State concussion laws and sport-league policies are important tools for protecting public health, but also present implementation challenges. Both state laws and league policies often require athletes provide written acknowledgement of having received concussion-related information and/or of their responsibility to report concussion-related symptoms. This paper examines these requirements in two ways: an analysis of the variation in state laws and sport-league policies and a study of their effects in a cohort of collegiate football players.

This study examined the extent to which concussion management plans at National Collegiate Athletic Association member schools were in line with NCAA Concussion Policy and best practice recommendations in absence of any process to ensure compliance. Most schools' concussion management plans were in compliance with 3 or 4 of the NCAA's 4 required components. Annual athlete education and acknowledgement was the requirement least often included, representing an area for improvement. Further, schools tended to more often include best practices that were (...) more medically-oriented, compared to best practices that were less medical in nature. (shrink)

The main body of this paper assesses a leading recent theory of fairness, a theory put forward by John Broome. I discuss Broome's theory partly because of its prominence and partly because I think it points us in the right direction, even if it takes some missteps. In the course of discussing Broome's theory, I aim to cast light on the relation of fairness to consistency, equality, impartiality, desert, rights, and agreements. Indeed, before I start assessing Broome's theory, I discuss (...) two very popular conceptions of fairness that contrast with his. One of these very popular conceptions identifies fairness with the equal and impartial application of rules. The other identifies fairness with all-things-considered moral rightness. (shrink)

Virtue ethics is normally taken to be an alternative to consequentialist and Kantian moral theories. I shall discuss what I think is the most interesting version of virtue ethics – Rosalind Hursthouse's. I shall then argue that her version is inadequate in ways that suggest revision in the direction of a kind of rule-consequentialism.

The main body of this paper assesses a leading recent theory of fairness, a theory put forward by John Broome. I discuss Broome's theory partly because of its prominence and partly because I think it points us in the right direction, even if it takes some missteps. In the course of discussing Broome's theory, I aim to cast light on the relation of fairness to consistency, equality, impartiality, desert, rights, and agreements. Indeed, before I start assessing Broome's theory, I discuss (...) two very popular conceptions of fairness that contrast with his. One of these very popular conceptions identifies fairness with the equal and impartial application of rules. The other identifies fairness with all-things-considered moral rightness. (shrink)

After discussing de Sousa's view of emotion in akrasia, I suggest that emotions be viewed as nonconceptual perceptions of value (see Tappolet 2000). It follows that they can render intelligible actions which are contrary to one's better judgment. An emotion can make one's action intelligible even when that action is opposed by one's all-things-considered judgment. Moreover, an akratic action prompted by an emotion may be more rational than following one's better judgement, for it may be the judgement and not the (...) perception which is in error. By contrast, "cool" akrasia is genuinely puzzling; it is not clear whether it exists. (shrink)

Content skepticism about practical reason is doubt about the bearing of rational considerations on the activities of deliberation and choice. Motivational skepticism is doubt about the scope of reason as a motive. Some people think that motivational considerations alone provide grounds for skepticism about the project of founding ethics on practical reason. I will argue, against this view, that motivational skepticism must always be based on content skepticism. I will not address the question of whether or not content skepticism is (...) justified. I want only to establish the fact that motivational skepticism has no independent force. (shrink)

Despite the growing body of work exploring the weaknesses of police performance systems and the displacement of their goals, less attention has been given to why police officers resist and circumvent by false reporting. Whether police report honestly on their activities is a matter of considerable significance given the role that police have in a broadly democratic society, and the overall question is whether the false reporting undermines the integrity of the police or if it is a collective coping strategy (...) that safeguards the police ethos? This survey reveals that 25% of respondents (n = 2248) had manipulated the numbers at least once in the previous year. To identify why they did so, the variables selected for analysis are those determining their view of the Management by Objective (MBO) system, how far they have participated in the MBO process and how often they are unable to assist a member of the public. Our results show that men are more likely to manipulate the numbers than women and non-leaders are more likely to do so than leaders. Respondents were more likely to submit false reports if they had not participated in the MBO process, were not motivated by MBO goals, believed the MBO indicators misdirected their focus and frequently felt that they were forced to reject members of the public they would like to help. Our findings further show that public servants can be corrupted, though they do not “bring” vices to work with them, but rather acquire vices through what is required of them. (shrink)

