Although virtual reality, video entertainment, and computer games are dependent on the three-dimensional reproduction of sound, it remains unclear whether 3D-audio formats actually intensify the emotional listening experience. There is currently no valid inventory for the objective measurement of immersive listening experiences resulting from audio playback formats with increasing degrees of immersion. The development of the Immersive Music Experience Inventory could close this gap. An initial item list was derived from studies in virtual reality and spatial audio, supplemented by researcher-developed (...) items and items extracted from historical descriptions. Psychometric evaluation was conducted by an online study. The N = 222 Participants were recruited via mailing lists and via a panel provider. Based on controlled headphone playback, participants listened to four songs/pieces, each in the three formats of mono, stereo, and binaural 3D audio. The latent construct “immersive listening experience” was determined by probabilistic test theory and by means of the many-facet Rasch measurement. As a result, the specified MFRM model showed good model fit. The final one-dimensional inventory consists of 10 items and will be made available in English and German. (shrink)

Arthur Schopenhauer studierte von 1809 bis 1811 in Göttingen und besuchte vor allem historische und naturgeschichtliche Lehrveranstaltungen. Einer seiner wichtigsten Lehrer war dabei Johann Friedrich Blumenbach, der damals berühmteste Göttinger Naturforscher. Schopenhauer setzte die in Göttingen begonnenen naturwissenschaftlichen Studien auch nach der Entscheidung für eine Laufbahn als Philosoph und dem Wechsel an die neugegründete Universität in Berlin fort. Sein Interesse und seine Kenntnisse auf dem Gebiet der Naturwissenschaften und insbesondere der Physiologie sind ein wichtiger Schlüssel zum Verständnis seiner Philosophie. (...) Schopenhauers Mitschriften von Blumenbachs Vorlesungen zur Naturgeschichte, Mineralogie, Anatomie und Physiologie dokumentieren aber nicht nur Blumenbachs Einfluss auf die intellektuelle Entwicklung des Philosophen. Sie sind zugleich eine wertvolle und anschauliche Quelle für die Tätigkeit Blumenbachs als Hochschullehrer. Mit seinen äußerst populären Vorlesungen prägte er mehrere Generationen von Studenten und hatte entscheidenden Anteil daran, den modernen Naturwissenschaften einen Platz im Geistesleben des 19. Jahrhunderts zu verschaffen. (shrink)

Im philosophisch-theologischen Werk Schleiermachers nehmen die Arbeiten zu ethischen Fragen einen bedeutsamen Platz ein - gleichwohl ist zu seinen Lebzeiten nie ein systematischer Gesamtentwurf zur Ethik im Druck erschienen. Schleiermachers Ethik ist in ihrer Systematik daher erst durch die Veröffentlichung der Manuskripte aus dem Nachlaß bekannt geworden.Das 'Brouillon zur Ethik' von 1805/06 wurde im Zusammenhang mit den Hallenser Vorlesungen zur Sittenlehre verfaßt. Es macht den besonderen Reiz dieses frühen Entwurfs aus, daß er einerseits das Werden der Gedanken noch erkennen (...) läßt, andererseits aber Schleiermachers Konzeption der Ethik als philosophische Grundwissenschaft bereits in allen wesentlichen Zügen vor Augen tritt. (shrink)

Von der Zweiten Unzeitgemäßen Betrachtung:"Vom Nutzen und Nachtheil der Historie für das Leben" gehen noch immer Impulse für fundamentale Fragen der Gegenwart und Zukunft aus, wie sich am unverminderten Interesse von Philosophen, Kulturwissenschaftlern und Medientheoretikern an der frühen Schrift Nietzsches zeigt. Sie ist Anlass, über Perspektiven historischer Forschung aus der Perspektive des 21. Jahrhunderts nachzudenken und das spannungsreiche Feld medialer Inszenierungen von Geschichte aufzufächern, um Möglichkeiten der Konstruktion kollektiver Erinnerung und kultureller Gedächtnisräume auszuloten. Nietzsches Vorstellung vom Unhistorischen und Überhistorischen geben (...) die Folie, vor der sich moderne Diskurse über die Bandbreite geschichtlicher Gewissheiten profilieren und/oder tiefgehende Irritationen analysiert werden, die als Folgen gestörter Schnittmengen zwischen Historie und Medien längst Platz gegriffen haben. Dementsprechend konzentriert sich der Band auf Themen, denen es um diese Schnittmengen geht. Dabei werden die Begriffe ‚Geschichte’ und ‚Medien’ weit gefasst: von der Herkunft zur Zukunft, von der Kontinuität/ Diskontinuität zum Archäologischen, vom Medium Schrift zu den Medien Körper und Traum. Weiter gelesen mit der Optik der Psycho-Physiologie, der späten Affektenlehre Nietzsches, öffnet sich das Thema der psycho-kulturellen Fundierung philosophie-kritisch verstandener Geschichte. (shrink)

