Among the novel objects that attracted my attention during my stay in the United States, nothing struck me more forcibly than the general equality of condition among the people. (de Tocqueville 1990, 7)There are significant inequalities in the lives of America's children, including inequalities in the education that these children receive. These educational inequalities include not only disparities in funding per pupil but also in class size, teacher qualification, and resources such as books, labs, libraries, computers, and curriculum, as well (...) as the physical condition of the school and the safety of students within it. While not all schools attended by poor children are bad schools, and not all schools attended by well-off children are good schools, there are clear patterns. Poor children are more likely to attend crowded and poorly equipped schools with less qualified teachers than the children of more affluent families. They are less likely to have computers, books, and advanced placement academic courses. (Satz 2007, 623). (shrink)

A philosopher who asks “Why be moral?” is asking a theoretical question about the force of moral reasons or about the normative status of morality. Two questions need to be distinguished. First, assuming that there is a morally preferred way to live or to be, is there any (further) reason to be this way or to act this way? Second, if moral considerations are a source of reasons, why is this, and what is the significance of these reasons? This question (...) asks for a ‘grounding’ of morality. The paper mainly addresses the second of these questions. After briefly discussing H.A. Prichard's views, I I consider attempts to answer the question by ‘reducing’ morality to practical reason and I consider T.M. Scanlon’s approach. I conclude by offering my own account. (shrink)