Population policy has taken two divergent trajectories. In the developing part of the world, controlling population growth has been a major tune of the debate more than a half-century ago. In the more developed part of the world, an inverse pattern results in the discussion over the facilitation of population growth. The ethical debates on population policy have primarily focused on the former and ignored the latter. This paper proposes a more comprehensive account that justifies states’ population policy interventions. We (...) first consider the reasons that support pro-natalist policies to enhance fertility rates and argue that these policies are ethically problematic. We then establish an ethics of population policy grounded on account of self-sustaining the body politic, which consists of four criteria: survival, replacement, accountability, and solidarity. We discuss the implications of this account regarding birth-control and pro-natalist policies, as well as non-procreative policies such as immigration, adoption, and unintended baby-saving strategies. (shrink)

This paper gives a new interpretation of the central section of Plato's Symposium (199d-212a). According to this interpretation, the term "καλóν", as used by Plato here, stands for what many contemporary philosophers call "intrinsic value"; and "love" (ἔρως) is in effect rational motivation , which for Plato consists in the desire to "possess" intrinsically valuable things - that is, according to Plato, to be happy - for as long as possible. An explanation is given of why Plato believes that "possessing" (...) intrinsically valuable things, at least for mortals like us, consists in actively creating instantiations of the intrinsic values, both in oneself and in the external world, and in knowing and loving these intrinsic values and their instantiations. Finally, it is argued that this interpretation reveals that Plato's "eudaemonism" is a different and more defensible doctrine than many commentators believe. (shrink)

This paper defends an account of how erotic love works to develop virtue. It is argued that love drives moral development by holding the creation of virtue in the individual as the emotion’s intentional object. After analyzing the distinction between passive and active accounts of the object of love, this paper demonstrates that a Platonic virtue-ethical understanding of erotic love—far from being consumed with ascetic contemplation—offers a positive treatment of emotion’s role in the attainment and social practice of virtue.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.1 (2004) 84-88 [Access article in PDF] Response to Yiannis Miralis, "Manos Hadjidakis: The Story of an Anarchic Youth and a 'Magnus Eroticus'" Jason Helfer University of Illinois There are two issues that struck me as essential from my consideration of Miralis'paper and the ideas of Manos Hadjidakis: Eros as a pedagogical idea and learner interactions in the music classroom. These ideas developed from (...) my interpretation of this paper, from my experiences in teacher training, and teaching in the public schools. I will examine each in turn, after a brief recapitulation of Hadjidakis' ideology.Hadjidakis' ideas were shaped through reaction against much of the work that took place within traditional musical conservatories and the larger Greek culture. They were also shaped by "his close friendships and collaborations with other poets, composers, and artists." Hadjidakis articulated his reactionary ideas not only through sound (that is, composition and performances), but also through the larger media. The cultural content of the broadcasting services in Greece leaves much to be desired although, as head of the radio Third Programme... Manos Hadjidakis brought a breath of fresh air to the stuffy studios of the broadcasting [End Page 84] organizations with talks, readings, discussion programmes-and the highly original daily program This is Lilliput.1The intended result of this work clarifies one of Hadjidakis' fundamental assumptions: one should be led to a deeper understanding of the self and others, beauty and goodness through engagement and perpetual reflection within the arts. Miralis asserts that the idea of reflection and the resultant self-knowledge and growth are qualities to which a good educator should aspire. Central to this claim is the idea of Eros.2Eros can be problematic if narrowly defined. "The name Eros has been wrongly restricted in common speech to what is really only one form of this universal desire. Just as the word "making" really means creation of any kind but has been misappropriated to one species... so the name of Eros is misappropriated to one species of passion, but really means 'any and every desire for good things and happiness.'"3 My understanding of Hadjidakis' idea of Eros is best articulated in the exchange between Socrates and Diotima in Plato's Symposium.4 Plato's idea of Eros is that the individual moves through a series of stages with the help of another until one has a "complete" and "clear" understanding of the good or beautiful.5 He makes a distinction between the good and the beautiful when Diotima asks Socrates to substitute the word "good" for the word "beautiful."6 This is not merely a change in semantic. Rather, it is a necessary transformation insofar as it emphasizes that a good thing may not be physically beautiful, but still considered good (such as the historical Socrates). The transcendence of the beautiful leading toward the "pure" good is an essential step in obtaining the Platonic understanding of Eros. "The state of mind of the philosopher who has attained knowledge of the good or of beauty is a desire to make beauty or goodness present wherever possible to a higher degree, it is not a desire to just to look at goodness or beauty. It is rather a desire to take anything that is partially good or partially beautiful and to make it more good or more beautiful."7 For Hadjidakis, the necessary quest for goodness and beauty was evident in the creation, combining, and sharing of poetry and music. This idea was not only apparent in his musical creations, but also in his work in the socio/political arena.Further, the Symposium begins as a series of speeches on the subject of love, but "Plato makes the word eros bear a burden far in excess of anything it had ever been made to bear; and the 'love' which he goes on to portray strains the language of eros almost out of recognition."8 However, love is not forgotten; rather "'Love'... is to mean not only the whole complex of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.1 (2004) 84-88 [Access article in PDF] Response to Yiannis Miralis, "Manos Hadjidakis: The Story of an Anarchic Youth and a 'Magnus Eroticus'" Jason Helfer University of Illinois There are two issues that struck me as essential from my consideration of Miralis'paper and the ideas of Manos Hadjidakis: Eros as a pedagogical idea and learner interactions in the music classroom. These ideas developed from (...) my interpretation of this paper, from my experiences in teacher training, and teaching in the public schools. I will examine each in turn, after a brief recapitulation of Hadjidakis' ideology.Hadjidakis' ideas were shaped through reaction against much of the work that took place within traditional musical conservatories and the larger Greek culture. They were also shaped by "his close friendships and collaborations with other poets, composers, and artists." Hadjidakis articulated his reactionary ideas not only through sound (that is, composition and performances), but also through the larger media. The cultural content of the broadcasting services in Greece leaves much to be desired although, as head of the radio Third Programme... Manos Hadjidakis brought a breath of fresh air to the stuffy studios of the broadcasting [End Page 84] organizations with talks, readings, discussion programmes-and the highly original daily program This is Lilliput.1The intended result of this work clarifies one of Hadjidakis' fundamental assumptions: one should be led to a deeper understanding of the self and others, beauty and goodness through engagement and perpetual reflection within the arts. Miralis asserts that the idea of reflection and the resultant self-knowledge and growth are qualities to which a good educator should aspire. Central to this claim is the idea of Eros.2Eros can be problematic if narrowly defined. "The name Eros has been wrongly restricted in common speech to what is really only one form of this universal desire. Just as the word "making" really means creation of any kind but has been misappropriated to one species... so the name of Eros is misappropriated to one species of passion, but really means 'any and every desire for good things and happiness.'"3 My understanding of Hadjidakis' idea of Eros is best articulated in the exchange between Socrates and Diotima in Plato's Symposium.4 Plato's idea of Eros is that the individual moves through a series of stages with the help of another until one has a "complete" and "clear" understanding of the good or beautiful.5 He makes a distinction between the good and the beautiful when Diotima asks Socrates to substitute the word "good" for the word "beautiful."6 This is not merely a change in semantic. Rather, it is a necessary transformation insofar as it emphasizes that a good thing may not be physically beautiful, but still considered good (such as the historical Socrates). The transcendence of the beautiful leading toward the "pure" good is an essential step in obtaining the Platonic understanding of Eros. "The state of mind of the philosopher who has attained knowledge of the good or of beauty is a desire to make beauty or goodness present wherever possible to a higher degree, it is not a desire to just to look at goodness or beauty. It is rather a desire to take anything that is partially good or partially beautiful and to make it more good or more beautiful."7 For Hadjidakis, the necessary quest for goodness and beauty was evident in the creation, combining, and sharing of poetry and music. This idea was not only apparent in his musical creations, but also in his work in the socio/political arena.Further, the Symposium begins as a series of speeches on the subject of love, but "Plato makes the word eros bear a burden far in excess of anything it had ever been made to bear; and the 'love' which he goes on to portray strains the language of eros almost out of recognition."8 However, love is not forgotten; rather "'Love'... is to mean not only the whole complex of... (shrink)

