Helen Steward argues that determinism is incompatible with agency itself--not only the special human variety of agency, but also powers which can be accorded to animal agents. She offers a distinctive, non-dualistic version of libertarianism, rooted in a conception of what biological forms of organisation might make possible in the way of freedom.

Helen Steward puts forward a radical critique of the foundations of contemporary philosophy of mind, arguing that it relies too heavily on insecure assumptions about the sorts of things there are in the mind--events, processes, and states. She offers a fresh investigation of these three categories, clarifying the distinctions between them, and argues that the category of state has been very widely and seriously misunderstood.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

In this paper, we examine diverse political philosophical conceptualisations of justice and interrogate how these contested understandings are drawn upon in the burgeoning food justice scholarship. We suggest that three interconnected dimensions of justice—plurality, the spatial–temporal and the more-than-human—deserve further analytical attention and propose the notion of the ‘justice multiple’ to bring together a multiplicity of framings and situated practices of (food) justice. Given the lack of critical engagement food justice has received as both a concept and social movement in (...) the context of the United Kingdom (UK), we draw upon empirical research with practitioners and activists involved with heterogenous food movements working at the local, regional and national level and apply the justice multiple concept to the interview data. We highlight the diverse ways that justice is discussed in terms of access, fairness, empowerment, rights and dignity that reflect established organisational discursive framings and the fragmented nature of food system advocacy and activism. Based on this insight, we argue that a plurivocal, relational conceptualisation of socioecological justice can help enhance the multiple politics of food justice, pluralise UK food movement praxis and nurture avenues for broader coalition-building across the food system. (shrink)

Howard’s moral fortification theory of criminal punishment lends itself to justifying correction for children in schools that is supportive. There are good reasons to include other students in the learning opportunity occasioned by doing right in response to wrong, which need not exploit the wrongdoing student as a mere means. Care ethics can facilitate restorative and problem-solving approaches to correction. However, there are overriding reasons against doing so when this stigmatises the wrongdoing student, since this inhibits their learning. Responses that (...) avoidably stigmatise students impermissibly undermine both the developmental ethos of education, and students’ recognition and respect for each other as equals. (shrink)

Many criminal offenders come from disadvantaged backgrounds, which punishment entrenches. Criminal culpability explains some disadvantageous treatment in state-offender interactions; yet offenders remain people, and ‘some mother’s child’, in Eva Kittay’s terms. Offending behaviour neither erases needs, nor fully excuses our responsibility for offenders’ needs. Caring is demanded in principle, recognising the offender’s personhood. Supporting offenders may amplify welfare resources: equipping offenders to provide self-care; to meet caring responsibilities; and enabling offenders’ contribution to shared social life, by providing support and furthering (...) the choices of others seeking to engage with them. The desistance paradigm (viewing desistance from offending as a process, following from an offender’s active choice in the context of stabilising social structures and personal circumstances), implies that a supportive environment may facilitate reduced recidivism. While decisions about criminal culpability need justice, we may use state resources most effectively by also including care ethics in our thinking about punishment. (shrink)

The Remember–Know paradigm is commonly used to examine experiential states during recognition. In this paradigm, whether a Know response is defined as a high-confidence state of certainty or a low-confidence state based on familiarity varies across researchers, and differences in definitions and instructions have been shown to influence participants’ responding. Using a novel approach, in three internet-based questionnaires participants were placed in the role of ‘memory expert’ and classified others’ justifications of recognition decisions. Results demonstrated that participants reliably differentiated between (...) others’ memory experiences – both in terms of confidence and other inherent differences in the justifications. Furthermore, under certain conditions, manipulations of confidence were found to shift how items were assigned to subjective experience categories . Findings are discussed in relation to the relationship between subjective experience and confidence, and the separation of Know and Familiar response categories within the Remember–Know paradigm. (shrink)

Originally published in 1910, this book attempts to describe knowledge from the point of view of a philosophical psychology. Wodehouse treats the text as a 'psychological preface to metaphysics', and splits her examination into three sections: knowledge as resulting from judgements in the actual world; the philosophical problem of fallible knowledge; and the question of imagination and 'the variousness of reality'. This book will be of value to anyone with an interest in Wodehouse's work or in the overlap of psychology (...) and philosophy. (shrink)

