ABSTRACT Avner de Shalit argues that political philosophy centrally involves political persuasion, defined as a process of mutual empathy that involves more than just providing rationales or normative arguments. Building upon this idea of political persuasion as mutual empathy, de Shalit thinks that to engage the public, philosophers need to examine problems from the public’s perspective, and not a perspective unique to their professional group. In this paper, I argue that de Shalit’s conception of political persuasion is overly narrow. In (...) its place, I argue for a more pluralistic approach to understanding political persuasion. (shrink)

By bringing queer ecologies to bear on the blue humanities, this essay promotes a queer hydropoetic investigation that attends to the forms, aesthetics, and politics of pools. Pools are sites of aquatic enjoyment, sport, and revelation that have long been understudied within the blue humanities. We ask whether the promises and failures of swimming in these geographies can provide a queer heuristic in which submersion, immersion, and staying afloat subtend coming out, queer eroticism, and queer of color coalitional politics. Our (...) tripartite examination engages the independent film Saved! (2004), the ecosexual documentary Water Makes Us Wet (2019), and the young adult novel and graphic novel adaptation of Gabby Rivera’s Juliet Takes a Breath (2016/2019 and 2020, respectively). Our analysis of pools, as intimate bodies of water that capture media and literature alike, reorients the blue humanities to consider closer proximities and smaller scales of water’s queer potentiality. (shrink)

Thomas Christiano argues that democracies acquire a right to rule by being the unique embodiment of publicly accessible rules. Justice requires the equal advancement of the interests of all. However, due to the need for citizens to shape a common world despite disagreement and limitations of human cognition, publicity is a necessary constraint on the pursuit of justice. Given that democracy is necessary to secure public equality, democratic authority is thus justified, as democracy is the only political arrangement that satisfies (...) both the publicity constraint and equality requirement. Christiano’s argument depends on a claim that individuals should be given the right to advance what they take to be their interests. This right is defended through two interlocking claims. First, according individuals this right advances three fundamental interests: i) correcting cognitive biases; ii) being at home in the world; and iii) equal moral standing. Second, the three fundamental interests imply that any collective decision-making procedure must be publicly accessible. Thus, any argument against the right to judge for oneself either violates the publicity requirement or the equality constraint. In this paper, I argue that Christiano’s argument faces a problem—under a two-stage plural voting system, an unequal distribution of voting rights can satisfy both the publicity requirement and the equality constraint. Thus, Christiano’s claim that public equality requires an equal distribution of the right to judge for oneself is mistaken. (shrink)

Thomas Christiano argues that democracies acquire a right to rule by being the unique embodiment of publicly accessible rules. Justice requires the equal advancement of the interests of all. However, due to the need for citizens to shape a common world despite disagreement and limitations of human cognition, publicity is a necessary constraint on the pursuit of justice. Given that democracy is necessary to secure public equality, democratic authority is thus justified, as democracy is the only political arrangement that satisfies (...) both the publicity constraint and equality requirement. Christiano’s argument depends on a claim that individuals should be given the right to advance what they take to be their interests. This right is defended through two interlocking claims. First, according individuals this right advances three fundamental interests: i) correcting cognitive biases; ii) being at home in the world; and iii) equal moral standing. Second, the three fundamental interests imply that any collective decision-making procedure must be publicly accessible. Thus, any argument against the right to judge for oneself either violates the publicity requirement or the equality constraint. In this paper, I argue that Christiano’s argument faces a problem—under a two-stage plural voting system, an unequal distribution of voting rights can satisfy both the publicity requirement and the equality constraint. Thus, Christiano’s claim that public equality requires an equal distribution of the right to judge for oneself is mistaken. (shrink)