What is a just distribution of economic benefits and burdens? Principles of distributive justice help us answer this and related questions about how we should design the economic system. Principles of distributive justice guide our perception and judgment by telling us what facts to care about and when and why these facts reveal justice or injustice in the distribution of some good or burden. Thus, these principles bridge the gap between basic normative categories of right and wrong and facts about (...) our social world, guiding our attempts to build more just societies. This chapter presents and discusses the main principles of distributive justice—the principles of equality, sufficiency, liberty, utility, priority, merit, and equality of opportunity. (shrink)

A work of Nietzsche's later years, The Antichrist was written after Thus Spoke Zarathustra and shortly before the mental collapse that incapacitated him for the rest of his life. The work is both an unrestrained attack on Christianity and a further exposition of Nietzsche's will-to-power philosophy so dramatically presented in Zarathustra. Christianity, says Nietzsche, represents "everything weak, low, and botched; it has made an ideal out of antagonism towards all the self-preservative instincts of strong life." By contrast, Nietzsche defines good (...) as: "All that enhances the feeling of power, the Will to Power, and power itself in man. What is bad?-All that proceeds from weakness. What is happiness?-The feeling that power is increasing,-that resistance has been overcome." In attempting to redefine the basis of Western values by demolishing the formative influence of the Judeo-Christian tradition, The Antichrist has proved to be highly controversial and continuously stimulating to later generations of philosophers. (shrink)

Nietzsche called The Gay Science "the most personal of all my books." It was here that he first proclaimed the death of God -- to which a large part of the book is devoted -- and his doctrine of the eternal recurrence. Walter Kaufmann's commentary, with its many quotations from previously untranslated letters, brings to life Nietzsche as a human being and illuminates his philosophy. The book contains some of Nietzsche's most sustained discussions of art and morality, knowledge and truth, (...) the intellectual conscience and the origin of logic. Most of the book was written just before Thus Spoke Zarathustra, the last part five years later, after Beyond Good and Evil. We encounter Zarathustra in these pages as well as many of Nietzsche's most interesting philosophical ideas and the largest collection of his own poetry that he himself ever published. Walter Kaufmann's English versions of Nietzsche represent one of the major translation enterprises of our time. He is the first philosopher to have translated Nietzsche's major works, and never before has a single translator given us so much of Nietzsche. (shrink)

In this essay I discuss a powerful challenge to high-liberalism: the challenge presented by neoclassical liberals that the high-liberal assumptions and values imply that the full range of economic liberties are basic rights. If the claim is true, then the high-liberal road from ideals of democracy and democratic citizenship to left-liberal institutions is blocked. Indeed, in that case the high-liberal is committed to an institutional scheme more along the lines of laissez-faire capitalism than property-owning democracy. To present and discuss this (...) challenge, I let John Rawls represent the high-liberal argument that only a narrow range of economic liberties are basic rights and John Tomasi represent the neoclassical liberal argument that the full range of economic liberties are basic rights. I show that Rawls’s argument is inadequate, but also that Tomasi’s argument fails. I thus conclude that high-liberalism is in a precarious situation, but is not yet undone by the neoclassical liberal challenge. (shrink)

Published posthumously in 1908, Ecce Homo was written in 1888 and completed just a few weeks before Nietzsche’s complete mental collapse. Its outrageously egotistical review of the philosopher’s life and works—featuring chapters called Why I Am So Wise and Why I Write Such Good Books—are redeemed from mere arrogance by masterful language and ever-relevant ideas. In addition to settling scores with his many personal and philosophical enemies, Nietzsche emphasizes the importance of questioning traditional morality, establishing autonomy, and making a commitment (...) to creativity. Essential reading for students of philosophy, this unique memoir is crucial to an understanding of Nietzsche’s other works. (shrink)

Divided into three essays, this title offers an investigation into the origins of our moral values, or as the author calls them 'moral prejudices'. It addresses the concept of guilt and its role in the development of civilization and religion. It also considers suffering and its role in human existence.

