Iris Marion Young is Professor of Political Science at the University of Chicago.She is affiliated with the Gender Studies Center and the Human Rights Program.Her research interests are in contemporary political theory, feminist social theory and normative analysis of public policy.Her books include Justice and the Politics of Difference , Throwing Like a Girl and Other Essays in Feminist Philosophy and Social Theory , Intersecting Voices: dilemmas of gender, political philosophy, and policy and Inclusion and Democracy .Her writings have been (...) translated into several languages, including German, Italian, Spanish and Swedish.She has lectured widely in North American, Europe, Australia and South Africa.Professor Young's teaching interests range broadly, including contemporary theories of justice, democracy and difference; feminist political theory; continental political theory including Foucault and Habermas; ethics and international affairs; gender, race and public policy.Professor Young holds a PhD in philosophy from the Pennsylvania State University, 1974.Before coming to the University of Chicago she taught political theory for nine years in the Graduate School of Public and International Affairs at the University of Pittsburgh and before then taught philosophy at several institutions, including the Worchester Polytechnic Institute and Miami University.During the summer term of 1995, Professor Young was a Visiting Professor of Philosophy at the Johann Wolfgang Goethe University in Frankfurt Germany.Dr Young has held a visiting Fellowship at several universities around the world including Princeton University, the Institute for Human Science in Vienna, Australian National University and the Human Sciences Research Council of South Africa.Her work continues to receive world wide acknowledgement and recognition. (shrink)

In _Citizenship, Inclusion, and Democracy_, six expert contributors explore the conceptual and empirical significance of the work of leading contemporary political philosopher, Iris Marion Young, and her work in the field of education. Illuminates the discussion about the centrality of public education. Explores the idea of an inclusive, publicly mandated, system if education by looking at the topics of citizenship, group-based politics, social justice, difference, democracy, equality, and inclusion in education. Includes a thorough introduction from editor Mitja Sardoc, and (...) a response essay from Iris Marion Young. (shrink)

European Journal of Political Theory, Ahead of Print. How should responsibility be theorized in the context of the global climate crisis? This question is often framed through the language of distributive justice. Because of the inequitable distribution of historical emissions, climate vulnerability, and adaptation capacity, such considerations are necessary, but do not exhaust the question of responsibility. This article argues that climate change is a structural injustice demanding a theory of political responsibility. Agents bear responsibility not in virtue of their (...) individual causal contribution or capacity, but because they participate in and benefit from the carbon-intensive structures, practices, and institutions that constitute the global political and economic system. Agents take responsibility by engaging in collective political action to transform these structures that generate both climate hazards and unjust relationships of power. By incorporating distributive principles within a capacious conception of political responsibility, this framework advances the theory and practice of climate justice in two ways. First, adopting a relational rather than individualistic criterion of responsibility better makes sense of how and why individuals bear responsibility for a global and intergenerational injustice like climate change. Second, framing climate justice in terms of political responsibility for unjust structural processes better orients and motivates the political action necessary for structural transformation. (shrink)

How should responsibility be theorized in the context of the global climate crisis? This question is often framed through the language of distributive justice. Because of the inequitable distributi...

This collective paper on radicalization and violent extremism part of the ‘Philosophy of education in a new key’ initiative by Educational Philosophy and Theory brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the ‘conventional wisdom’ associated with this area of scholarly research best represented by its many slogans, metaphors and other thought-terminating clichés. By providing (...) conceptual lenses on issues previously compartmentalized primarily [or even exclusively] in security and intelligence studies or at the fringes of scholarly interest, radicalization and violent extremism turn out to be much more complex than ‘radicalization studies’ has been eager to acknowledge. (shrink)

Volume 51, Issue 14, December 2019, Page 1393-1398.

L’obiettivo di questo saggio è modesto. Presenterò brevemente la dottrina della proporzionalità, così come concepita da Robert Alexy. Evidenzierò quindi alcuni aspetti rilevanti della stessa, per poi formulare una critica puntuale all’argomento della contraddizione performativa. In particolare cercherò di provare che, contrariamente a quanto pensa Alexy, la pratica della prescrizione non solleva alcuna pretesa di correttezza morale.