This essay explores the intersection of race science and plant taxonomy in the creation of evolutionary taxonomies (phylogenies) of populations of Zea mays, also known as maize or corn. Following recent work in the history and sociology of race, it analyzes maize taxonomy as technology. Through an analysis of successive attempts to classify diverse maize varieties, especially those originating in Mexico, it shows that taxonomy created possibilities for researchers to intervene in commercial agriculture, state development projects, biological conservation, and domestic (...) and international politics and policy. It further underscores that the modern science of maize taxonomy was distinct but never inseparable from assessments of maize’s human cultivators. Attending to particularities of this relationship is crucial, because it reveals the application of maize taxonomy as a technology for ordering human diversity and intervening in human lives, as well as managing the impressive diversity of Zea mays. (shrink)

This paper explores the relationship between a person's claim right not to be harmed and the duties this claim confers on others. I argue that we should reject Jonathan Quong's evidence-based account of this relationship, which holds that an agent A's possession of a claim against B is partly determined by whether it would be reasonable for A to demand B's compliance with a correlative duty. When B's evidence is that demanding compliance would not be reasonable, A cannot have a (...) claim against B. I suggest that some of the putatively problematic cases that Quong identifies can be resolved by plausibly narrowing the scope of the right not to be harmed. I also argue that Quong's view leads to implausible conclusions, and that his account of what happens to A's claim in the face of lesser-evil justifications is inconsistent with his broader view. I then defend the view that agents are required, and not merely permitted, to act on lesser-evil justifications. I further argue that A may not defend herself against the infliction of harms that are justified on lesser-evil grounds. However, she may defend herself in cases where B is only evidentially, and not objectively, justified in harming her. (shrink)

Paediatric research in low-income countries is essential to tackle high childhood mortality. As with all research, consent is an essential part of ethical practice for paediatric studies. Ethics guidelines recommend that parents or another proxy provide legal consent for children to participate, but that children should be involved in the decision through providing assent. However, there remain uncertainties about how to judge when children are ready to give assent and about appropriate assent processes. Malawi does not yet have detailed guidelines (...) on assent. Understanding perspectives among children and their parents can assist in developing contextually-appropriate assent guidance. Qualitative research was conducted with children and parents in three settings in Southern Malawi, to take account of any variations between socioeconomic and cultural contexts. In each setting, interviews were conducted with parents and their children who had participated in paediatric research to understand their experiences of assent and views on appropriate assent practice. Focus groups were also conducted with children and parents, to understand broader social perspectives. We found widespread support for involving children in decisions on research participation. Participants identified a range of factors that affect children’s capacity to give assent, including intellectual capacity, emotional development, life experience and cultural norms. Age was often mentioned as a consideration, but deemed an unreliable sole indicator of capacity to assent. In relation to appropriate assent processes, participants emphasised considerations such as supporting effective understanding and minimizing harms. Views on how to achieve these aims varied; for example, there were different ideas about the appropriate order in which to approach children and parents, and about whose decision to respect in the event of disagreement. Parents and children agreed about the value of involving children in decisions on research, and about the need to promote children’s decision-making capacity while respecting parents’ interests in children’s welfare. Developing practical guidance that meets these principles is challenging, particularly given the need for flexible approaches that suit different study types, children’s capacities and family environments. Further discussion within the Malawi research and ethics community will help develop contextually-appropriate guidelines. (shrink)

It has been claimed that ‘virtuous structures’ can foster moral agency in organisations. We investigate this in the context of employee involvement in corporate philanthropy, an activity whose moral status has been disputed. Employing Alasdair MacIntyre’s account of moral agency, we analyse the results of eight focus groups with employees engaged in corporate philanthropy in an employee-owned retailer, the John Lewis Partnership. Within this organisational context, Employee–Partners’ moral agency was evidenced in narrative accounts of their engagement in philanthropic activities and (...) in their disputes about the moral status of corporate philanthropy. (shrink)

Philosophy Compass, Volume 17, Issue 2, February 2022.

