Undivided Rights: Women of Color Organize for Reproductive Justice by JAEL SILLIMAN, MARLENE GERBER FRIED, LORETTA ROSS, and ELENA R. GUTIÉRREZ. Boston: South End Press, 2004; Policing the National Body: Race, Gender, and Criminalization, ed. JAEL SILLIMAN and ANANNYA BHATTACHARJEE. Cambridge, Mass.: South End Press, 2002; and Conquest: Sexual Violence and American Indian Genocide. ANDREA SMITH. Boston: South End Press, 2005.

Recent scholarship has gone a long way toward placing Locke in his intellectual and historical context, and thus in coming to see the respect in which his work has a previously unacknowledged conceptual unity. There remains, however, some difficulty in reconciling the style, purpose and content of his two major works. The Essay Concerning Human Understanding is usually read as primarily concerned with issues in epistemology and philosophy of science, while the Two Treatises of Government is regarded as less systematically (...) rigorous, or at worst ad hoc political analysis. These two sides of Locke thus remain virtually unrelated fields of specialization among interpreters. ;My dissertation is a contribution to the project of understanding Locke's work as a connected whole; without attributing to him an attitude of scientific reductionism, I argue that the account which Locke gives of personal property in the Second Treatise bears an important relation to his account of qualities and personal identity in the Essay. Specifically, I try to make plausible the claim that there is in Locke a direct analogy between the property of a human person, on one hand, and the properties of a natural substance on the other. I suggest that Locke's methodological atomism in science and epistemology parallels his qualifiedly individualistic political theory, and thus that his claims about private property can be understood in terms of a broader philosophical context than is usually supposed. ;As part of a larger project concerning the genealogy of the concept of property and the relation between metaphysics and morality, I expect this work to have useful implications regarding much of contemporary moral and political theory. Given the historical influence of Locke's political work, a careful analysis of it in terms of its epistemological and scientific grounding should contribute to a rethinking of much twentieth century work on property and justice. (shrink)

Epistemic permissivism is the view that it is possible for two people to rationally hold incompatible attitudes toward some proposition on the basis of one body of evidence. In this paper, I defend a particular version of permissivism – unacknowledged permissivism (UP) – which says that permissivism is true, but that no one can ever rationally believe that she is in a permissive case. I show that counter to what virtually all authors who have discussed UP claim, UP is an (...) attractive view: it is compatible with the intuitive motivations for permissivism and avoids a significant challenge to permissivism: the arbitrariness objection. (shrink)

The two characters in this philosophical dialogue, Russell Steadman and Jules Govier, take up the meaning and significance of David Hume’s famous “is-ought gap”—the proscription on inferring a fully moral claim from any number of purely descriptive statements. Building on the recent work of Hilary Putnam and John F. Post, Jules attempts to show that Hume’s rule is of little consequence when discussing matters related to justice or morality as we encounter them in daily life. He derives his conclusion from (...) the observations that all nontrivial human discourse contains, however tacitly, some degree of embedded normativity, and that an overlapping continuum of different types of normativity permits reasonable inference from apparently pure descriptions to fully moral prescriptions. While Russell agrees that moral concepts inevitably make reference to empirical reality, he insists that, precisely in virtue of the tacit normativity of discourse, Hume’s gap persists, rendering fallacious any attempt to fashion an argumentative bridge between the two types of statements. Although the two do not resolve all of their differences, both of their positions shift significantly in response to the other’s insights. (shrink)

This philosophical dialogue explores some of the barriers to an adequate definition of general health, encompassing physical, social, and mental/emotional well-being. Many of the putative obstacles to such a definition—concerns about subjectivity, cultural difference, marginal cases, etc.—prove to be chimerical once the characters take seriously the Peircean insight that truth-claims methodologically grounded in people’s lives, experiences, and conversations need not be apodictic to be useful. Drawing on Canguilhem and others, the characters critically discuss a proposed definition of health: a dynamic (...) equilibrium by which a human being thrives in relation to its situation. Although they do not manage to resolve all of this definition’s difficulties, or all of their differences, their interaction in some ways models the ongoing task of inquiry. (shrink)

In this article, Marjorie Silliman Harris offers a critical reading of Henri Bergson’s view of freedom as a creative act by the fundamental self.