Act-utilitarianism claims that one is required to do nothing less than what makes the largest contribution to overall utility. Critics of this moral theory commonly charge that it is unreasonably demanding. Shelly Kagan and David Brink, however, have recently defended act-utilitarianism against this charge. Kagan argues that act-utilitarianism is right, and its critics wrong, about how demanding morality is. In contrast, Brink argues that, once we have the correct objective account of welfare and once we accept that act-utilitarianism is a (...) criterion of moral rightness, not necessarily a good method for everyday moral thought, act-utilitarianism is not as demanding as its critics claim. I shall argue that Brink's arguments for thinking act-utilitarianism is not so demanding fail. I shall then argue against Kagan that, in comparison with act-utilitarianism, rule-utilitarianism is considerably less demanding and more plausible. (shrink)

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of (...) European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge. (shrink)

In this paper, I set an aspect of what it is to live a flourishing life against the backdrop of neo liberal trends that continue to influence educational policy across the globe. The view I set out is in sharp contrast to any narrow assumption that education’s main task is the measurement of high performing individuals who will thus contribute to an economically viable society. Instead, I explore and argue for a conception of what constitutes a flourishing life that is (...) embedded in a more pragmatist analysis of what education may be. The argument begins with developing the centrality of embodiment to aesthetic sensibility and goes on to suggest how collective understanding of this within a community could constitute a sense of performance and thus contribute to the educational aim of developing a full and flourishing life. The argument is that this way of seeing life could have implications for educational practice, the role of the teacher and could help to reconfigure how education is experienced by the young. (shrink)

In this paper, I develop a metasemantics for relaxed moral realism. More precisely, I argue that relaxed realists should be inferentialists about meaning and explain that the role of evaluative moral vocabulary is to organise and structure language exit transitions, much as the role of theoretical vocabulary is to organise and structure language entry transitions.

ABSTRACT The problem of the captivated gaze has been taken up repeatedly in philosophy. Plato's Allegory of the Cave stands paradigmatically for this. Here, the gaze at the shadowy images prevents people from taking the path to the sun. Denis Diderot's critical reinterpretation of Plato's Allegory of the Cave is less well known. In Diderot, the view of the artificial light images is just as captivating as Plato's shadow images. Unlike there, however, Diderot does not distinguish between perception and cognition (...) but instead focuses on the significance of the seemingly unimportant shift of the gaze within the cave. Diderot determines the starting point of the realisation of freedom in the liberation of one's own gaze from the captivation intended by third parties. Prerequisites for the liberation of the gaze are the realisation of an interruption. It is shifts in the alignment of the eyeballs that become visible here as lucid intervals and which, in Diderot, become the starting point of power analysis and the site of revolt and freedom practice. In this article, I will show how Diderot's demand for enabling the individual realisation of lucid intervals is not first and foremost an aesthetic, but a highly political one. The criteria of art, which are defined by Diderot and have not lost their relevance until today, are based on his explosive insight that the incessant captivation of the gaze stands in the way of democratisation. (shrink)

According to recent suggestions within the global pragmatism discussion, metaethical debate must be fundamentally re-framed. Instead of carving out metaethical differences in representational terms, it has been argued that metaethics should be given an inferentialist footing. In this paper, I put inferentialist metaethics to the test by subjecting it to the following two criteria for success: Inferentialist metaethicists must be able to save the metaethical differences between moral realism and expressivism, and do so in a way that employs understandings of (...) these metaethical accounts which would be acceptable to moral realists or expressivists who endorse an inferentialist theory of meaning. Two results follow from my discussion. The first concerns inferentialist metaethics more narrowly, casting doubts on inferentialists’ ability to fulfil the two criteria for success by showing that proposed metaethical demarcation attempts either meet the first criterion but violate the second, or pass the second criterion but fail the first. The second upshot pertains to the global pragmatism debate more widely, pressing the point that inferentialists have not as yet provided a convincing account of ontological commitment. (shrink)