In 1776, the first living giant anteater to reach Europe arrived in Madrid from Buenos Aires. It survived 6 months in the Real Sitio del Buen Retiro before being transferred to the newly founded Real Gabinete de Historia Natural. In 1853, 77 years later, a second anteater was brought to London by two German showmen and exhibited at a shop in Bloomsbury, where it was visited by the novelist Charles Dickens. The animal was subsequently purchased by the Zoological Society of (...) London, which classed it as one of the most important additions to the menagerie since its formation in 1828. Drawing on recent work in animal biography, this article assesses the reception of the two anteaters and considers their cultural and scientific significance. I examine the logistics of the exotic animal trade and trace the transatlantic networks that permitted anteaters-and knowledge about them-to move between continents. I also study the modes of representation, from painting to taxidermy, that enabled the anteaters to reach new audiences. By focusing in detail on the lives of two exceptional anteaters, the article illuminates understandings of the species more broadly and shows how different spaces and places shaped the creation and dissemination of zoological knowledge. I emphasise, in particular, the tensions that emerged between imperial and colonial science and the competing knowledge regimes of the natural history museum, the menagerie, and the field. (shrink)

This article aims to shed light on what lies at the heart of skepticism towards counterfactual, alternative, or what-if history. On its face, counterfactual history gives historians and philosophers good reason to worry. First, because counterfactual pasts leave no traces, historians lack an important source of empirical warrant. Second, because rewriting historical events might unpredictably change the past, inferences about what might have happened seem only weakly supported by generalizations about what actually did happen. Third, counterfactual narratives appear especially vulnerable (...) to wishful thinking. Ultimately, through consideration of the epistemic values that regulate the construction of counterfactual narratives, I marshal arguments against these objections and defend the legitimacy of the project. Still, I hope to show that far from being a mere ‘parlor game’, counterfactual history raises deep and provocative questions about historians’ ability to know our past, only some of which I address here. (shrink)

Kindergarten Narratives on Froebelian Education showcases the latest scholarship and historical understandings concerning the casting of the kindergarten idea abroad: across cultures, continents and centuries. Each chapter reveals previously unknown narratives of intrepid endeavour, political pragmatism and pedagogical innovation that collectively provide insight into the transformation of Froebel's ideas on early education into a global phenomenon. Across global contexts, each chapter will present a case study of the ideas scattering abroad, illustrative of the movement of ideas, curricula and pedagogical change; (...) in effect taking the kindergarten beyond the geographies and pedagogies of its German beginnings and borders. Chapters draw on historical examples of Froebelian education from The Netherlands, New Zealand, Japan, Sweden, the UK and the USA. In the journal History of Education in 2006, Froebelian history scholar Professor Kevin J. Brehony (1948-2013) lamented the 'relative neglect' of the history of early years education at the same time there was a heightened global social and political interest in educating the young child. In this book, an international team of contributors respond to Brehony's challenge that historical perspectives can play a role in current debates and suggest ways historical narratives might inform policies and practices in twenty-first century early childhood education, care settings and contexts. Reconnecting past lessons and insights with present and future concerns for early education, young children and their place in society, this important collection also includes an historical timeline charting the spread of Frobelian education ideas and kindergartens across the world. (shrink)

Advances in neuroscience have revolutionized our understanding of the central nervous system. Neuroimaging technologies, in particular, have begun to reveal the complex anatomical, physiological, biochemical, genetic, and molecular organizational structure of the organ at the center of that system: the human brain. More recently, neuroimaging technologies have enabled the investigation of normal brain function and are being used to gain important new insights into the mechanisms behind many neuropsychiatric disorders. This research has implications for psychiatric diagnosis, treatment, and risk assessment. (...) However, with some exceptions, neuroimaging is still a research tool—not ready for use in clinical psychiatry. (shrink)