Some meritocratic defenders of capitalism rely on the principle that cooperators should receive a share of the product commensurate with their contribution. However, such defences of capitalism fail due to a dilemma. Either they rely on an understanding of contribution that arguably will be reflected by the capital-labour split in suitably idealized capitalist economies, but cannot serve as a plausible standard of merit; or they rely on an interpretation of contribution that is a plausible standard of merit, but which won’t (...) tend to be reflected by the capital-labour split in capitalist economies. (shrink)

In this essay I discuss a powerful challenge to high-liberalism: the challenge presented by neoclassical liberals that the high-liberal assumptions and values imply that the full range of economic liberties are basic rights. If the claim is true, then the high-liberal road from ideals of democracy and democratic citizenship to left-liberal institutions is blocked. Indeed, in that case the high-liberal is committed to an institutional scheme more along the lines of laissez-faire capitalism than property-owning democracy. To present and discuss this (...) challenge, I let John Rawls represent the high-liberal argument that only a narrow range of economic liberties are basic rights and John Tomasi represent the neoclassical liberal argument that the full range of economic liberties are basic rights. I show that Rawls’s argument is inadequate, but also that Tomasi’s argument fails. I thus conclude that high-liberalism is in a precarious situation, but is not yet undone by the neoclassical liberal challenge. (shrink)

“Supposing that truth is a women-what then?” This is the very first sentence in Nietzsche’s Beyond Good and Evil . Not very often are philosophers so disarmingly explicit in their intention to discomfort the reader. In fact, one might say that the natural state of Nietzsche’s reader is one of perplexity. Yet it is in the process of overcoming the perplexity that one realizes how rewarding to have one’s ideas challenged. In Beyond Good and Evil, Nietzsche critiques the mediocre in (...) modernity and challenges the reader to accept their state of becoming and accept improvisation and creativity of the process. Nietzsche’s book is carefully designed to disorient the reader, to systematically provoke and tease her to the point of stealing away her certainties. It is challenging yet rewarding to overcome the perplexities of Nietzsche’s teachings. (shrink)

This abridged and revised edition of the original book (Springer-Verlag Vienna, 2001) offers the only comprehensive history and documentation of the Vienna Circle based on new sources with an innovative historiographical approach to the study of science. With reference to previously unpublished archival material and more recent literature, it refutes a number of widespread clichés about "neo-positivism" or "logical positivism". Following some insights on the relation between the history of science and the philosophy of science, the book offers an accessible (...) introduction to the complex subject of "the rise of scientific philosophy" in its socio-cultural background and European philosophical networks till the forced migration in the Anglo-Saxon world. The first part of the book focuses on the origins of Logical Empiricism before World War I and the development of the Vienna Circle in "Red Vienna" (with the "Verein Ernst Mach"), its fate during Austro-Fascism (Schlick's murder 1936) and its final expulsion by National-Socialism beginning with the "Anschluss" in 1938. It analyses the dynamics of the Schlick-Circle in the intellectual context of "late enlightenment" including the minutes of the meetings from 1930 on for the first time published and presents an extensive description of the meetings and international Unity of Science conferences between 1929 and 1941. The chapters introduce the leading philosophers of the Schlick Circle (e.g., Hans Hahn, Otto Neurath, Rudolf Carnap, Philipp Frank, Felix Kaufmann, Edgar Zilsel) and describe the conflicting interaction between Moritz Schlick and Otto Neurath, the long term communication between Moritz Schlick, Friedrich Waismann and Ludwig Wittgenstein, as well as between the Vienna Circle with Heinrich Gomperz and Karl Popper. In addition, Karl Menger's "Mathematical Colloquium" with Kurt Gödel is presented as a parallel movement. The final chapter of this section describes the demise of the Vienna Circle and the forced exodus of scientists and intellectuals from Austria.The second part of the book includes a bio-bibliographical documentation of the Vienna Circle members and for the first time of the assassination of Moritz Schlick in 1936, followed by an appendix comprising an extensive list of sources and literature. (shrink)