We argue that the evolutionary function of reasoning is to allow us to secure more accurate beliefs and more effective intentions through collective deliberation. This sets our view apart both from traditional intellectualist accounts, which take the evolutionary function to be individual deliberation, and from interactionist accounts such as the one proposed by Mercier and Sperber, which agrees that the function of reasoning is collective but holds that it aims to disseminate, rather than come up with, accurate beliefs. We argue (...) that our collectivized intellectualism offers the best explanation of the range of biases that human reasoning is prone to, and that it does better than interactionism at offering a function of reasoning that would have been adaptive for our distant ancestors who first evolved this capacity. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Since the onset of the COVID-19 pandemic, many parents have felt anxious, overwhelmed, and stressed out due to the changes in education and family and working routines. This work aimed to describe three dimensions of perceived parenting in the COVID-19 pandemic context, describe possible changes perceived by mothers in their children’s behavior during the social isolation phase, analyze if behavioral changes vary according to the dimension of perceived parenting, and analyze whether the characteristics of perceived parenting dimensions vary with mother’s (...) age, number of children and number of work hours. The purposive sample consisted of 646 mothers of school-aged children in Argentina. Questionnaires on sociodemographic and work-related data, and on children’s behavior were administered, as well as an instrument that assessed the three parenting dimensions. The sociodemographic and work-related variables of the study were described using descriptive statistics: measures of central tendency, frequencies, and percentages. The changes perceived in children’s behavior according to the reports given by the mothers regarding positive parenting, parenting stress, and school support were compared using the Mann Whitney’s U test, respecting the qualitative nature of the evaluated indicators. A factorial MANOVA was conducted to analyze the effect of mother’s age, ä number of children, and the number of work hours on parenting perceived by mothers. Parenting dimensions influenced the perceived children’s behavior. Mothers with higher positive parenting perceived more changes in their children’s behavior. In addition, those mothers who were more stressed out perceived more problems in almost all the measured behaviors than less stressed mothers. The mothers who reported to have provided more school support to their children perceived that they adapted better to online classes. Finally, mothers’ age and the number of children I parenting, particularly on parenting stress and school support, whereas work hours did not. A number of children affected stress and school support, and age only affected parenting stress. The only significant interaction regarding parenting was observed between the number of children and the number of work hours, which specifically affected parenting stress. Although social isolation due to COVID-19 affected children’s behavior, according to mothers, this might be partially linked to the number of children, mothers’ age, and the mothers’ parenting style. These initial findings may allow the identification of some protective factors and some risk factors of parenting in the Argentine context of a pandemic, and the design of preventive psychoeducational interventions to optimize the psychological wellbeing of families. (shrink)

In a fictional conversation designed to appeal to both working teachers and social philosophers, three educators take up the question of whether critical thinking itself can, or should, be taught independently of an explicit consideration of issues related to social justice. One, a thoughtful but somewhat traditional Enlightenment rationalist, sees critical thinking as a neutral set of skills and dispositions, essentially unrelated to the conclusions of morality, problems of social organization, or the content of any particular academic discipline. A second (...) interlocutor, steeped in “critical” pedagogy of Paulo Freire, insists that the problem is the pose of neutrality itself. On this view, all honest and effective approaches to teaching must confront the hegemony of unjust relationships, institutions, and conceptual schemes. The third character attempts to resolve the tension between these two opposed camps. (shrink)

This dialogue explores several paradoxes of moral philosophy as applied to environmental ethics. Specifically, it argues that apparently competing approaches to moral theory are less adversaries than complementary perspectives arising in response to varying historical challenges, and that the relatively recent development (at least in European thought) of an ethisphere is an appropriate and necessary response to current moral problems, in principle compatible with moral concerns arising from earlier perspectives. The conversants explore the idea of an ethisphere as a set (...) of moral relations emerging naturally from geo-historical developments in the interdependency of life on earth, made poignant by imminent threats to ecosystemic health. In the process, they defend the idea of ecosystemic health itself as a meaningful and chartable moral fact, against a charge of errant anthropocentric projection. (shrink)

The characters in this epistolary exchange are from the book-length dialogue Sentience and Sensibility: A Conversation about Moral Philosophy. Manuel Kant is a student of philosophy from Cuba and Northern India, who is in the United States seeking what he calls “philosophical asylum.” His interlocutor, Harriet Taylor, is a former student of philosophy and biology, now working for the Immigration and Naturalization Service in Boston. In this exchange, they make and try to reconcile cases for and against the conceptual coherence (...) and efficacy of equality as a moral concept, leaving it to the reader to settle the question. (shrink)

