The following article reconstructs the philosophy of education implicit in Paul Ricœur’s late writings —above all, his “Autonomy and Vulnerability”— to address the current crisis in the humanities. In keeping with Kant and the Bildung tradition, Ricœur reminds us that education aims, above all, at self-formation. In particular, a “pedagogy of responsibility” serves as a bridge between vulnerability and “autonomy”: shorthand in Ricœur’s thought for character, intellectual independence, and moral maturity. Unlike orthodox Kantians, however, Ricœur highlights the indispensable role symbolic (...) representation plays in the cultivation of autonomy, mutual recognition, and three related modes of identity: narrative identity, personal identity, and moral identity. Moreover, we learn this art of identity-formation from sustained study in the humanities (literature, philosophy, history, etc.). (shrink)

Ethicists and activists have joined forces in recent years to address the problem of “epistemic injustice,” the unjust treatment of people as knowers and, by extension, as communicators. After highlighting the difficulties that come with applying their work to the hard case of the incarcerated individual, I turn from the ambiguities of justice to Christian views of mercy. In doing so, I aim to show the contributions religious ethics makes to discussions of epistemic responsibility and vice versa. More concretely, I (...) also aim to show that if and when disbelief is justified—even deserved—incarcerated individuals can and often should receive what I’m calling “epistemic mercy,” a view that revives longstanding debates about mercy and moral obligation. (shrink)

"An impressively thorough treatment of the themes of sincerity and authenticity in Kant, Kierkegaard, and Levinas. Pickett's unpretentious and elegant style enable him to lay out complex ideas in an accessible way." -Carl S. Hughes, Texas Lutheran University, author of Kierkegaard and the Staging of Desire: Rhetoric and Performance in a Theology of Eros.