This paper examines some of the problems of periodisation that arise in attempts to compare historical developments in the education systems of two or more countries.

This paper examines some of the problems of periodisation that arise in attempts to compare historical developments in the education systems of two or more countries.

Introduction -- Sidgwick's metaethics -- Sidgwick's moral epistemology -- Utilitarianism versus dogmatic intuitionism -- Utilitarianism versus egoism.

Author David Phillips has produced a clear, concise guide to Henry Sidgwick's masterpiece of classical utilitarian thought, The Methods of Ethics, setting it in its intellectual and cultural context while drawing out its main insights into a variety of fields.

This book has two principle aims. The first is to criticize moral relativism by criticizing the claim that there are deep and rationally intractable moral disagreements. The second is to develop an account of morality and moral inquiry that allows for moral objectivity of a sort that relativists would deny, without modeling moral inquiry on scientific inquiry.

I argue that Mackie's approach to practical reasons is attractive and unjustly neglected. In particular I argue that it is much more plausible than the kind of instrumentalist approach famously articulated by Bernard Williams. This matters for Mackie's arguments for moral skepticism. Contra Richard Joyce, I argue that it is a serious mistake to invoke instrumentalism in arguing for moral skepticism.

W.D. Ross was the most important opponent of utilitarianism and consequentialism in British moral philosophy between 1861 and 1939. In Rossian Ethics, David Phillips offers the first monograph devoted exclusively to Ross's seminal contribution to moral philosophy. The book has two connected aims. The first is to interpret and evaluate Ross's moral theory. The second is to articulate a distinctive view intermediate between consequentialism and absolutist deontology, which Phillips calls "classical deontology.".

Sidgwick famously argued that there is an unresolvable conflict between two methods of ethics, utilitarianism and egoism: the dualism of practical reason. On the usual interpretation, the dualism undermines practical reason. I argue instead that Sidgwick's writing suggests an important truth about practical reason: though not incoherent, practical reason is, to a large and perhaps unfortunate degree, indeterminate.

The overall aim of this paper is to compare the human development and social quality approaches in the context of quality of life in general and in relation to development in particular. It commences with a broad overview of several perspectives including: prudential values; Sen's capability approach; Berger-Schmitt and Noll's overarching quality of life construct; Phillips' quality of life construct; and Doyal and Gough's theory of Human Needs. en HD and SQ are introduced. HD emphasises well-being, enlarging people's choices, (...) living a long and healthy life, being educated and enjoying a decent standard of living. All this is predicated on the UNDP's insistence that it is people who comprise the real wealth of nations: HD emphasises the well-being of individuals. Two sets of tensions are then discussed: first between the ability to exercise individual freedom and the constraints upon freedom imposed by the provision of compulsory education of children which facilitates that freedom ; and secondly, the relationship between personhood, social relationships and collective capabilities. This is followed by an exploration of whether HD's individualistic orientation is a weakness or whether its explicit incompleteness is a strength. The paper concludes with a discussion of possible ways forward in developing the HD construct, either by incorporating the notion of 'the social' within its framework or else via strategies of using it in partnership with the social quality theory that can both extend it and provide it with a richer theoretical justification. (shrink)

Butler’s famous arguments in Sermon XI, designed to refute psychological egoism and to mitigate conflict between self-interest and benevolence, turn out to depend crucially on his own distinctive conception of self-interest. Butler does not notice (or anyway, doesn’t notice at the crucial points) the availability of several alternative conceptions of self-interest. Some such alternatives are available within the framework of Butler’s moral psychology; others can be developed outside that framework. There are a number of interesting reasons to prefer one or (...) other such account of the ordinary concept of self-interest; but, ultimately, no such reasons prove decisive, and we should reject the idea that there is a uniquely correct account of self-interest. Since Butler’s arguments require the unique adequacy of his own distinctive conception of self-interest, they must be rejected. (shrink)

I provide a novel kind of argument for moral relativism which combines a general quasi-indexical semantics for the most important thin moral terms with an indeterminacy thesis. I then argue that the version of moral relativism supported by this strategy of argument allows for good rejoinders to the three most important and familiar objections to moral relativism.

Butler’s famous arguments in Sermon XI, designed to refute psychological egoism and to mitigate conflict between self-interest and benevolence, turn out to depend crucially on his own distinctive conception of self-interest. Butler does not notice the availability of several alternative conceptions of self-interest. Some such alternatives are available within the framework of Butler’s moral psychology; others can be developed outside that framework. There are a number of interesting reasons to prefer one or other such account of the ordinary concept of (...) self-interest; but, ultimately, no such reasons prove decisive, and we should reject the idea that there is a uniquely correct account of self-interest. Since Butler’s arguments require the unique adequacy of his own distinctive conception of self-interest, they must be rejected. (shrink)

I argue that Judith Jarvis Thomson's attack on consequentialism, premised on the semantic claim that all goodness is goodness-in-a-way, is less powerful and less precisely targeted than she supposes. For we can develop an argument against pure obligation or categorical imperatives that is largely parallel to Thomson's argument against pure goodness. The right response to both arguments is that the existence of pure goodness or pure obligation is neither semantically rule out nor semantically guaranteed.

