The paper frames the issue of intergenerational justice by addressing an historical source and a theoretical difficulty. In relation to the historical point of view, the paper offers a preliminary re-reading of the Universal Declaration of Human Rights aimed at revealing the intergenerational commitment that lies behind it (§1). In addressing the second point, it presents the issue of intergenerational justice from a phenomenological perspective (§2). In developing such a perspective, the paper articulates a comprehensive ethical question that is constitutively (...) related to any possible shaping of an intergenerational justice theory (§3). In turn, the explanation of that question presents the opportunity to propose a theory of motivation for the elaboration and implementation of policies explicitly aimed at fulfilling the intergenerational need, beyond any skepticism arising from pragmatic objections. Finally, the paper proposes to address this need by presenting a model of obligation ranking in which the flexibility and strength of the normative bond for the present generation and future ones are considered (§4). (shrink)

Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our lives. An alternative conception of autonomy is (...) presented that accords a substantial role to rejection and choice within an autonomous life without falling preq, to the charge of alienation. Some divergent implications of the two rival conceptions of autonomy for an understanding of liberal education are examined. Finally, the question of the value of autonomy from a social perspective is briefly discussed. (shrink)

Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our lives. An alternative conception of autonomy is (...) presented that accords a substantial role to rejection and choice within an autonomous life without falling preq, to the charge of alienation. Some divergent implications of the two rival conceptions of autonomy for an understanding of liberal education are examined. Finally, the question of the value of autonomy from a social perspective is briefly discussed. (shrink)