In Playing Politics with Science, David B. Resnik explores the philosophical, political, and ethical issues related to the politicalization of science and ...

At Statesman (Plt.) 291a–c and 303c–d, Plato compares the so-called statesmen of all existing constitutions to a motley crew of lions, centaurs, satyrs, and other beasts, and the entire section of the Statesman devoted to law and constitutions (291c–303c) to a satyr-play of sorts. This paper argues that these thought-provoking images are best understood as literary devices which, in addition to other dramatic elements in the Theaetetus and Sophist, help to bolster the unity of the Theaetetus-Sophist-Statesman trilogy and its (...) apologetic agenda concerning Socrates. (shrink)

The present article commences analyzing the origins and influences of the religious discourse on the configuration of the modern constitutional discourse and the contributions of the jus-positivism in the consolidation of this sacred-civil language. The second issue is the definition of the U.S. Constitution as a mixed and not as a democratic constitution, with regard to the influences of Plato, Aristotle, Cicero and Polybius to the Drafters of the first modern constitutional text; stability and equilibrium took preference over democracy in (...) a wide sense. I also analyze how the Drafter’s decision has conditioned the modern constitutional system up to the present. (shrink)

Recent research shows – somewhat astonishingly – that people are willing to ascribe moral blame to AI-driven systems when they cause harm [1]–[4]. In this paper, we explore the moral- psychological underpinnings of these findings. Our hypothesis was that the reason why people ascribe moral blame to AI systems is that they consider them capable of entertaining inculpating mental states (what is called mens rea in the law). To explore this hypothesis, we created a scenario in which an AI system (...) runs a risk of poisoning people by using a novel type of fertilizer. Manipulating the computational (or quasi-cognitive) abilities of the AI system in a between-subjects design, we tested whether people’s willingness to ascribe knowledge of a substantial risk of harm (i.e., recklessness) and blame to the AI system. Furthermore, we investigated whether the ascription of recklessness and blame to the AI system would influence the perceived blameworthiness of the system’s user (or owner). In an experiment with 347 participants, we found (i) that people are willing to ascribe blame to AI systems in contexts of recklessness, (ii) that blame ascriptions depend strongly on the willingness to attribute recklessness and (iii) that the latter, in turn, depends on the perceived “cognitive” capacities of the system. Furthermore, our results suggest (iv) that the higher the computational sophistication of the AI system, the more blame is shifted from the human user to the AI system. (shrink)

_Tragic Play_ explores the deep philosophical significance of classic and modern tragedies in order to cast light on the tragic dimensions of contemporary experience. Romanticism, it has often been claimed, brought tragedy to an end, making modernity the age _after_ tragedy. Christoph Menke opposes this modernist prejudice by arguing that tragedy remains alive in the present in the distinctively new form of the playful, ironic, and self-consciously performative. Through close readings of plays by William Shakespeare, Samuel Beckett, Heiner Müller, and (...) Botho Strauss, Menke shows how tragedy re-emerges in modernity as "tragedy of play." In _Hamlet_, _Endgame_, _Philoktet_, and _Ithaka_, Menke integrates philosophical theory with critical readings to investigate shifting terms of judgment, curse, reversal, misfortune, and violence. (shrink)

On the Russian Trans-Siberian train from Vladivostok to Petrograd (now St. Petersburg), an American businessman won't stop talking for the entire ten-day journey. In his story, "A Chance Acquaintance," W. Somerset Maugham describes this 1917 meeting between Ashenden, a British character loosely based on himself, and the chatty American, named Harrington. The two passengers are blissfully unmoved by the revolution unfolding all around them. Ashenden casually suggests the two of them try and find another pair to pass the time playing (...) bridge. Harrington refuses. "It beats me how an intelligent man can waste his time card-playing," Harrington asserts, "and of all the unintellectual pursuits I have ever seen it seems to... Read More. (shrink)

Ken Binmore's previous game theory textbook, Fun and Games, carved out a significant niche in the advanced undergraduate market; it was intellectually serious and more up-to-date than its competitors, but also accessibly written. Its central thesis was that game theory allows us to understand many kinds of interactions between people, a point that Binmore amply demonstrated through a rich range of examples and applications. This replacement for the now out-of-date 1991 textbook retains the entertaining examples, but changes the organization to (...) match how game theory courses are actually taught, making Playing for Real a more versatile text that almost all possible course designs will find easier to use, with less jumping about than before. In addition, the problem sections, already used as a reference by many teachers, have become even more clever and varied, without becoming too technical. Playing for Real will sell into advanced undergraduate courses in game theory, primarily those in economics, but also courses in the social sciences, and serve as a reference for economists. (shrink)