Cet article, où s’entremêlent pédagogie, réflexion et synthèse critique, se propose d’évaluer un exercice mené dans le cadre d’un séminaire aux cycles supérieurs sur « La race et le genre au dix-huitième siècle » : le musée du mème. Ce musée se sert des réactions publiées dans les médias sociaux dans le but d’orienter la lecture et les impressions des étudiant.e.s à l’égard de la littérature du dix-huitième siècle. Le musée du mème suscite inéluctablement une sorte de « blackface numérique (...) », dans la mesure où les étudiant.e.s, qui fréquentent une institution à prédominance blanche, font appel à des célébrités et des athlètes noirs pour exprimer leurs émotions et leurs affects en réaction aux lectures assignées. L’auteur propose le terme de « réactivité noire » (« reactive blackness ») pour désigner un langage de communication médiatique et un comportement affectif, émergeant directement d’archives du dix-huitième siècle, et reconnaît l’intersectionnalité entre la race et le genre. La « réactivité noire » exploite l’émotivité noire et donne à voir l’expérience de ces communautés comme une forme emblématique d’expressivité. Cet article interroge ainsi des artéfacts tirés du musée du mème produits par les étudiant.e.s afin d’examiner les analyses transhistoriques que peut susciter un tel projet dans le cadre d’un enseignement antiraciste de la race et du genre au dix-huitième siècle. (shrink)

American cultural technologies of the early nineteenth century shaped Nature and the synonymous "native" in contradictory ways: celebrating the wilderness but then transforming it by cultivation, mourning lost "natives" (both people and species) while also naturalizing the succession of new Euro-American settlers. Settler colonial geopolitics understood its own territorial claims in association with the retreats, migrations, and expansions of select species populations: cattle replacing American bison or Euro-Americans replacing Indians on the western frontier. In this way, Euro-American descendants of settlers (...) who then considered themselves "natives" could be the natural stewards to "preserve" or "reform" wild remnants of nature while also identifying against the encroachment of the Old World. Technological arts as varied as moving panoramas and picturesque sketches depicted and enacted civilization overtaking the wild frontier through visual tours. This chapter explores how the sketch fits into technologies of seeing accompanying American settler colonialism and points to moments when it suggests ecological processes of ongoing passage rather than terminal extinction or succession. (shrink)

How many words is a bilingual 2-year-old supposed to know or say in each of her languages? Speech and language therapists or researchers lack the tools to answer this question, because several factors have an impact on bilingual language skills: gender, amount of exposure, mode of acquisition, socio-economic status and the distance between L1 and L2. Unfortunately, these factors are usually studied separately, making it difficult to evaluate their weight on a unique measure of vocabulary. The present study measures the (...) contribution of the following factors to the vocabulary scores of bilingual toddlers: i) gender; ii) sibling ranking; iii) relative amount of exposure to each language; iv) mode of exposure; v) SES; vi) linguistic distance; vii) language spoken between parents. Close to the child’s second birthday, parents of 278 UK-based bilinguals completed successively: a 100-word version of the Oxford-CDI, the CDI in the child’s Additional Language, a family questionnaire, and the Language Exposure Questionnaire. Thirty-six British-English-AL pairs were considered, with languages contrasted on a second-language-learning scale : for example, Dutch and French are close to British-English, while Polish or Cantonese are more distant. Data from the corpus were included in two mixed-effect models, one with the English scores in comprehension as the dependent variable, and the other with production scores. The seven factors listed above were included as predictors. The amount of English exposure was the strongest predictor of comprehension scores = 9.35, p <.005, β = 0.02, t = 3.08, p <.005), followed by the language that parents speak between themselves = 14.94, p <.001, β = 1.37, t = 3.76, p <.0005), linguistic distance = 6.92, p <.01, β = -0.74, t = -2.66, p <.01) and age = 4.86, p <.05, β = 0.55, t = 2.17, p <.05). In production, gender = 13.57, p <.0005, β = -0.91, t = -03.72, p <.0005), amount of exposure to English = 13.57, p <.0005, β = -0.91, t = -03.72, p <.0005), the language that parents speak between themselves = 11.85, p <.005, β = 1.09, t = 3.41, p <.001), and the mother’s occupation = 4.51, p <.05, β = 0.63, t = 2.13, p <.05) were the significant predictors. The more English parents use to address one another, the more English words the child says and understands. This surprising result could be simply explained by the fact that parents who speak English together are also more likely to speak English to their child. The main results of this study is that linguistic distance is a powerful predictor of toddlers’ vocabulary in English, with children learning two close languages growing their vocabulary faster than those learning distant languages. (shrink)