This essay reviews Michael Peters' book The Chinese Dream: Educating the Future, an edited collection of his articles exploring the concept of the Chinese Dream. The essays starts with the analogy between dreams and their role in psychoanalysis and dreams as an ideal representation of a nation's ethos. The introductory part illustrates this analogy with the example of the growing importance of the Chinese Dream. The central part of the essay examines the most important aspects of Peters' book The Chinese (...) Dream: Educating the Future. The concluding part raises the importance of education in the national dream narrative. (shrink)

For much of its modern history, the notion of talent has been associated with the idea of ‘careers open to talent’. Its emancipatory promise of upward social mobility has radically transformed the distribution of advantaged social positions and has had a lasting influence on the very idea of social status itself. Nevertheless, unlike concepts traditionally associated with distributive justice, e.g. fairness, (in)equality, desert, equality of opportunity as well as justice itself, the notion of talent has received only limited examination. This (...) article discusses some of the most pressing problems and challenges arising out of a reductionist understanding of talents’ anatomy and a distorted characterization of their overall distributive value. In particular, it aims to address those issues revolving around talents’ anatomy existing conceptions of distributive justice leave either neglected or outrightly ignored. The introductory part outlines the basic egalitarian conception of equal opportunities and then proceed with the examination of fairness embedded in it. The central part of the paper identifies the key elements of talents’ anatomy. We then discuss some of the implications egalitarianism either leaves out of the discussion or neglects. In particular, we challenge the idea of moral arbitrariness as the key mechanism to discard talents as a form of unfair advantage in the process of competition for advantaged social positions. In the final part, we outline two fundamental problems that call into question the cogency of egalitarian conceptions of talent(s) as a form of unfair disadvantage. (shrink)

_Toleration, Respect and Recognition in Education_ brings together a collection of papers examining the complexity of different interpretations of toleration, respect and recognition in education. Discusses different theories of toleration and shows how it lies at the centre of a liberal pluralistic society Brings together the work of leading scholars from a range of disciplines Examines how education can accommodate diversity and promote shared public values.

_Toleration, Respect and Recognition in Education_ brings together a collection of papers examining the complexity of different interpretations of toleration, respect and recognition in education. Discusses different theories of toleration and shows how it lies at the centre of a liberal pluralistic society Brings together the work of leading scholars from a range of disciplines Examines how education can accommodate diversity and promote shared public values.

In his tightly argued, thought-provoking volume Interpretation without Truth, Pierluigi Chiassoni offers a groundbreaking, reductionist account of judicial fictions.1 Under Chiassoni’s view, judici...

Namen tega uvodnega zapisa je dokaj skromen. Najprej bom na kratko predstavil doktrino sorazmernosti, kot jo pojmuje Robert Alexy. Nato bom izpostavil nekaj pomembnih posledic te doktrine. Na koncu pa bom podal nekaj posameznih ugovorov proti performativnim protislovjem. Tako bom skušal dokazati, da v jezikovni praksi – nasprotno od tega, kar meni Alexy – predpisna dejanja ne vključujejo nujno zatrditve pravilnosti.

Interpreting Nietzsche’s writings on agency and responsibility through the lens of non-sovereignty generates interpretive and political-theoretical contributions. More specifically, I advance three arguments. First, Nietzsche’s genealogical critique of moral responsibility denaturalizes modernity’s conception of individual sovereignty and responsibility, by providing a naturalistic account of agency. Agency and responsibility are neither Kantian presuppositions of practical reason nor pieces of folk psychology to be abolished, but are normative, social, and historical achievements, and thus non-sovereign. Second, this implies a theory of responsibility that (...) is simultaneously more and less demanding than moralistic accounts: while, because agents are not autonomous, they do not bear sole responsibility for their lives, they are called upon to be responsible to and for the world, by maintaining the conditions of possible agency and flourishing. Third, Nietzsche provides both generative resources and cautionary tales for political theories of non-sovereign agency. While non-sovereign responsibility holds emancipatory and potentially democratic implications, Nietzsche’s explicit political writings demonstrate the risk that, rather than tempering existential resentment, this account could generate and intensify a resentful anti-political authoritarianism. Just as non-sovereignty provides a useful framework for making sense of tensions within Nietzsche’s thought, Nietzsche’s post-moral theory of agency and responsibility brings forward tensions, provocations, and paradoxes that must be engaged by theorists of non-sovereignty. (shrink)