One hundred years after his death, Friedrich Nietzsche remains the most influential philosopher of the modern era. Basic Writings of Nietzsche gathers the complete texts of five of Nietzsche's most important works, from his first book to his last: The Birth of Tragedy; Beyond Good and Evil; On the Genealogy of Morals; The Case of Wagner; and Ecce Homo. Edited and translated by the great Nietzsche scholar Walter Kaufmann, this volume provides a definitive guide to the full range of (...) Nietzsche's thought. Included also are seventy-five aphorisms, selections from Nietzsche's correspondence, and variants from drafts for Ecce Homo. (shrink)

The legend of Robin Hood exemplifies a distinct concern of justice neglected by theorists: the distributive results of systemic injustices. Robin Hood’s redistributive activities are justified by the principle that the distributive results of systemic injustices are unjust and should be corrected. This principle has relevance beyond the legend: since current inequalities in the US are results of systemic injustices, the US has good reason to take from the rich and give to the poor.

Throughout his career, Friedrich Wilhelm Nietzsche explored the concept of the will to power, interpreting it variously as a psychological, biological, and metaphysical principle. This posthumously produced volume, drawn from his unpublished notebooks, collects the nineteenth-century philosopher's thoughts on the force that drives humans toward achievement, dominance, and creative activity. Misunderstandings of Nietzsche's previous works compelled the author to attempt to express his doctrines in a more unequivocal form. These writings elucidate the principle that he held to be the (...) essential factor of all existence — the drive and energy to develop independently according to one's nature, rather than being dominated by outside forces. A work that both illuminates and extends our understanding of Nietzsche's earlier books, this volume offers reflections on art, morality, Christianity, nihilism, and other topics that provide absorbing glimpses into the mind of one of philosophy's great thinkers. (shrink)

Is capitalism compatible with democratic equality? Rawls’s critique of welfare-state capitalism implies a negative answer. I argue that Rawls’s critique fails and that welfare-state capitalism can satisfy the demands of democratic equality. I articulate a social democratic interpretation of the ideal of democratic equality and show that it justifies welfare-state capitalism. This argument also implies that welfare-state capitalism can satisfy the demands of democratic equality as interpreted by Rawls’s justice as fairness. So, whether we accept Rawls’s interpretation of democratic equality (...) or the social democratic alternative, welfare-state capitalism can satisfy the demands of democratic equality. (shrink)

”It is often assumed that knowledge claims must be justified. But what kind of justification is required for knowledge ? . . . ” (*) -/- presupposition: the kind of epistemic justification depends on the type of the knowledge claim and its respective knowledge claim tradeoff ’vague vs. precise’. -/- procedere: in two - almost purely logical - case studies I account for this tradeoff and question in each case what (if any) were its general outcome wrt justification -/- first (...) for basic measurement statements of the form ′′ϕ(x) = r ∈ IR ± δ′′ (wrt ”measurement accuracy realism” debate) -/- and secondly predication statements of the form ′′x is ( a case of )P′′ (wrt ”epistemic vagueness” debate). (shrink)

My goal in this paper is, to tentatively sketch and try defend some observations regarding the ontological dignity of object references, as they may be used from within in a formalized language. -/- Hence I try to explore, what properties objects are presupposed to have, in order to enter the universe of discourse of an interpreted formalized language. -/- First I review Frege′s analysis of the logical structure of truth value definite sentences of scientific colloquial language, to draw suggestions from (...) his saturated vs. unsaturated sentence components paradigm. -/- Next try investigate, in how far reference to non pure math objects might allow for a role as argument of a truth value function. Object kinds to be considered are: common sense objects, technical objects, humanities object kinds (social, psychical, ...), objects of art, ... , be they abstract, concrete, or in this respect mixed objects. -/- Then have a comment on the just referenced label abstract objects. -/- Next try to get an idea wrt the ontological significance of the fact, that pure math objects and functions in some important classical cases can be uniquely defined by means of categorical theories. Here, in the course of my argument, I have a little corollary wrt the standard model of first order Peano arithmetic, reducing the epistemological significance of the existence of the non standard models. -/- Next, wrt a special concept of a formalized empirical theory, I care for whether the impure math objects and mixed objects described here, and complying best with truth value function mapping, are also reliable candidates for the ontological commitment of such theories: and discuss an alternative, which reduces the ontological significance of the universe of discourse of the theories intended models. -/- In the end I sum up what is - from my point of view - the status quo, according to my respective findings. (shrink)