Nathanson asks how we can properly understand terrorism such that it is always unjustified, and does not thereby preclude justified warfare. By means of a novel ruleutilitarian argument bolstering the inviolability of noncombatants, he hopes to have crafted such an understanding. While praising Nathanson’s rigor and originality, this paper questions the moral-theoretic completeness of his procedure, and then raises challenges from two directions: an argument for the justifiability of terrorism in certain circumstances, and an argument against the justifiability of warfare (...) under any circumstances. The first challenge can probably be met by the argumentative resources of the book; it is possible that the second cannot, though perhaps it unfairly asks the author to go beyond the scope of the project. (shrink)

Original value -- Value incrementalism -- A normative proposal -- Valuing development -- The many faces of value -- Direct and indirect moral considerability -- Affirming moral theories -- Ethical vegetarianism? -- The possibility of an environmental ethic -- Racism and moral perfectionism -- The bankruptcy of moral relativism.

This imagined conversation between Sir Isaac Newton and the priestess Diotima (from Plato’s Symposium) examines the possible merits of reductionism in scientific inquiry, finding it of value both as a methodology for the simplification of scientific explanations and for the decisive elimination of metaphysically extravagant scientific hypotheses. However, the power and narrative appeal of reductionism renders its overuse a perennial danger. Science thus needs reductionism, but also needs reminding that its task is to explain natural phenomena, not to explain them (...) away. (shrink)

This dialogue discusses a proposal for the legalization of torture under specific circumstances and contrasts it with arguments for a total ban on torture. We consider three types of objection: first, that the difficulty of having adequate knowledge renders the stock “ticking bomb” scenario such a low-probability hypothetical as to present no realistic threat to a policy banning all torture; second, that empirically the information gleaned from torture is so unlikely to be reliable that it could not justify the moral (...) risk; and third, that sanctioning torture, even if only under the most extreme circumstances, would generate a ‘culture of torture,’ hence undermining fragile advances in international human rights rooted in unwavering commitment to human dignity. Compelling as these arguments appear, not all the conversants are wholly convinced by them; to this extent the dialogue ends aporetically. (shrink)

Even if war, terrorism, and other acts of political violence are inherently wrong, in so radically imperfect a world as our own there remains a need, as Virginia Held suggests, to evaluate such acts so as to distinguish between degrees of their unjustifiability. This essay proposes a notion of deliberative democracy as one criterion for such a comparative evaluation. Expanding on an analysis of the psychologically terrorizing impact of violence borrowed from Hannah Arendt, I suggest that it is principally this (...) that makes for the special wrongness of terrorism, though that by itself does not show that it is never necessary.An effort to distinguish clearly the superiority of states over non-state actors (or vice versa) in this regard proves futile, so I conclude that there is no automatic legitimacy to be gained by either sort. It follows that we should weigh an act of political violence on its own demerits irrespective of whether it is done by a state or by a group in opposition to states, and further that we should resist the propagandistic labeling of non-state violence as “evil” or “terroristic,” where such terms beg the question of its relative merits, in context, vis-à-vis state violence. (shrink)

In a fictional conversation designed to appeal to both working teachers and social philosophers, three educators take up the question of whether critical thinking itself can, or should, be taught independently of an explicit consideration of issues related to social justice. One, a thoughtful but somewhat traditional Enlightenment rationalist, sees critical thinking as a neutral set of skills and dispositions, essentially unrelated to the conclusions of morality, problems of social organization, or the content of any particular academic discipline. A second (...) interlocutor, steeped in “critical” pedagogy of Paulo Freire, insists that the problem is the pose of neutrality itself. On this view, all honest and effective approaches to teaching must confront the hegemony of unjust relationships, institutions, and conceptual schemes. The third character attempts to resolve the tension between these two opposed camps. (shrink)

This dialogue explores several paradoxes of moral philosophy as applied to environmental ethics. Specifically, it argues that apparently competing approaches to moral theory are less adversaries than complementary perspectives arising in response to varying historical challenges, and that the relatively recent development (at least in European thought) of an ethisphere is an appropriate and necessary response to current moral problems, in principle compatible with moral concerns arising from earlier perspectives. The conversants explore the idea of an ethisphere as a set (...) of moral relations emerging naturally from geo-historical developments in the interdependency of life on earth, made poignant by imminent threats to ecosystemic health. In the process, they defend the idea of ecosystemic health itself as a meaningful and chartable moral fact, against a charge of errant anthropocentric projection. (shrink)

