This book should be essential reading for anyone interested in the new reproductive technologies, biomedical ethics, and women's health.

The Eleatic Visitor speaks forcefully when he insists, ‘Necessarily, whenever there is speech, it is speech of something; it is impossible for it not to be of something’. For ‘if it were not of anything, it would not be speech at all; for we showed that it is impossible for there to be speech that is speech of nothing’. Presumably, at 263c10, when he claims to have ‘shown’ that it is impossible for speech to be of nothing, the Visitor is (...) referring back to the Parmenidean puzzles at Sophist 237ff. (shrink)

This is the first of two companion articles drawn from a larger project, provisionally entitled Undisciplining Moral Epistemology. The overall goal is to understand how moral claims may be rationally justified in a world characterized by cultural diversity and social inequality. To show why a new approach to moral justification is needed, it is argued that several currently influential philosophical accounts of moral justification lend themselves to rationalizing the moral claims of those with more social power. The present article explains (...) how discourse ethics is flawed just in this way. The article begins by identifying several conditions of adequacy for assessing reasoning practices designed to achieve moral justification and shows that, when used in contexts of cultural diversity and social inequality, discourse ethics fails these conditions. It goes on to argue that the failure of discourse ethics is rooted in its reliance on a broader conception of moral epistemology that is invidiously idealized. It concludes by pointing to the need to rethink both the mission and the method of moral epistemology. (shrink)

AN ASSUMPTION IN DEBATES ABOUT THE PHILOSOPHICAL SIGNIFICANCE OF MIRACLES IS THAT IF A MIRACLE (A VIOLATION OF NATURAL LAW OR A PERMANENTLY INEXPLICABLE EVENT) WERE TO OCCUR, IT WOULD BE EVIDENCE FOR THE EXISTENCE OF THE CHRISTIAN GOD. THE PAPER EXPLORES RESERVATIONS BY SEVERAL PHILOSOPHERS ABOUT THIS CONNECTION BETWEEN GOD AND MIRACLES, AND PRESENTS ARGUMENTS TO SHOW THAT IF A MIRACLE WERE TO OCCUR THERE WOULD BE GOOD REASON TO DENY THAT GOD EXISTS.

Neo-sentimentalism is the view that to judge that something has an evaluative property is to judge that some affective or emotional response is appropriate with respect to it. The difficulty in assessing neo-sentimentalism is that it allows for radically different versions. My aim is to spell out what I take to be its most plausible version. I distinguish between a normative version, which takes the concept of appropriateness to be normative, and a descriptive version, which claims that appropriateness in emotions (...) is a matter of correspondence to evaluative facts. I argue that the latter version can satisfy the normativity requirement that follows from Moore’s Open Question Argument, that it is superior to the former with respect to the explanatory role of values, and with respect to the Wrong Kind of Reason Objection. Finally, I argue that the circularity that is involved is not vicious: understood epistemically, neo-sentimentalism remains instructive. (shrink)

Personal autonomy is often taken to consist in self-government or self-determination. Personal autonomy thus seems to require self-control. However, there is reason to think that autonomy is compatible with the absence of self-control. Akratic action, i.e., action performed against the agent’s better judgement, can be free. And it is also plausible to think that free actions require autonomy. It is only when you determine what you do yourself that you act freely. It follows that akratic actions can be autonomous. At (...) least in some cases, it is the agent herself, and not some alien part of her, who determines her akratic actions. But akratic actions are usually thought to be paradigm cases of self-control failure. Thus, we have reason both to conclude that autonomy requires self-control and that autonomy is compatible with the absence of self-control. My aim is to discuss the main solutions to this paradox. (shrink)

It is not unusual now for Hume to be read as part of a virtue ethical tradition. However there are a number of obstacles in the way of such a reading: subjectivist, irrationalist, hedonistic, and consequentialist interpretations of Hume. In this paper I support a virtue ethical reading by arguing against all these interpretations. In the course of these arguments I show how Hume should be understood as part of a virtue ethical tradition which is sentimentalist in a response-dependent sense, (...) as opposed to Aristotelian. (shrink)