The moral error theory generally does not receive good press in metaethics. This paper adds to the bad news. In contrast to other critics, though, I do not attack error theorists’ characteristic thesis that no moral assertion is ever true. Instead, I develop a new counter-argument which questions error theorists’ ability to defend their claim that moral utterances are meaningful assertions. More precisely: Moral error theorists lack a convincing account of the meaning of deontic moral assertions, or so I will (...) argue. (shrink)

Good academic practice is more than the avoidance of clear-cut cheating. It also involves navigation of the gray zones between cheating and good practice. The existing literature has left students’ understanding of gray zone practices largely unexplored. To begin filling in this gap, we present results from a questionnaire study involving N = 1639 undergraduate students from seven European countries representing all major disciplines. We show that large numbers of these students are unable to identify gray area issues and lack (...) sensitivity to the context dependence of these. We also show that a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating. Our results are similar across the faculties and countries of study, and even for students who have attended academic integrity training. We discuss the implications of this for academic integrity training. (shrink)

The Three Papers comprising this series, together with my earlier [34] also published in this journal, constitute an attempt to set out the major issues in the theoretical domain of reduction and to develop a general theory of theory reduction. The fourth paper, [34], though published separately from this trio, is integral to the presentation and should be read in conjunction with these papers. Even so, the presentation is limited in scope – roughly, to intertheoretic reduction among empirical theories – (...) and informal in presentation – not least because a satisfying formal account of theories has yet to be offered. And despite the length, the treatment is still condensed; often corroborating and/or intuitively helpful detail has had to be consigned to footnotes or omitted. I approach the problem from within my own naturalistic realist philosophy of science and formal analysis of abstract hierarchy in theory. The sources for the former are [25], [29], [31], and [32] and those for the latter essentially [27] and [30]. Hierarchical notions played a significant role in the already published [34]. (shrink)

: The purpose of this paper and its sister paper (Farrell and Hooker, b) is to present, evaluate and elaborate a proposed new model for the process of scientific development: self-directed anticipative learning (SDAL). The vehicle for its evaluation is a new analysis of a well-known historical episode: the development of ape-language research. In this first paper we outline five prominent features of SDAL that will need to be realized in applying SDAL to science: 1) interactive exploration of possibility (...) space; 2) self-directedness; 3) localization of success and error; 4) Synergistic increase in learning capacity; and 5) continuity of SDAL process across scientific change. In this paper we examine the first three features of SDAL in relation to the early history of ape-language research. We show that this history is readily explicated as a self-directed, ever-finer, delineation of possibility space that enables the localization of both success and error. Paper II examines the last two features against this history. (shrink)

This book argues that the question posed by virtue theories, namely, “what kind of person should I be?” provides a more promising approach to moral questions than do either deontological or consequentialist moral theories where the concern is with what actions are morally required or permissible. It does so both by arguing that there are firmer theoretical foundations for virtue theories, and by persuasively suggesting the superiority of virtue theories over deontological and consquentialist theories on the question of explaining morally (...) bad behavior. Virtue theories can give a richer account by appealing to the kinds of dispositions that make certain bad choices appear attractive. This richer account also exposes a further advantage of virtue theories: they provide the best kinds of motivations for agents to become better persons. (shrink)