What is the nature and what is the role of trust between teacher and student in academic education at school? Providing a philosophically informed answer to these questions is the aim of this paper. In its first part, I present a relationship account of trust based on two fundamental assumptions: first, trust between teacher and student is essentially about them being in a trust relationship, and second, the reasons for trust are relationship dependent. The second part explores the role of (...) trust by looking at two aspects of academic education at school: the student's acquisition of knowledge from the teacher's testimony and the student's development of epistemic confidence, the latter being a key constituent of competent epistemic agency. Drawing on findings from developmental psychology, I explain how trust is involved in successful academic education at school. My aim is to provide a detailed conception of trust in the teacher–student relationship, as well as a conclusive argument for the importance and the value of trust in academic education at school. (shrink)

This English translation—the first since 1909—restores Human, All Too Human to its proper central position in the Nietzsche canon. First published in 1878, the book marks the philosophical coming of age of Friedrich Nietzsche. In it he rejects the romanticism of his early work, influenced by Wagner and Schopenhauer, and looks to enlightened reason and science. The "Free Spirit" enters, untrammeled by all accepted conventions, a precursor of Zarathustra. The result is 638 stunning aphorisms about everything under and above (...) the sun. (shrink)

I articulate and defend a Rousseauvian theory of alienation and argue that thus construed non-alienation is a requirement of justice. On the Rousseauvian account, alienation is a process whereby social and economic conditions produce a particular sort of moral-psychological failure. Alienation is undesirable in itself, but it also makes the alienated person miserable, wicked, and unfree. Since our social and economic conditions are chosen, we should choose those that do not have these undesirable consequences.

Driven by a sharp increase in claims for reparations, reparative justice has become a topic of academic debate. To some extent this debate has been marred by a failure to realize the complexity of reparative justice. In this essay we try to amend this shortcoming. We do this by developing a taxonomy of different kinds of wrongs that can underwrite claims to reparations. We identify four kinds of wrongs: entitlement violations, unjust exclusions from an otherwise acceptable system of entitlements, and (...) two kinds where a social practice systematically fails to embody an acceptable system of entitlements. In deliberation about what is required to repair a historical injustice the weight of backward- and forward-looking considerations is a function of the distinctive features of the injustice in question. Hence, the first step in adjudicating claims for reparation is to identify what kind of wrong the claim arises from. From the taxonomy of wrongs we are thus able to construct what we call the Field of Reparative Justice, which illustrates how the structure of deliberation for reparative justice tracks the distinctive features of different kinds of wrongs. (shrink)

The central idea of Rawls’s theory of justice is the idea of democratic society as a fair system of cooperation between free and equal citizens. The moral powers of democratic citizens are the capacities presupposed by this idea. Rawls identifies two such powers, the capacity for a conception of the good and the capacity for a sense of justice. I argue that the idea of democratic citizenship presupposes also a third moral power: the capacity for working. Since the basic rights (...) are the rights necessary for the development and exercise of the moral powers of citizenship; and since the capacity for working is such a moral power; and since access to work, education, and healthcare are necessary for the development and exercise of the capacity for working; access to work, education, and healthcare are basic rights. (shrink)

Nietzsche wrote The Gay Science, which he later described as 'perhaps my most personal book', when he was at the height of his intellectual powers, and the reader will find in it an extensive and sophisticated treatment of the philosophical themes and views which were most central to Nietzsche's own thought and which have been most influential on later thinkers. These include the death of God, the problem of nihilism, the role of truth, falsity and the will-to-truth in human life, (...) the doctrine of the eternal recurrence, and the question of the proper attitude to adopt toward human suffering and toward human achievement. This volume presents the work in a new translation by Josefine Nauckhoff, with an introduction by Bernard Williams that elucidates the work's main themes and discusses their continuing philosophical importance. (shrink)

The Birth of Tragedy is one of the seminal philosophical works of the modern period. Nietzsche's discussion of the nature of culture, of the conditions under which it can flourish and of those under which it will decline, his analysis of the sources of discontent with the modern world, his criticism of rationalism and of traditional morality, his aesthetic theories and his conception of the 'Dionysiac' have had a profound influence on the philosophy, literature, music, and politics of the twentieth (...) century. This edition presents a new translation by Ronald Speirs and an introduction by Raymond Geuss that sets the work in its historical and philosophical context. The volume also includes two essays on related topics that Nietzsche wrote during the same period, and that throw further light on the themes treated in the main text. (shrink)