In Vanuatu, small-scale farmers’ subsistence still largely relies on the sustainable use and maintenance of a wide-ranging biodiversity out of which root and tuber crops provide the bulk of daily subsistence. In neighboring countries, foreign influence since the first European contacts, further associated changes and the introduction of new crop species have induced a loss of cultivated diversity. This paper presents a baseline study of the diversity of root and tuber crops in ten communities throughout Vanuatu. In a context where (...) the smallholders’ agrosystems are increasingly considered as key components for the global conservation of crop genetic resources, this study provides clues to better understand the effective roles of biodiversity in traditional agrosystems. It also provides insights on the rationale behind the constitution of agricultural portfolios and discusses how the cultivated diversity allows communities to cope with changes and pressures. The paper also shows that recently introduced crops neither seem to have compromised agricultural diversity nor drastically changed the agrosystems in Vanuatu. On the contrary, such crops are used by farmers to strengthen the resilience of their agrosystems. A discussion then presents the idea of continuity through change and novelty as a critical factor for resilience. The paper concludes by discussing the role of indigenous agriculture and culture in ensuring food security and in development strategies in a larger context. (shrink)

This chapter contains sections titled: References.

For much of its history, the notion of talent has been associated with the idea of ‘careers open to talent’. Its emancipatory promise of upward social mobility has ultimately radically transformed...

Writing more than a century apart, the French political scientist Alexis de Tocqueville and the British historian of ideas Isaiah Berlin pointed to an interesting phenomenon that seems to dominate...

Michael Walzer is currently at the School of Social Science, Institute for Advanced Study, in Princeton, New Jersey. Professor Walzer has written Just and Unjust Wars; The Revolution of the Saints and has edited Toward A Global Civil Society. In this interview, he discusses some of the current concerns about education, political theory and the current state of the art of toleration, and acceptance and accommodation of different racial, ethnic, social and minority groups. He has published extensively and his work (...) has been translated in several other languages. In this interview, he responds to questions about his work, his writings and his current concerns. (shrink)

This book offers a theoretical and epistemological-methodological framework as an alternative approach to the instrumental-descriptive methodology that has prevailed in psychology to date. It discusses the differences between the proposed approach and other theoretical and methodological positions, such as discourse analysis, phenomenology and hermeneutics. Further, it puts forward a proposal that allows the demands of studying subjectivity to be addressed from a cultural-historical standpoint. The book mainly highlights case studies that have been conducted in various countries, and which employ or (...) depart from the theoretical, epistemological and methodological proposals that guide this book. The research discussed here introduces readers to new discussions on theoretical and methodological issues in subjectivity that have increasingly attracted interest. (shrink)

Neoliberalism denotes the application of market principles to social phenomena and has impacted every aspect of life since the 1970s, including the educational domain (Harvey, 2005). The Impacts of...

https://revistes.uab.cat/enrahonar/article/view/v25-mcdonald.

L’articolo ricostruisce la genealogia del concetto di ideologia nei Quaderni del carcere di Antonio Gramsci, mostrando come esso sia centrale nell’elaborazione del marxista sardo e come sia funzionale a una lettura materialista ma non riduzionista dei fenomeni “sovrastrutturali”. L’ideologia viene analizzata attraverso la costellazione concettuale di cui fa parte, insieme ai concetti di blocco storico, senso comune, religione, scienza e filosofia. All’interno di questo quadro emerge un concetto di ideologia peculiare ed “eterodosso” per un marxista della prima metà del XX (...) secolo, che anticipa teorizzazioni successive e acquisizioni scientifiche in altri campi del sapere. La teoria dell’ideologia in Gramsci, per come è qui ricostruita, rappresenta la premessa necessaria alla sua teoria dell’egemonia. (shrink)