As with all other moral realists, so-called relaxed moral realists believe that there are moral truths. Unlike metaphysical moral realists, they do not take themselves to be defending a substantively metaphysical position when espousing this view, but to be putting forward a moral thesis from within moral discourse. In this paper, I employ minimalism about truth to examine whether or not there is a semantic analysis of the claim ‘There are moral truths’ which can support this moral interpretation of one (...) of moral realism’s key theses. My results are both discouraging and encouraging: Whilst I will argue that the claim ‘There are moral truths’ cannot be shown to be both moral and capable of demarcating relaxed realism from irrealism on the basis of a convincing semantic analysis that would be compatible with relaxed commitments, the moral interpretation of moral realism can be secured by modifying our understanding of what distinguishes relaxed realism from error-theoretic irrealism. Yet, we will see that this moral interpretation of moral realism does not ‘tumble out’ of the semantics provided for its central claims. Rather, hard work needs to be done before we can fully relax. (shrink)

Ample research links mothers’ postpartum depression (PPD) to adverse interactions with their infants. However, most studies relied on general population samples, whereas a substantial number of women are at elevated depression risk. The purpose of this study was to describe mothers’ interactions with their 6- and 12-month-old infants among women at elevated risk, although with a range of symptom severity. We also identified higher-order factors that best characterized the interactions and tested longitudinal consistency of these factors from 6 to 12 (...) months of infant age. We leveraged data from eight projects across the United States (n = 647), using standardized depression measures and an adaptation of the NICHD Mother-Infant Interaction Scales. Overall, these depression-vulnerable mothers showed high levels of sensitivity and positive regard and low levels of intrusiveness, detachment, and negative regard with their infants. Factor analyses of maternal behaviors identified two overarching factors—“positive engagement” and “negative intrusiveness” that were comparable at 6 and 12 months of infant age. Mothers’ ability to regulate depressed mood was a key behavior that defined “positive engagement” in factor loadings. An exceptionally strong loading of intrusiveness on the second factor suggested its central importance for women at elevated depression risk. Mothers with severe depressive symptoms had significantly more “negative intrusiveness” and less “positive engagement” with their 6-month-old infants than women with moderate or fewer depressive symptoms, suggesting a potential tipping point at which symptoms may interfere with the quality of care. Results provide the foundation for further research into predictors and moderators of women’s interactions with their infant among women at elevated risk for PPD. They also indicate a need for evidence-based interventions that can support more severely depressed women in providing optimal care. (shrink)

Disabled people face obstacles to participation in epistemic communities that would be beneficial for making sense of our experiences and are susceptible to epistemic oppression. Knowledge and skills grounded in disabled people's experiences are treated as unintelligible within an ableist hermeneutic, specifically, the dominant conception of disability as lack. My discussion will focus on a few types of epistemic oppression—willful hermeneutical ignorance, epistemic exploitation, and epistemic imperialism—as they manifest in some bioethicists’ claims about and interactions with disabled people. One of (...) the problems with the epistemic phenomena with which I am concerned is that they direct our skepticism regarding claims and justifications in the wrong direction. When we ought to be asking dominantly situated epistemic agents to justify their knowledge claims, our attention is instead directed toward skepticism regarding the accounts of marginally situated agents who are actually in a better position to know. I conclude by discussing disabled knowers’ responses to epistemic oppression, including articulating the epistemic harm they have undergone as well as ways of creating resistant ways of knowing. (shrink)

In this paper I trace the development of one of the central debates of late twentieth-century moral philosophy—the debate between realism and what Rawls called “constructivism.” Realism, I argue, is a reactive position that arises in response to almost every attempt to give a substantive explanation of morality. It results from the realist’s belief that such explanations inevitably reduce moral phenomena to natural phenomena. I trace this belief, and the essence of realism, to a view about the nature of concepts—that (...) it is the function of all concepts to describe reality. Constructivism may be understood as the alternative view that a normative concept refers schematically to the solution to a practical problem. A constructivist account of a concept, unlike a traditional analysis, is an attemptto work out the solution to that problem. I explain how the philosophies of Kant and Rawls can be understood on this model. (shrink)