There has been a recent surge of interest in ancient accounts of free will. It is surprising, then, that there have been virtually no attempts to discuss whether Plato had such an account. Those who have made an attempt quickly deny that such an account is present in the dialogues. I shall argue that if we draw a distinction between two notions of free will, it is plausible that some account of free will is, in fact, present in the dialogues, (...) the Republic in particular. This is the first in depth search into the question and I demonstrate that the defender of a Platonic free will thesis has more resources than she first appears to. It also has the benefit of giving us an obvious source material for Augustine's discussion. (shrink)

A crux of Plato’s Symposium is how beauty relates to the good. Diotima distinguishes beauty from the good, I show, to explain how erotic pursuits are characteristically ambivalent and opaque. Human beings pursue beauty without knowing why or thinking it good; yet they are rational, if aiming at happiness. Central to this reconstruction is a passage widely taken to show that beauty either coincides with the good or demands disinterested admiration. It shows rather that what one loves as beautiful does (...) not appear good, a proposal with ramifications for ethical psychology. (shrink)

Porphyry's Life of Plotinus is the earliest extant memoir of a philosopher by his pupil. Historians of philosophy have embraced it as a key to the intellectual development of Plotinus, while historians of the third century have found it an invaluable supplement to the fragmentary records of this era. Yet few have cared to read it as an original work of literature, or even as the mature work of a scholar and philosopher who for centuries eclipsed his master in influence, (...) if not in reputation. In consequence, attention has not been paid to certain striking peculiarities in Porphyry's selection and arrangement of materials, which, if studied, will shed light on the form and purpose of the whole biography. This article is devoted to a strange chapter which, as in any ancient writing, we should expect to be the most instructive because it is the first. (shrink)

Porphyry'sLife of Plotinusis the earliest extant memoir of a philosopher by his pupil. Historians of philosophy have embraced it as a key to the intellectual development of Plotinus, while historians of the third century have found it an invaluable supplement to the fragmentary records of this era. Yet few have cared to read it as an original work of literature, or even as the mature work of a scholar and philosopher who for centuries eclipsed his master in influence, if not (...) in reputation. In consequence, attention has not been paid to certain striking peculiarities in Porphyry's selection and arrangement of materials, which, if studied, will shed light on the form and purpose of the whole biography. This article is devoted to a strange chapter which, as in any ancient writing, we should expect to be the most instructive because it is the first. (shrink)