John Stuart Mill has several good claims to be considered as one of the founders of modern social and political thought, particularly given his central role in the foundations of liberalism, and thus, though a good deal has been written about him already, a book on Mill in this ‘Founders’ series should be welcomed. Frederick Rosen brings his wealth of scholarship on both Mill and Jeremy Bentham to play, giving a fresh and informative perspective. The book is structured around Mill’s (...) two largest compositions, the texts which made him famous in his own age—namely, the System of Logic Ratiocinative and Inductive (1843) and Principles of Political Economy (1848)—which Rosen follows Alexander Bain in describing as being where ‘Mill’s creative energy was mainly confined’ (7). It is refreshing to find a book on Mill which is not centred around On Liberty or Utilitarianism as being the only works of interest in Mill’s canon, though Bain’s remarks seem a little harsh.Rosen’s avouched plan is to .. (shrink)

In The Political Economy of Progress, Joseph Persky argues for seeing John Stuart Mill as a consistent ‘radical’ with much to offer modern ‘radical’ political discourse. In this article, I further this claim with consideration of Mill's political philosophy, as well as his political economy. Exploring Mill's commitment to radical reordering of the economy, as well as emphasizing his commitment to egalitarianism; his historically nuanced view of ‘the progress of justice’; and his desire for a transformation of social relations allows (...) us to see more clearly how Mill's radicalism was a specific species of socialism. That is, Mill's early radical enthusiasm for the ideals of ‘liberty, equality and fraternity’ is also to be seen in his later socialism. Recognizing his ‘radicalism’ as a species of socialism allows greater understanding of the depth, importance and ‘radicalism’ of Mill's desired socialist reforms. (shrink)

Reading and re-reading the difficult and important small book I and Thou, by Professor Martin Buber, which Mr. Ronald Gregor Smith has translated with so much care and skill, and trying to make it clearer to myself in words of my own, I find myself at odds on the threshold with the translator's Introduction. He is explaining the title and the general theme of the book:—“There is, Buber shows, a radical difference between a man's attitude to other men and his (...) attitude to things. The attitude to other men is a relation between persons, to things it is a connexion with objects. In the personal relation one subject—I—confronts another subject—Thou; in the connexion with things the subject contemplates and experiences an object. These two attitudes represent the basic twofold situation of human life, the former constituting the ‘world of Thou,’ and the latter the ‘world of It’”. (shrink)

This is an introduction to the Symposium on Nonparadigmatic Forms of Punishment. We explain what we mean by calling certain instances of punishment 'nonparadigmatic' and explain why nonparadigmatic punishments are of philosophical interest. We then introduce the contributions to the Special Issue and conclude by outlining directions that future research on nonparadigmatic punishment might take. We focus on three particular ways in which punishment might be nonparadigmatic: cases involving nonstandard punishing agents, those involving nonstandard subjects of punishment, and those involving (...) nonstandard means of punishment. (shrink)

Imitation, the replication of observed behaviors, has been proposed as the crucial social learning mechanism for the generation of humanlike cultural complexity. To date, the single published experimental microsociety study that tested this hypothesis found no advantage for imitation. In contrast, the current paper reports data in support of the imitation hypothesis. Participants in “microsociety” groups built weight-bearing devices from reed and clay. Each group was assigned to one of four conditions: three social learning conditions and one asocial learning control (...) condition. Groups able to observe other participants building their devices, in contrast to groups that saw only completed devices, show evidence of successive improvement. These results are consistent with the hypothesis that imitation is required for cumulative cultural evolution. This study adds crucial data for understanding why imitation is needed for cultural accumulation, a central defining feature of our species. (shrink)

In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the department, Mr Greg and Ms Horton have developed different values and visions that shape the ways they construct their work, particularly in relation to the (...) place of subject matter, goals for students, teamwork, roles and responsibilities and accountability. Although both shared a commitment to their students and to their subject, Mr Greg saw his contribution in subject organizational terms and Ms Horton saw hers in personal student terms. Orderliness and stability were important to the department head whereas Ms Horton valued spontaneity and innovation. Collaboration was Mr Greg's method of achieving the business of the department; working alone allowed Ms Horton the freedom and flexibility she needed. Accountability for Mr Greg was framed in organizational terms; Ms Horton was more concerned with the learning that took place in her classroom. Our case study looks at the range and intensity of the forces shaping the work of teachers and the way they organize themselves at work. We argue that, if we wish to continue to improve teaching and learning, particularly in secondary schools, we need to know a great deal more about the forces that operate in subject departments. (shrink)