Big Data evangelists often argue that algorithms make decision-making more informed and objective—a promise hotly contested by critics of these technologies. Yet, to date, most of the debate has focused on the instruments themselves, rather than on how they are used. This article addresses this lack by examining the actual practices surrounding algorithmic technologies. Specifically, drawing on multi-sited ethnographic data, I compare how algorithms are used and interpreted in two institutional contexts with markedly different characteristics: web journalism and criminal justice. (...) I find that there are surprising similarities in how web journalists and legal professionals use algorithms in their work. In both cases, I document a gap between the intended and actual effects of algorithms—a process I analyze as “decoupling.” Second, I identify a gamut of buffering strategies used by both web journalists and legal professionals to minimize the impact of algorithms in their daily work. Those include foot-dragging, gaming, and open critique. Of course, these similarities do not exhaust the differences between the two cases, which are explored in the discussion section. I conclude with a call for further ethnographic work on algorithms in practice as an important empirical check against the dominant rhetoric of algorithmic power. (shrink)

This article provides current Schwartz Values Survey (SVS) data from samples of business managers and professionals across 50 societies that are culturally and socioeconomically diverse. We report the society scores for SVS values dimensions for both individual- and societal-level analyses. At the individual-level, we report on the ten circumplex values sub-dimensions and two sets of values dimensions (collectivism and individualism; openness to change, conservation, self-enhancement, and self-transcendence). At the societal-level, we report on the values dimensions of embeddedness, hierarchy, mastery, affective (...) autonomy, intellectual autonomy, egalitarianism, and harmony. For each society, we report the Cronbach’s α statistics for each values dimension scale to assess their internal consistency (reliability) as well as report interrater agreement (IRA) analyses to assess the acceptability of using aggregated individual level values scores to represent country values. We also examined whether societal development level is related to systematic variation in the measurement and importance of values. Thus, the contributions of our evaluation of the SVS values dimensions are two-fold. First, we identify the SVS dimensions that have cross-culturally internally reliable structures and within-society agreement for business professionals. Second, we report the society cultural values scores developed from the twenty-first century data that can be used as macro-level predictors in multilevel and single-level international business research. (shrink)

Then you have a look around, and see that none of the uninitiated are listening to us—I mean the people who think that nothing exists but what they can grasp with both hands; people who refuse to admit that actions and processes and the invisible world in general have any place in reality.

Our universities are the locus of ongoing debates over the politics of gender, of class, of disadvantage and disability—and over the issue of “political correctness.” In _A Feminist I_ Christine Overall offers wide-ranging reflections from a first-person point of view on these issues, and on the politics of the modern university itself. In doing so she continually returns to underlying epistemological concerns. What are our assumptions about the ways in which knowledge is constructed? To what degree are our perceptions (...) shaped by our social roles and identities? In the past generation feminists have led the way in recognising the importance of such questions, and recognising too the ways in which personal experience may be an invaluable reference point in academic theory and practice. But reliance on personal experience is fraught with problems; how is one to deal with tensions between the autobiographical and the analytic? This book points the way to resolving some of those tensions, and to fruitfully sustaining others. It is a book of considerable insight, warm humanity, and genuine importance. (shrink)

Emotions often misfire. We sometimes fear innocuous things, such as spiders or mice, and we do so even if we firmly believe that they are innocuous. This is true of all of us, and not only of phobics, who can be considered to suffer from extreme manifestations of a common tendency. We also feel too little or even sometimes no fear at all with respect to very fearsome things, and we do so even if we believe that they are fearsome. (...) Indeed, instead of shunning fearsome things, we might be attracted to them. Emotions that seem more thought-involving, such as shame, guilt or jealousy, can also misfire. You can be ashamed of your big ears even though we can agree that there is nothing shameful in having big ears, and even though you judge that having big ears does not warrant shame. And of course, it is also possible to experience too little or even no shame at all with respect to something that is really shameful. Many of these cases involve a conflict between one’s emotion and one’s evaluative judgement. Emotions that are thus conflicting with judgement can be called ‘recalcitrant emotions’. The question I am interested in is whether or not recalcitrant emotions amount to emotional illusions, that is, whether or not these cases are sufficiently similar to perceptual illusions to justify the claim that they fall under the same general heading. The answer to this depends on what emotions are. For instance, the view that emotions are evaluative judgments makes it difficult to make room for the claim that emotional errors are perceptual illusions. Fearing an innocuous spider would simply amount to making the error of judging that the spider is fearsome while it is in fact innocuous. This might involve an illusion of some sort, but it certainly does not amount to anything like a perceptual illusion. In this chapter, I argue that recalcitrant emotions are a kind of perceptual illusion.. (shrink)