Sociologists studying gender have debated West and Zimmerman’s premise that “doing gender is unavoidable,” seeking to ascertain whether people can “undo” or only “redo” gender. While sociologists have been correct to focus on the interactional accomplishment of gender, they have neglected one of Garfinkel’s key insights about interaction: that people hold each other accountable to particular narratives. Neglecting the narrative aspect of doing—and undoing—gender impedes our ability to recognize processes of social change. Based on a qualitative study, we show how (...) the movement for LGBTQI acceptance within U.S. conservative Protestant churches works to make gender not “omnirelevant” by challenging conservative “complementarity” narratives that posit two complementary, opposite sexes as a commandment preceding the Ten Commandments in time and importance. We explore this movement’s ambivalent relationship with homonormativity, highlight three ways this movement resists projecting binary gender narratives into scripture, and examine how some in this movement see the pursuit of social justice as a Christian mandate. The efforts of LGBTQI conservative Christians exemplify how reshaping sex/gender/sexual narratives can create possibilities for undoing gender. (shrink)

Journal of Social Philosophy, EarlyView.

Much of the debate around temporary foreign worker programs in recent years has focused on full or partial access to rights, and, in particular, on the extent to which liberal democratic states may be justified in restricting rights of membership to those who come and work on their territory. Many accounts of the situation of temporary foreign workers assume that a full set of rights will remedy moral inequities that they suffer in their new homes. I aim to show two (...) things: first, and based on experiences reported by former Live-in-Caregivers in Canada who now have access to the full set of citizenship rights, and German citizens who are descendants of Kurdish guestworkers in Germany, I have proposed that even after gaining citizenship, many of them experience social stigma and a sense of exclusion. Second, I have argued that this neglects a basic need that individuals have, which is to have access to relational resources within society in order to be protected against social deprivation. This need is seemingly immune to be effectively protected through the known catalogue of social, civic and political rights. Instead, I argue that social deprivation needs to be analyzed through the lens of institutional vulnerability to yield an analysis of the moral obligations of liberal democratic states. (shrink)

Vulnerability is an important concern of moral philosophy, political philosophy and many discussions in applied ethics. Yet the concept itself—what it is and why it is morally salient—is under-theorized. _Vulnerability, Autonomy, and Applied Ethics _brings together theorists working on conceptualizing vulnerability as an action-guiding principle in these discussions, as well as bioethicists, medical ethicists and public policy theorists working on instances of vulnerability in specific contexts. This volume offers new and innovative work by Joel Anderson, Carla Bagnoli, Samia Hurst, Catriona (...) Mackenzie and Christine Straehle, who together provide a discussion of the concept of vulnerability from the perspective of individual autonomy. The exchanges among authors will help show the heuristic value of vulnerability that is being developed in the context of liberal political theory and moral philosophy. The book also illustrates how applying the concept of vulnerability to some of the most pressing moral questions in applied ethics can assist us in making moral judgments. This highly innovative and interdisciplinary approach will help those grappling with questions of vulnerability in medical ethics—both theorists and practitioners—by providing principles along which to decide hard cases. (shrink)

According to moral realists, ethics concerns matters of fact. According to naturalist moral realists, moral facts just are natural facts. In this book, I provide an in-depth analysis of moral naturalism's ontological, epistemological, semantic and psychological foundations.

This volume features a distinguished, international group of scholars and practitioners who provide a comparative account of ethics regulations across four Western democracies: the United States, the United Kingdom, Canada, and Italy. They situate conflict-of-interest regulations within a broader discourse involving democratic theory; identify the structural, political, economic, and cultural factors that have contributed to the development of these regulations over time; and assess the extent to which these efforts have succeeded or failed across and within different branches and systems (...) of government. Collectively, they provide an invaluable survey of the development, function, and impact of conflict-of-interest regimes in public life. (shrink)