As a relative concept, privacy is difficult to define in universal terms. In the New Zealand setting recent legislation aims to protect patients’ privacy but anecdotal evidence suggests that these policies are not well understood by some providers and recipients of health care. This qualitative study set out to identify some of the issues by exploring former patients’ perceptions of privacy in shared hospital rooms. The findings suggest a conditional acceptance of a loss of privacy in an environment dictated by (...) architectural structure and by fiscal and time constraints. Participants indicated an awareness that personal information could be overheard and that their preference for a choice of setting for serious discussions was desirable. Some enjoyed the support offered in shared rooms, while, for others, overhearing another person’s health issues caused unnecessary distress. The participants suggested that knowing they could be overheard constrained information disclosure. This withholding of information has implications for health professionals’ ability to diagnose and treat patients appropriately. (shrink)

Harriet Taylor Mill and Anna Wheeler are two nineteenth-century British feminists generally over-shadowed by the fame of the men with whom they co-authored. Yet both made important and interesting contributions to political thought, particularly regarding deconstruction of (i) the patriarchal institution of marriage; and (ii) the current property regime which, in dominating workers, unfairly distributing the product of labour, and encouraging ‘individualism’, they believed did little to maximize the general happiness. Both were feminists, utilitarians, and socialists. How they link these (...) elements is both interestingly similar, and interestingly different. This article has four aims. Firstly, to make a strong claim concerning their authorial hand in works often considered to be solely the work of their male co-author. Secondly, to sketch those co-authoring relationships, and consider whether Taylor and Mill may even have consciously constructed their early letters ‘On Marriage' based upon what they knew of Thompson and Wheeler’s relationship. Thirdly, to map out their shared (though not identical) claim that marriage was a form of slavery, and the proposals they offered to free women from the domination of patriarchal relationships. Fourthly, to explore the way in which both thought female emancipation would be most truly realized via cooperative socialism. (shrink)

This article explores how agreements to preferentially save can ground an exception to the duty to minimize harm when saving. A rescuer preferentially saves if she knowingly fails to minimize harm among prospective victims, even though minimizing harm would not have imposed greater costs on the rescuer herself. Allowing rescuers to act on agreements to preferentially save is justified by the reasons we have to respect the agreements that agents form as a means of pursuing their own ends.

The relationship between education and democratic development has been a growing theme in debates focussed upon public education, but there has been little work that has directly related educational leadership to wider issues of freedom, politics and practice. Engaging with ELMA through the work of Hannah Arendt enables these issues of power to be directly confronted. Arendt produced texts that challenged notions of freedom and politics, and notably examined the lives of people, ideas and historical events in ways that are (...) pertinent to the purposes and practices of education. This significant volume examines the main texts in the Arendt library and explains each of the key ideas and how they can enable critical thinking about knowledge production and practice in educational leadership. The analysis draws upon a range of exemplars and empirical projects from the field of educational leadership, investigating utility issues regarding Arendt's ideas, and engaging with the debates concerning her insights and contribution. Included in the book: -using Arendt to think about ELMA -the relationship between policy and practice, and organisation and leadership -critiques of the Vita Activa and Vita Contemplativa -thinking with and against Arendt. Gunter uses the work of Arendt to challenge the purposes and practices of intellectual work, with a view to developing perspectives on the responsibility for research and ideas. The book will be of value to all those working and researching in the field of Educational Leadership, Management and Administration. (shrink)

In this paper I argue that the widespread view that obstructors are a special sort of bystander is mistaken. Obstructors make Victim worse off by their presence, and thus are more properly described as innocent threats. Only those characters who do not make Victim worse off by their presence can be classified as bystanders.