Phenomenology provides a method for disability theorists to describe embodied subjectivity lacking within the social model of disability. Within the literature on body integrity identity disorder, dominant narratives of disability are influential, individual bodies are considered in isolation, and experiences of disabled people are omitted. Research on BIID tends to incorporate an individualist ontology. In this article, I argue that Merleau-Ponty's conceptualization of “being in the world,” which recognizes subjectivity as embodied and intersubjective, provides a better starting point for research (...) describing the experiences of those with BIID and amputees. (shrink)

This paper outlines an original interactivist-constructivist approach to modelling intelligence and learning as a dynamical embodied form of adaptiveness and explores some applications of I-C to understanding the way cognitive learning is realized in the brain. Two key ideas for conceptualizing intelligence within this framework are developed. These are: intelligence is centrally concerned with the capacity for coherent, context-sensitive, self-directed management of interaction; and the primary model for cognitive learning is anticipative skill construction. Self-directedness is a capacity for integrative process (...) modulation which allows a system to "steer" itself through its world by anticipatively matching its own viability requirements to interaction with its environment. Because the adaptive interaction processes required of intelligent systems are too complex for effective action to be prespecified learning is an important component of intelligence. A model of self-directed anticipative learning is formulated based on interactive skill construction, and argued to constitute a central constructivist process involved in cognitive development. SDAL illuminates the capacity of intelligent learners to start with the vague, poorly defined problems typically posed in realistic learning situations and progressively refine them, transforming them into problems with sufficient structure to guide the construction of a solution. Finally, some of the implications of I-C for modelling of the neuronal basis of intelligence and learning are explored; in particular, Quartz and Sejnowski's recent neural constructivism paradigm, enriched by Montague and Sejnowski's dopaminergic model of anticipative-predictive neural learning, is assessed as a promising, but incomplete, contribution to this approach. The paper concludes with a fourfold reflection on the divergence in cognitive modelling philosophy between the I-C and the traditional computational information processing approaches. (shrink)

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider (...) the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. (shrink)

To later generations, much of the moral philosophy of the twentieth century will look like a struggle to escape from utilitarianism. We seem to succeed in disproving one utilitarian doctrine, only to find ourselves caught in the grip of another. I believe that this is because a basic feature of the consequentialist outlook still pervades and distorts our thinking: the view that the business of morality is to bring something about . Too often, the rest of us have pitched our (...) protests as if we were merely objecting to the utilitarian account of what the moral agent ought to bring about or how he ought to do it. Deontological considerations have been characterized as “side constraints,” as if they were essentially restrictions on ways to realize ends. More importantly, moral philosophers have persistently assumed that the primal scene of morality is a scene in which someone does something to or for someone else. This is the same mistake that children make about another primal scene. The primal scene of morality, I will argue, is not one in which I do something to you or you do something to me, but one in which we do something together. The subject matter of morality is not what we should bring about, but how we should relate to one another. If only Rawls has succeeded in escaping utilitarianism, it is because only Rawls has fully grasped this point. His primal scene, the original position, is one in which a group of people must make a decision together. Their task is to find the reasons they can share. (shrink)