The relationship between teacher and student is an important element of school education and as such irreplaceable: If we want schools to be good places for those who teach and learn there, we must make sure that the educational relationships between teachers and students are good, too. In research about school education, surprisingly little attention is paid to the normative dimension of the relationship between teacher and student. This lacuna points to a desideratum in the philosophy of education: More should (...) be said about the normative structure of the teacher-student relationship, its role in teaching and learning, and its final value for teacher and student. Answering these fundamental philosophical questions is the core of this book. It offers a normatively rich concept of a good teacher-student relationship that is based on the analysis of two major relationship goods: trust and care. Moreover, the book explains the instrumental value of a good educational relationship for the student’s achievement of epistemic aims of school education as well as the final value of such a relationship for teacher and student. (shrink)

Libertarians often rely on arguments that subordinate the principle of liberty to the value of its economic consequences. This invites the question of what a pure libertarian theory of justice—one that takes liberty as its overriding concern—would look like. Grotius's political theory provides a template for such a libertarianism, but it also entails uncomfortable commitments that can be avoided only by compromising the principle of liberty. According to Grotius, each person should be free to decide how to act as long (...) as her actions do not violate the equal liberty of others. According to this principle, however, people are free to enter any contract and alienate any rights, permitting even contracts of slavery or the alienation of rights of bodily integrity. Libertarians can escape this commitment to absolute freedom of contract only by adopting ad-hoc amendments to the principle of liberty. (shrink)

v. 1. The birth of tragedy; or, Hellenism and pessimism.--v. 2. Early Greek philosophy & other essays.--v. 3. On the future of our educational institutions. Homer and classical philology.--v. 4-5. Thoughts out of season.--v. 6-7. Human, all-too-human.--v. 8. The case of Wagner. Nietzsche contra Wagner. Selected aphorisms.--v. 9. The dawn of day.--v. 10. The joyful wisdom.--v. 11. Thus spake Zarathustra.--v. 12. Beyond good and evil.--v. 13. The genealogy of morals. Peoples and countries.--v. 14.-15. The will to power.--v. 16.--The twilight of (...) the idols; or, How to philosophise with the hammer. The antichrist.--v. 17. Ecce homo, Nietzsche's autobiography.--v. 18. Guppy, R. Index to Nietzsche. (shrink)

This collection of more than two hundred of Nietzsche's letters offers a representative body of correspondence on subjects of main concern to him--philosophy, history, morals, music and literature. Also included are letters of biographical interest which, in Middleton's words, mark the stresses and turnings of his life. Among the addressees are Richard Wagner, Erwin Rohde, Jacob Burkhardt, Lou Salome, his mother, and his sister Elisabeth. The annihilating split in Nietzsche's personality that has been associated with his collapse on a street (...) in Turin in 1889 is described in a moving letter from Franz Overbeck which forms the Epilogue. Index. (shrink)

In line with the tradition running from Ancients through Christian thought, Kant affirms the idea of moral freedom: that true freedom consists in moral self-determination. The idea of moral freedom raises the problem of moral freedom: if freedom is moral self-determination, it seems that the wicked are not free and therefore not responsible for their wrongdoings. In this essay I discuss Kant's solution to this problem. I argue that Kant distinguishes between four modalities of freedom as moral self-determination and that (...) the problem of moral freedom disappears when these distinctions are brought to light. (shrink)

Never one to back away from controversy, Friedrich Nietzsche assails the Christian church in Twilight of the Idols. In this classic work, he sets out to substitute the morality of the Catholic and Protestant churches with that of Dionysian morality. Twilight of the Idols furthermore lays the foundation for key arguments that Nietzsche more fully develops in later writings.

On the future of our educational institutions -- Lecture I (January 16, 1872) -- Lecture II (February 6, 1872) -- Lecture III (February 27, 1872) -- Lecture IV (March 5, 1872) -- Lecture V (March 23, 1872).

In this essay I defend a variety of political perfectionism that I call negative perfectionism. Negative perfectionism is the position that if some design of the basic structure of society promotes objectively bad human living, then this should count as a reason against it. To give this hypothetical some bite, I draw on Rousseau’s diagnosis of the maladies of his society to defend two further claims: first, that some human lives are objectively bad, and, second, that some designs of the (...) basic structure promote objectively bad human living. It follows that we have should avoid such designs of the basic structure, which means that negative political perfectionism presents true requirements of justice. (shrink)