Nathanson asks how we can properly understand terrorism such that it is (a) always unjustified, and (b) does not thereby preclude justified warfare. By means of a novel ruleutilitarian argument bolstering the inviolability of noncombatants, he hopes to have crafted such an understanding. While praising Nathanson’s rigor and originality, this paper questions the moral-theoretic completeness of his procedure, and then raises challenges from two directions: (1) an argument for the justifiability of terrorism in certain circumstances, and (2) an argument against (...) the justifiability of warfare under any circumstances. The first challenge can probably be met by the argumentative resources of the book; it is possible that the second cannot, though perhaps it unfairly asks the author to go beyond the scope of the project. (shrink)

In this dialogue, Sir Isaac Newton and the Priestess Diotima of Mantinea engage current debates in the politics of education and their conceptual underpinnings. Diotima challenges the assumption that the acquisition of educational content or skills should dominate our concept of learning. She develops an alternative conception of education as fundamentally moral, interpersonal, and emotional, and thus prone to destruction in the face of the objectifying forces of high-stakes testing and a reductive audit culture. Lord Newton is skeptical of this (...) conception, and of its pedagogical, rhetorical, and political implications. (shrink)

This imagined conversation between Sir Isaac Newton and the priestess Diotima examines the possible merits of reductionism in scientific inquiry, finding it of value both as a methodology for the simplification of scientific explanations and for the decisive elimination of metaphysically extravagant scientific hypotheses. However, the power and narrative appeal of reductionism renders its overuse a perennial danger. Science thus needs reductionism, but also needs reminding that its task is to explain natural phenomena, not to explain them away.

This dialogue discusses a proposal for the legalization of torture under specific circumstances and contrasts it with arguments for a total ban on torture. We consider three types of objection: first, that the difficulty of having adequate knowledge renders the stock “ticking bomb” scenario such a low-probability hypothetical as to present no realistic threat to a policy banning all torture; second, that empirically the information gleaned from torture is so unlikely to be reliable that it could not justify the moral (...) risk; and third, that sanctioning torture, even if only under the most extreme circumstances, would generate a ‘culture of torture,’ hence undermining fragile advances in international human rights rooted in unwavering commitment to human dignity. Compelling as these arguments appear, not all the conversants are wholly convinced by them; to this extent the dialogue ends aporetically. (shrink)

Even if war, terrorism, and other acts of political violence are inherently wrong, in so radically imperfect a world as our own there remains a need, as Virginia Held suggests, to evaluate such acts so as to distinguish between degrees of their unjustifiability. This essay proposes a notion of deliberative democracy as one criterion for such a comparative evaluation. Expanding on an analysis of the psychologically terrorizing impact of violence borrowed from Hannah Arendt, I suggest that it is principally this (...) that makes for the special wrongness of terrorism, though that by itself does not show that it is never necessary.An effort to distinguish clearly the superiority of states over non-state actors in this regard proves futile, so I conclude that there is no automatic legitimacy to be gained by either sort. It follows that we should weigh an act of political violence on its own demerits irrespective of whether it is done by a state or by a group in opposition to states, and further that we should resist the propagandistic labeling of non-state violence as “evil” or “terroristic,” where such terms beg the question of its relative merits, in context, vis-à-vis state violence. (shrink)

This study examines feedback provided by an English teacher to Chilean secondary student texts, in the context of writing short stories collaboratively in an English as a foreign language class. The study aimed to analyze students’ decisions about the teacher’s types of feedback on their short stories. For this investigation, and under the context of qualitative research, there were analyzed 6 consecutive drafts of the students’ short stories, of a public high school in Chile. This is a qualitative research with (...) an action research design. The data collected was analyzed using Straub and Lunsford categories to describe the impact of the teacher’s written feedback on students’ decisions. In terms of students’ decisions, participant students adopted most of the teacher’s comments. The student’s texts evidenced progress, but still, regardless the feedback provided, they presented some grammatical and organizational issues. (shrink)

Parents play an important part in adolescents’ life and significantly contribute to youngsters’ academic success. However, parents’ and students’ perceptions regarding parental involvement may diff...