This paper focuses on epistemic practices within biomedical ethics that are related to disability. These practices are one of the reasons that there is tension between biomedical ethicists and disability advocates. I argue that appeals to conceptual neutrality regarding disability, which Anita Silvers recommends, are counterproductive. Objectivity as neutrality serves to obscure the social values and interests that inform epistemic practices. Drawing on feminist standpoint theory and epistemologies of ignorance, I examine ways that appeals to objectivity as neutrality serve to (...) maintain the status quo and ignorance regarding disability. I adapt Charles Mills’s notion of “white ignorance” in order to consider the systematic social ignorance regarding disability that is treated as knowledge. Bioethicists commonly dismiss the reports of disabled people regarding their quality of life as biased, while claiming that their own judgments are objective. Sandra Harding’s notion of strong objectivity is useful for thinking about ways that examination of values and interests informing epistemic practices related to disability in biomedical ethics could create better knowledge practices by taking the standpoint of disabled people seriously. (shrink)

When women work in male-dominated professions, they encounter a “glass ceiling” that prevents their ascension into the top jobs. Twenty years ago, I introduced the concept of the “glass escalator,” my term for the advantages that men receive in the so-called women’s professions, including the assumption that they are better suited than women for leadership positions. In this article, I revisit my original analysis and identify two major limitations of the concept: it fails to adequately address intersectionality; in particular, it (...) fails to theorize race, sexuality, and class; and it was based on the assumptions of traditional work organizations, which are undergoing rapid transformation in our neoliberal era. The glass escalator assumes stable employment, career ladders, and widespread support for public institutions —which no longer characterize the job market today. Drawing on my studies of the oil and gas industry and the retail industry, I argue that new concepts are needed to understand workplace gender inequality in the 21st century. (shrink)

The idea of dignity is often taken to be a foundation for principles of justice and democracy. In the West it has numerous formulations and conceptualisations. Within the capabilities approach to justice theorists have expanded the concept of dignity to encompass animals and ecological communities. In this article I rework the idea of dignity to include the Māori philosophical concepts of Mauri, tapu and mana – something I argue is necessary if the capabilities approach is to decolonise in the Aotearoa (...) context. Furthermore, the article links the nation’s recognition of three extensive geographical regions – Te Awa Tupua, Te Urewera and Mt Taranaki – as legal persons to Mātauranga Māori and nonhuman dignity. In doing so, I identify the potential that this understanding of dignity and these legal moves have to decolonise democracy within the settler state. (shrink)

What account of evaluative expressions, such as ‘is beautiful’, ‘is generous’ or ‘is good’, should a Fregean adopt? Given Frege’s claim that predicates can have both a sense and a reference in addition to their extension, an interesting range of only partially explored theoretical possibilities opens to Frege and his followers. My intention here is to briefly present these putative possibilities and explore one of them, namely David Wiggins’ claim that evaluative predicates refer to non-natural concepts and have a sense (...) which is sentiment-involving. In order to defend this claim against objections which aim at showing that evaluative concepts do not really exist, I shall suggest that our awareness of evaluative concepts involves affective (or emotive) states. (shrink)

It seems to be a fundamental feature of being human to make meaning out of experiences and events by telling stories. We are born into a web of narratives‐to become a self is, it can seem, to hear others' stories about you and, eventually, to insert yourself into those webs and assert your own story. When we teach ethics illustrated by cases, we tell stories. When children and parents talk about how they came to hospital, what they hoped, how things (...) have gone, what worries them about the decisions we ask them to face, we hear stories. Stories often reveal best the meaning a person attaches to his or her experiences, and stories shape the meaning those experiences will come to have for that person or family as the story is told, retold, and refined. I share the belief of narratologists that most of us are, at our core, storytellers. And I can't help but notice that many of those stories contain moral evaluations, explicitly or implicitly. (shrink)

In Self-Constitution, I argue that the principles governing action are “constitutive standards” of agency, standards that arise from the nature of agency itself. To be an agent is to be autonomousl...