ZusammenfassungKolophone sind kurze Vermerke, die manchmal am Rand von Keilschrifttexten zu finden sind. In ihnen sind Angaben zum Text und dessen Verarbeitung, insbesondere der Tontafeln, zu finden und sie geben damit Aufschluss über den Zusammenhang, in dem die Dokumente erstellt worden sind. Im Beitrag werden am Beispiel altbabylonischer mathematischer Texte die Beziehungen zwischen der Zusammensetzung von Kolophonen, der Art von Tafeln, die sie enthalten und dem Inhalt der Texte, denen diese Kolophone hinzugefügt worden sind, untersucht. Dabei werden zuerst die Probleme (...) diskutiert, die durch die Klassifizierung des uns vorliegenden mathematischen Materials aus Mesopotamien entstanden sind. Das zweite Ziel besteht darin, die Funktion einiger ausgewählter Texte – in erster Linie Kataloge und Serien – zu klären und nachzuweisen, dass die Absichten ihrer Autoren vielfältiger gewesen sein konnten als allgemein angenommen wird, indem sie Erfindung, Systematisierung, Klassifizierung, Konservierung und Lehre gedient haben. (shrink)

Indigenous communities have always cultivated social studies learning that is interactive, dynamic, and integrated with traditional knowledges. To confront the assimilative and deculturalizing education that accompanied European settlement of the Americas, Montana has adopted Indian Education for All (IEFA). This case study evaluates the Digital Storywork Partnership (DSP), which strives to advance the goals of IEFA within and beyond the social studies classroom through community-centered research and filmmaking. Results demonstrate the potential for DSP projects to advance culturally revitalizing education, community (...) connectedness, and identity-development. The DSP offers a model for social studies education that is not only culturally affirming and revitalizing for Indigenous communities, but also holds potential for use in all communities. We conclude with recommendations for educators, scholars, and community members engaged in similar efforts. (shrink)

ABSTRACT Early in Plato’s Euthydemus, sophistical arguments threaten the intelligibility of the process of learning. According to M. M. McCabe, Socrates resists the sophists’ arguments by resisting their problematic replacement model of change. The replacement model proposes that one item (e.g., an unlearned one) is simply replaced with a nonidentical item (e.g., a learned one). Socrates is said to endorse a rival metaphysics of temporally extended, teleologically structured activities. The rival model allows an enduring subject to survive ‘aspect changes’ by (...) occupying distinct stages in a continuous, unified process. McCabe may be right that Socrates presupposes or favors a metaphysics of continuous, end-oriented activities. If so, there are independent reasons to strive to understand the teleological structure of the activity of learning. Nevertheless, I am not convinced that Socrates relies on such a metaphysics to resist the learning arguments at 275d—278d. I argue that Socrates appeals, instead, to the complexity of the learning process to recognize two distinct, yet related, uses of the term ‘learning.’ In order to resist the sophists’ arguments, Socrates recommends attending to ‘the correctness of names’. Socrates’s disambiguating response is sufficient to dissolve the sophistical arguments while remaining compatible with a variety of metaphysics of individuals and activities. (shrink)

