Abstract

Mill’s On Liberty is a seminal text in modern social/political philosophy, but there are several dimensions to this text that frequently confuse undergraduates. First, Mill’s uses of “utility” are not obviously consistent. Second, Mill offers varied formulations of his harm principle which are potentially conflicting. Third, lacking a greater context for the work, students sometimes mistake Mill’s goal for an attempt to draw a line between actions that should and should not be legal. This paper presents, explains, and defends some pedagogical aids for diminishing these confusions. Since most confusion stems from Mill’s harm principle, the author offers two diagrams, to be presented to students before wading into the text, which clarify Mill’s argumentative strategy and the place of his harm principle (as well as his various ways of qualifying it) within the work as a whole. By detailing the work and its aims at a highly general level, these diagrams help give students a roadmap with which to navigate the text and allow them to more easily understand the purpose and application of Mill’s project.