This volume offers a Naming praxis with which teachers might more closely align with their ethical ideals in the midst of their daily practice and relationships with students. Framed ontologically in Maxine Greene's existential-phenomenological notion of Becoming, the author explicates Greene's Naming as a praxis within her own early teaching experiences through the interpretive methods of currere and teacher lore. This study evolves in epistolary conversation with Maxine Greene, teacher colleagues, and new teachers. It demonstrates the possibilities of applying critical (...) reflective and discursive dialogue to the tensions of a teacher's life of practice in order to identify the obstacles to and the opportunities of the Becoming of the teacher and the student(s) in the educational encounter. (shrink)

Sometimes beliefs that are shared are treated as if they are knowledge in spite of a lack of evidence or even in the face of evidence to the contrary. Beliefs informed by prejudices and ignorance about people with disabilities are often treated as certain and reinforced by social practices. In this paper, I distinguish between knowledge claims and beliefs that are treated as if they are true. I use Wittgenstein’s account of the connection between epistemic and other social practices in (...) On Certainty to consider how it is possible to change beliefs about disability. I draw on Naomi Scheman’s “Forms of life: Mapping the Rough Ground” to consider political applications of Wittgenstein’s thought. I use a Wittgensteinian framework to critique Peter Singer’s claims regarding the lives of disabilities in Practical Ethics. I draw attention to the ways in which unjustified beliefs about disability can inform and be reified through social practices. Likewise, changes in social practices can dislodge common ableist beliefs about disability. (shrink)

Metaethics is traditionally understood as a non-moral discipline that examines moral judgements from a standpoint outside of ethics. This orthodox understanding has recently come under pressure from anti-Archimedeans, such as Ronald Dworkin and Matthew Kramer, who proclaim that rather than assessing morality from an external perspective, metaethical theses are themselves substantive moral claims. In this paper, I scrutinise this anti-Archimedean challenge as applied to the metaethical position of expressivism. More precisely, I examine the claim that expressivists do not avoid moral (...) commitments when accounting for moral thought, but instead presuppose them; they do not look at ethics from the outside, but operate from within ethics. This paper defends the non-moral status of expressivism against anti-Archimedeanism by rejecting a new anti-Archimedean challenge which, on the basis of Hume’s Law, aims to exploit expressivist explanations of supervenience in order to show that expressivism is a substantive moral position. (shrink)

This paper argues for a conception of the natural rights of non-human animals grounded in Kant’s explanation of the foundation of human rights. The rights in question are rights that are in the first instance held against humanity collectively speaking—against our species conceived as an organized body capable of collective action. The argument proceeds by first developing a similar case for the right of every human individual who is in need of aid to get it, and then showing why the (...) situation of animals is similar. I first review some of the reasons why people are resistant to the idea that animals might have rights. I then explain Kant’s conception of natural rights. I challenge the idea that duties of aid and duties of kindness to animals fit the traditional category of “imperfect duties” and argue that they are instead cases of “imperfect right.” I explain how you can hold a right against a group, and why it is legitimate to conceive of humanity as such a group. I then argue that Kant’s account of the foundation of property rights is grounded in a conception of the common possession of the Earth that grounds a right to aid and the rights of animals to be treated in ways that are consistent with their good. Finally, I return to the objections to the idea that animals have rights and offer some responses to them. (shrink)

This essay seeks to understand the complex response to the current Black Lives Matter protests against police violence, which pose deeper questions about the forms of politics that black citizens—who are experiencing a defining moment of racial terror in the United States in the twenty-first century—can and should pursue. When other citizens and state institutions betray a lack of care and concern for black suffering, which in turn makes it impossible for those wrongs to be redressed, is it fair to (...) ask blacks to enact “appropriate” democratic politics? These questions are explored via a reading of Danielle Allen and Ralph Ellison’s meditations on the problem of democratic loss and Hannah Arendt’s critique of school desegregation battles in the 1960s. I suggest that there is a conceptual trap in romantic historical narratives of black activism that recast peaceful acquiescence to loss as a form of democratic exemplarity. (shrink)