Hume and contemporary “Humeans” have had prominent roles in reinvigorating the study of practical reason as a topic in its own right. I introduce a distinction between two divergent trends in the literature on Hume and practical reason. One trend, action-theoretic Humeanism, primarily concerns itself with defending a general account of reasons for acting, often one supposed to establish that moral reasons lack the categorical status the moral rationalist requires them to possess. The other trend, virtue-theoretic Humeanism, concentrates on defending (...) the case for being an agent of a particular practical character, one whose enduring dispositions of practical thought are virtuous. I discuss work exemplifying these two trends and warn against decoupling thought about Hume’s and a Humean theory of practical reason from Hume’s and a Humean ethics. I conclude that the virtue-theoretic approach is a fruitful one for pursuing future work on Hume and Humeanism about practical reason. (shrink)

Derek Parfit claims that “Williams and Mackie…do not use the normative concepts that I and other Non-Naturalists use.” Whatever we think of Parfit’s interpretation of Williams, his interpretation of Mackie should be rejected. For understandable historical reasons, Mackie’s texts are ambiguous. But if we apply to the interpretation of Mackie the same principle of charity Parfit employs in interpreting Williams, we find decisive reason to interpret Mackie as using the same normative concepts as Non-Naturalists.

Sidgwick believes that his own proto-utilitarian axioms satisfy criteria for self-evidence, while the principles of common sense morality, including the principle requiring fidelity to promises, do not. I articulate Sidgwick's argument for this claim, in Book III of the Methods, but suggest that it fails: its official version is vulnerable to a charge of unfairness, and its unofficial version cannot establish Sidgwick's view against Ross's.

This paper describes a 'structural typology' to assist in the analysis of ways in which policy-makers in one country explore educational provision in another and seek to 'borrow' from it. In this analysis we look specifically at England's 'cross-national attraction' to education in Germany over the past 200 years. The paper aims to provide an analytical programme to use in comparative education and to facilitate exploration of the importance of context in shaping educational phenomena.

This paper develops the arguments in a previous paper on periodisation in comparative historical contexts by the same author in BJES (vol.42, no.3, September 1994, pp. 261-272).

In this interesting book, Marcel Lieberman develops a novel and sustained argument for moral realism. He focuses on the psychological phenomenon of commitment, and argues that commitments psychologically require realist beliefs: paradigmatically, one cannot be committed to, say, social equality, without believing that social equality is genuinely valuable. In so arguing, he disagrees with those, on both sides of the debate over moral realism, who have argued that moral realism makes little practical difference. He draws on and criticizes a number (...) of important and influential figures, most particularly Rorty, Gibbard and Velleman, but his range of reference goes well beyond familiar figures in contemporary metaethics, taking in also inter alii Ricoeur, Gabriel Marcel, and rational expectations theorists in economics. (shrink)

Hybrid theories of rationality of the sort developed by Bernard Gert have significant attractions. I argue, though, that Gert's is not the only way to formulate a hybrid view, and not the best. An improved hybrid view would draw on Sidgwick as well as on Gert.

Ubiquitous Computing, an idea introduced by Mark Weiser , and often bracketed with slight modifications under the concepts of Pervasive Computing or Ambient Intelligence, imagines in the extreme case the entire mesosphere saturated by information and communication technologies . All of the essays of this issue probe the practices, ideologies, and power relations of UbiComp development. They note both the successes and the failures of a variety of ethical and theoretical approaches to UbiComp and they offer alternative approaches. Thus they (...) provide a much-needed intervention into the creation of new forms of subjectivity, awareness, and power. (shrink)

It is a great privilege to have one’s work critiqued by such a distinguished trio of philosophers and Sidgwick scholars. I owe further debts to Anthony and Rob, who were the OUP referees for my book. As will have been quite evident from the preceding discussion, they would not want to be held responsible for the book’s detailed contents, on which they gave me much excellent commentary. But, in thanking them here, I do want to say in particular that it (...) seems to me the published version is much.. (shrink)

My aim in Sidgwickian Ethics is to interpret and evaluate the central argument of The Methods of Ethics, in a way that brings out the important conceptual and historical connections between Sidgwick’s views and contemporary moral philosophy. Sidgwick defines a “method of ethics” as “any rational procedure by which we determine what individual human beings ‘ought’ – or what it is ‘right’ for them – to do, or to seek to realise by voluntary action” (ME 1). He finds just three (...) such methods “impl.. (shrink)

This paper suggests explanations for the enduring nature of the tripartite system of secondary education in Germany and the failure to develop the comprehensive school (Gesamtschule) over a long period.