A critical discussion of R S Peters' account of emotions and their place in education.

The paper seeks to contribute to the transitional justice literature by overcoming the Democracy v. Justice debate. This debate is normatively implausible and prudentially self-defeating. Normatively, transitional justice will be conceptualised as an imperative of democratic equal concern. Prudentially, it can prevent further violence and provide an opportunity for initiating processes of democratic emotional socialisation. The resentment and indignation animating transitions should be acknowledged as markers of a sense of justice. As such, they can help the reproduction of democracy. However, (...) their public expression must be institutionally filtered through democratic norms. The consistent institutional instantiation of equal respect can educate and recuperate negative emotions for democracy. (shrink)

This paper challenges an orthodoxy in recent philosophical discussions of grief, namely, that grief is essentially tied to the thought that a person of significance to oneself has died. As first‐person reports make clear, one can find oneself cut off from the significant other not simply in body but also in thought. This is not, moreover, an isolated difficulty but one that may have repercussions for one's capacity to form an outlook on the social world, the natural world, and the (...) world viewed from one's own scheme of ends. Taking C. S. Lewis's diary of grief as a guide, I argue that our capacity to think of our significant others depends, surprisingly enough, on our capacity to acknowledge their independence from us even in death. (shrink)