This book seeks to remedy the contempt for law prominent in socialist writings. While political thinkers on the left are indisputably concerned with justice, they dismiss those legal institutions which, in liberal capitalist societies, have ensured some minimum measure of justice in citizens' lives. Marxists in particular have tended to reduce law to a capitalist apparatus necessary to mediate conflict between egoistic wills or social classes. The book argues against this doctrine by showing that however ideal a society socialists envisage, (...) legal institutions would be necessary to fairly adjudicate conflict between private and public interests. Each chapter takes up an issue in liberal jurisprudence to see how it would fare in a socialist theory which takes a constructive approach to law. The rule of law, natural and legal rights, obligations, and the sources of law are among the subjects covered. The book concludes that a socialist concept of law would enrich, not only debates about the nature of socialism, but also debates about community and justice which preoccupy `mainstream' political theory and jurisprudence. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”Christine A. BrownI was recently asked to settle a friendly debate between two college graduates. The first, my daughter's boyfriend, argued that someone with talent and motivation could become as creative a composer without formal musical training as with it. The other, my daughter, vigorously countered that while someone might compose well on one's own, (...) the result would not be as versatile or thoughtfully developed as it could be with good formal instruction. I saw the musical educations of the debaters reflected in their arguments. My daughter had accumulated fourteen years of formal instruction in violin, cello, voice, and dance and took part in high school choral, theatrical, and orchestral performances. Her studies continued into college and from time to time she performs in community theater. Her boyfriend was the only musically trained member of his family. At his own request he studied piano for five years, later channeling his musical energies into a rock group. Though he did not study music in college, he continues to play keyboard and guitar. Both agree that the ongoing debate between them illustrates the strong connection between musical training and musical valuing. The life-world of their experiences shaped their judgments of musical quality and left imprints on their views of what matters more, talent or training. I will return to this scenario later.I find solid points of agreement with Eva Alerby and Cecilia Ferm starting with their premise that music learning is most effective when taught within a context. While some students prefer learning in a linear, rule-oriented setting, more often than not a musical concept will be comprehended best if it is first experienced within a variety of works. Regarding extra-musical contexts, furthermore, recent evidence supporting the integration of subject areas at the elementary level appears to extend the boundaries of musical learning in a positive direction. Additionally, the authors' description of embodied musical learning holds great interest. Their argument that musical learning must be appropriated within the body resonates strongly within me as I reflect upon performing and teaching piano. Experience with beginning level adult pianists suggests to me that once the awkwardness of newly-learned movements fades with time and effort, students often discover a close interaction between their physical and conceptual knowledge of music. Of related interest is the authors' definition of musicality as taking embodied musical knowledge and making it one's own. This surpasses physical mastery of an instrument and describes a personal [End Page 208] and emotional investment in music. It is at this point in the essay that the recognizable link between mind, body, and emotion in music is most clear.Alongside these engaging ideas, however, are statements throughout the essay that invite further questions or comments. First among these is the statement that the knowledge resulting from learning is not always what was intended or planned. While this is often the case, elaboration upon modes of knowledge in question would help clarify the authors' ideas. Since knowledge takes a variety of forms, as the authors imply, these forms should be explored, defined, and applied to the process of teaching and learning music.Related to that suggestion is my response to the statement that the aim of music education is to produce musical knowledge. I am assuming that musical knowledge includes an age-appropriate blend of performance skill, reading ability, ear training, historical and cultural connections, basic theoretical and stylistic understanding, and acquaintance with creative processes. In many regions of our country, public arts education has been de-valued to the extent that we must convince administrators, parents, and sometimes students, of its importance. Until this situation improves, I must personally consider the aim of music education as producing, alongside musical knowledge, the desire for music as a lifelong pursuit, be it active or passive. Without this desire, musical knowledge gained often goes unused. Referring to my opening anecdote, my daughter is not participating in music while her less extensively trained boyfriend is. I know of several students like her who gained expertise on an instrument and who have now stopped playing for... (shrink)

In this paper, I am concerned to show that a wide and interesting range of phenomena commonly described as ‘weakness of will’ should be understood as manifesting a defect of what I shall call ‘executive cowardice’ rather than a strong kind of irrationality. More specifically, I claim that such cases should not be understood as an irrational bypassing of an all-things-considered judgment about the thing to do—a view succinctly described by Peacocke thus: The akrates is irrational because although he intentionally (...) does something for which he has some reason, there is a wider set of reasons he has relative to which he does not judge what he does to be rational. (shrink)

In this reply, I argue that the worries raised by Kurth and this coauthors are not fatal for the perceptual theory of emotions. A first point to keep in mind in discussing the analogy argument in favor of that account is that what counts is the overall balance of similarities and differences, given their respective weight. In any case, I argue that none of the alleged differences between sensory perceptual experiences and emotions are such as to rule out that emotions (...) are a kind of perceptual experience which can confer epistemic justification of our evaluative beliefs. Finally, I suggest that the perceptual theory is in a position to nicely capture what happens when we disagree about evaluative issues. (shrink)

