good philosophers face objections and uncertainties. They follow where arguments lead, even when their conclusions are surprising and disturbing. Intellectual honesty is also required of scholars who interpret philosophical texts. If I had distorted Kant’s view to make (...) him reach a conclusion that I preferred, then my philosophy professor would have failed me. The contrast with religious reasoning is stark. My Christian friends seemed happy to hide serious problems in the Bible and in their arguments. They preferred comfort to intellectual honesty. I couldn’t. To what extent can we, historians of philosophy, claim the virtue of intellectual honesty? Speaking frankly, I do not find the practice criticized by Sinnot-Armstrong’s philosophy professor rare or unusual at all. We very frequently distort the views of past philosophers in order to reach the conclusions we prefer. We just call it “Charitable Interpretation.” In this essay, I discuss and criticize the logic behind so-called charitable interpretations in the history of philosophy. This phenomenon is ubiquitous and is not at all restricted to a particular philosophical strand or ideology. Analytic philosophers and post-modernists, Marxists, liberals, secularists, and fundamentalists, we all engage in the very same domestication project. Even more disturbing than the sheer ideological pervasiveness of this phenomenon is the fact that, on many occasions, superb philosophers and historians take part in this fairly childish endeavor. In the first part of this essay, I discuss the general logic of charitable interpretations in the history of philosophy, mostly by addressing discussions in metaphysics and epistemology. In the second part, I focus on the somewhat less noticed use of charitable interpretations in the study of political philosophy, and point out the quintessential role ideology plays in these discussions. In both parts, I concentrate mostly on the interpretation of Spinoza’s thought. I do so not because I have special fondness for Spinoza (“guilty as charged,” I admit), but because Spinoza is such a beast (and may I add, an enchanting beast) and attracts a disproportionate share of the domestication efforts from historians and philosophers of all creeds and persuasions. In the third and final part of the paper, I will begin to outline an alternative methodology, which suggests that past philosophers can be most relevant to our current philosophical discussion, to the extent that they provide us with well-motivated challenges to our common-sense beliefs. Such challenges have the invaluable virtue of being able to undermine our most fundamental and secure beliefs, and force us to engage with the most fundamental questions. What more can we expect from good philosophy? (shrink)

Michael Dummett argues, against Saul Kripke, that there could have been unicorns. He then claims that this possibility shows that the logic of metaphysical modality is not S5, and, in particular, that the B axiom is false. Dummett’s argument against B, however, is invalid. I show that although there are number of ways to repair Dummett’s argument against B, each requires a controversial metaphysical or semantic commitment, and that, regardless of this, the case against B is undermotivated. Dummett’s case (...) is still of interest, however, as if his assumptions are correct, S5 has to go, with the natural culprit being S4. (shrink)

Originally published in 1991, The Laboratory of the Mind: Thought Experiments in the Natural Sciences, is the first monograph to identify and address some of the many interesting questions that pertain to thought experiments. While the putative aim of the book is to explore the nature of thought experimental evidence, it has another important purpose which concerns the crucial role thought experiments play in Brown’s Platonic master argument.In that argument, Brown argues against naturalism and empiricism (Brown 2012), for mathematical Platonism (...) (Brown 2008), and from the Platonist-friendly, abstract universals posited by the Dretske-Tooley-Armstrong (DTA) account of the laws of nature to a more general, physical Platonism. The Laboratory of the Mind is where he takes this final step. (shrink)

Walter Sinnott-Armstrong and Franklin G Miller recently argued that the wrongness of killing is best explained by the harm that comes to the victim, and that ‘total disability’ best explains the nature of this harm. Hence, killing patients who are already totally disabled is not wrong. I maintain that their notion of total disability is ambiguous and that they beg the question with respect to whether there are abilities left over that remain relevant for the goods of (...) personhood and human worth. If these goods remain, then something more is lost in death than in ‘total disability,’ and their explanation of what makes killing wrong comes up short. But if total disability is equivalent with death, then their argument is an interesting one. (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.

Ondanks antidiscriminatiebeleid en de lippendienst die universiteiten tegenwoordig bewijzen aan ‘inclusie’, ‘sociale veiligheid’ en ‘gelijke kansen’, is discriminatie binnen de universiteit nog steeds wijdverspreid. Ervaringen met discriminatie op de universiteit zijn vooral pijnlijk voor degenen die geen hogere functie krijgen, ook al voldoen ze aan alle eisen. Klachten worden vaak niet serieus genomen, waarna universiteitsbestuurders vaak hardnekkig ontkennen dat ze iets verkeerd hebben gedaan, waardoor de slachtoffers zich vernederd en gedemoraliseerd voelen.

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 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)

Diversiteit is een ruim begrip, en we verschillen over de manier waarop we het moeten omarmen. Maar in elk geval moeten we behoedzaam zijn voor verschillenblindheid.

Burgerschapsonderwijs is een belangrijke missie op scholen. Met de toegenomen aandacht voor zelfredzaamheid en kennis over het politieke systeem zitten we op het goede spoor. Maar dat geldt niet voor de kunst om met verschillende meningen om te gaan. Kan ons onderwijs die burgerschapsvorming wel aan gegeven een aantal praktische uitdagingen en de geïnstitutionaliseerde blinde vlek voor ons koloniale verleden?

In de discussie over prostitutie gaat het vandaag de dag al snel over ‘rechten van de vrouw’ en over ondernemerschap. Daarbij wordt er te gemakkelijk aan voorbijgegaan dat het hier niet gaat om een ‘normaal beroep’. In een sector waarin dwang, armoede en macht een rol spelen, kun je gewoon niet spreken van zelfbeschikking.

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 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)

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)

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.

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 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.

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)

Given that mitigating climate change is a large-scale global issue, what obligations do individuals have to lower their personal carbon emissions? I survey recent suggestions by Walter Sinnott-Armstrong and Dale Jamieson and offer models for thinking about their respective approaches. I then present a third model based on the notion of structural violence. While the three models are not mutually incompatible, each one suggests a different focus for mitigating climate change. In the end, I agree with (...) class='Hi'>Sinnott-Armstrong that people have limited moral obligations to directly lower personal emissions, but I offer different reasons for this conclusion, namely that the structural arrangements of our lives place a limit on how much individuals can restrict their own emissions. Thus, individuals should focus their efforts on changing the systems instead (e.g., the design of cities, laws and regulation, etc.), which will lead to lower emissions on a larger scale. (shrink)

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)

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)

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)

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)

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.

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 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)

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.

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 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.

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 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 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)

Review of Walter Sinnott-Armstrong, 'Moral Skepticisms' (Oxford, Oxford University Press, 2006).

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 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.

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)

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)

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)