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  1.  40
    Equality and Merit: A Merit-Based Argument for Equity Policies in Higher Education.Evan Simpson & Karen Wendling - 2005 - Educational Theory 55 (4):385-398.
    We assume, for the sake of argument, that the sole purpose of colleges and universities is the advancement of knowledge through teaching and research, and that academic merit, as defined by each discipline, ought to be the only relevant criterion in admissions and hiring decisions. Even on this restrictive set of assumptions, we argue that hiring and admitting women and people of color is sometimes the best way for colleges and universities to advance knowledge. We then address two objections to (...)
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  2.  32
    Could a Feminist and a Game Theorist Co-Parent?Karen Wendling & Paul Viminitz - 1998 - Canadian Journal of Philosophy 28 (1):33 - 49.
    Game theorists assume that rational defensibility is a necessary condition for moral, social, or political justification. By itself, this is a fairly uncontroversial claim; most moral or political philosophers would agree. And yet game theorists tend to be advocates of the free market. External critics of game theory usually claim this is because game theorists assume that individuals are atomistic and self-interested. Game theorists themselves deny this, however, for what strike us as good reasons. In principle, game theory has no (...)
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  3.  23
    Unavoidable Inequalities: Some Implications for Participatory Democratic Theory.Karen Wendling - 1997 - Social Theory and Practice 23 (2):161-179.
  4.  44
    Is Science Unique?Karen Wendling - 1996 - Biology and Philosophy 11 (3):421-438.
  5.  22
    Habits of Inequality: A Radical View of Institutions and Inequality.Karen Wendling - 2004 - Journal of Philosophical Research 29:353-373.
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    Choosing the Given.Karen Wendling - 2003 - Public Affairs Quarterly 17 (1):65-82.
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  7.  2
    Habits of Inequality: A Radical View of Institutions and Inequality.Karen Wendling - 2004 - Journal of Philosophical Research 29:353-373.
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