In the past decade, the Norwegian government has emphasized user participation as an important goal in the care of mentally ill patients, through governmental strategic plans. At the same time, the governmental documents request normalization of psychiatric patients, including the re‐socialization of psychiatric patients back into society outside the psychiatric hospital. Milieu therapy is a therapeutic tool to ensure user participation and re‐socialization. Based on an ethnographic study in a long‐term psychiatric ward in a psychiatric hospital, we identified how staff (...) tried to implement user participation in their milieu‐oriented therapy work. We have identified three major tensions and challenges in implementing user participation in milieu‐therapeutic work. First, it is difficult to implement individual‐based user participation and at the same time take collective house rules and codes of conduct into consideration. Second, user participation proved a difficulty when patients’ viewpoints challenged staff judgements on proper conduct and goals for which patients might aim. Third, user participation becomes a challenge when trying to establish relationships based on equality when using milieu therapy in a biomedical hierarchical hospital structure. These tensions and challenges are seen in light of paradoxical political frames and demands on one side, and milieu therapy as a complex tradition anchored in different ideologies on the other. (shrink)

The special concern we have for our future selves is often seen as making for a problem for psychological continuity theories, such as Derek Parfit's. On the basis of an account of the various kinds of procrastination, and of the ways imprudent procrastination involves harm to future selves, the paper argues that procrastinators often impose an uncompensated burden on their future selves, something that is best explained by a lack of concern for their future selves. Given this, the objections to (...) psychological continuity theories based on the idea of a special concern for our future selves are in serious trouble. (shrink)

Since early 1991 when the Committee for Open Debate on the Holocaust began soliciting ad space in university papers to disprove the existence of the holocaust, campus journalists have faced a tough ethical dilemma. Some papers took a laissez faire or libertarian stance, arguing that a journalist presents facts without making judgments. Other staffs displayed mixed feelings, choosing what would yield the greater good overall. A third group rejected the essay altogether. The decisions resulted in campus protests, death threats, sit-ins, (...) and censure. (shrink)

The method of Wide Reflective Equilibrium has been defended by Kai Nielsen as an exciting new development in the search for a device for increasing our ability to choose between competing moral conceptions. Nonetheless, this confidence will be seen as misplaced unless serious issues are resolved. Lack of clarity surrounds the questions: What is the claimed epistemological role for WRE? What version of WRE is to be employed? In this paper I resolve these ambiguities in a way which supports Kai (...) Nielsen's claim. First, however, I should specify in broad terms the method of WRE. (shrink)

Emotions have long been accused of all sorts of mischief. In recent years, however, many have argued that far from constituting an obstacle to reason and morality, emotions possess important virtues. According to a plausible conception, emotions would have a crucial cognitive function: they would consist in the perceptual experience of evaluative properties. To fear a dog, for instance, would consist in having the perceptual experience of the dog as fearsome. There has been and still is a lively debate about (...) the plausibility of such a conception. A consideration that has been neglected, however, is that certain kinds of emotions, such as hatred, spite, envy or jealousy, appear to be less plausible candidates for such a revalorisation. What such nasty emotions make clear is that by contrast with seems true of sensory perceptions, emotions can be assessed in evaluative terms. This makes for an asymmetry between emotions and sensory perceptions, which threatens the argument by analogy that supports the claim that emotions are a kind of perceptual experiences. In this paper, I plan to account for this asymmetry within the general framework of the perceptual theory of emotions. (shrink)

Les émotions peuvent être pénibles, voire néfastes. Pensons par exemple à la peur, la colère, la haine, la jalousie ou au mépris. De telles émotions sont souvent qualifiées de négatives. Mais que sont les émotions négatives et comment se distinguent-elles des émotions positives ? Plus généralement, qu’impliquent-elles pour notre compréhension des émotions ? Et quels sont concrètement leurs effets sur nos pensées et nos vies ? De plus, comment analyser l’ambivalence affective, comme quand on ressent à la fois de l’amour (...) et de la haine ? Réunissant dix contributions rédigées pour l’occasion, Les ombres de l’âme propose des éléments de réponses originaux à ces questions. Ce faisant, cet ouvrage jette les bases d’une philosophie des émotions négatives. (shrink)