What is the value of intellectual playfulness? Traditional characterizations of the ideal thinker often leave out playfulness; the ideal inquirer is supposed to be sober, careful, and conscientiousness. But elsewhere we find another ideal: the laughing sage, the playful thinker. These are models of intellectual playfulness. Intellectual playfulness, I suggest, is the disposition to try out alternate belief systems for fun – to try on radically different perspectives for the sheer pleasure of it. But what would the cog-nitive value be (...) of such playfulness? I suggest that intellectual playfulness function as, at the very least, a kind of intellectual insurance policy against epistemic traps. An epistemic trap is a belief system that re-directs good-faith inquiry to bad results. Am epistemic trap manipulates background beliefs to fend off contrary evidence. For example, a conspiracy theory might include a set of beliefs about how the mainstream media has been taken over by some vicious cabal. Normal epistemic attempts will be captured by a well-wrought epistemic trap, because normal attempts at inquiry are guided by these background beliefs -- which set what counts as a plausible path to explore, and what is implausible or beyond the pale. And a clever epistemic trap will manipulate those background beliefs for ill effect. Intellectual playfulness, on the other hand, isn’t motivated by an epistemic interest in the truth, but in the sheer pleasure of intellectual exploration. Since intellectual playfulness isn’t oriented towards the truth, it won’t be constrained by an agent’s background beliefs – it won’t, for example, prefer to investigate apparently more plausible pathways. Intellectual playfulness offers an opportunity to escape from epistemic traps. But intellectual playfulness has its own limitations. It will only drive us to explore belief systems when that exploration is fun. What we need is an array of differently-motivated exploratory tendencies – empathy, curiosity, playfulness – each of which will each cover for the others’ limitations. (shrink)

This paper examines Plato’s conception of shame and the role intoxication plays in cultivating it in the Laws. Ultimately, this paper argues that there are two accounts of shame in the Laws. There is a public sense of shame that is more closely tied to the rational faculties and a private sense of shame that is more closely tied to the non-rational faculties. Understanding this division between public and private shame not only informs our understanding of Plato’s moral psychology, but (...) his political and ethical theory as well. (shrink)

Here I briefly discuss some comparative data on social play behaviour in hope of broadening the array of species in which researchers attempt to study animal morality. I am specifically concerned with the notion of ‘behaving fairly'. In the term ‘behaving fairly’ I use as a working guide the notion that animals often have social expectations when they engage in various sorts of social encounters the violation of which constitutes being treated unfairly because of a lapse in social etiquette. (...) I will cash this out below in my discussion of social play behaviour. (shrink)

This chapter presents a conception of understanding where understanding emerges out of the joint experience of conversation. On this conception, understanding requires more than the pre-reflective acquisition of shared social meanings – a conception of understanding historically highlighted by existential phenomenologists. Beyond this, it requires what occurs in genuine conversation, namely, that one put one’s pre-reflective social meanings at risk in the process of critical self-reflection. Drawing from the hermeneutic phenomenology of Hans-Georg Gadamer, I argue that conversation is that joint (...) experience that gives rise to such critical self-reflection and that it is conversation’s play-structure in particular that makes it a source of understanding in this sense. (shrink)

Pretense is generally thought to constitutively involve imagination. We argue that this is a mistake. Although pretense often involves imagination, it need not; nor is it a kind of imagination. The core nature of pretense is closer to imitation than it is to imagination, and likely shares some of its motivation with the former. Three main strands of argument are presented. One is from the best explanation of cross‐cultural data. Another is from task‐analysis of instances of pretend play. And (...) the third concerns the different ways in which pretense (especially childhood pretense) and imagination impact one's evaluative/affective systems. (shrink)

This book attempts to bridge the gulf that still exists between 'literary' and 'philosophical' interpreters of Plato by looking at his use of characterization. Characterization is intrinsic to dramatic form and a concern with human character in an ethical sense pervades the dialogues on the discursive level. Form and content are further reciprocally related through Plato's discursive preoccupation with literary characterization. Two opening chapters examine the methodological issues involved in reading Plato 'as drama' and a set of questions surrounding Greek (...) 'character' words, including ancient Greek views about the influence of dramatic character on an audience. The figure of Sokrates qua Platonic 'hero' also receives preliminary discussion. The remaining chapters offer close readings of select dialogues, chosen to show the wide range of ways in which Plato uses his characters, with special emphasis on the kaleidoscopic figure of Sokrates and on Plato's own relationship to his 'dramatic' hero. (shrink)

Introduction : playing with play -- Child's play : childhood and "the lack" in organizational discourse -- Playful representations of work -- Dance as play and work : images of organization in Irish dance -- Talk and silence : playing with silence as an organizational resource -- Playing the fool : the university as fool -- Play and madness in the market -- Playing business : gambling and "casino capitalism".

Text představuje aktivní role-playing jako výzkumnou experimentální metodu v sociálních vědách. Zasazuje role-playing do rámce simulačních výzkumných metod, rozkrývá jeho epistemo- logii a dosavadní metodologická uchopení zejména v sociální psychologii. Hlavní linií textu je obhajoba epistemologických kvalit metody a experimentu v sociálních vědách obecně. Inspiračním zdrojem je zde na jedné straně Latourova kvalitativní sociologie asociací, tázající se po původu sociality a problematizující samotný před- mět sociálních věd, tj. sociálno. A na druhé straně přístupy naturalizující sociálně- vědné výzkumy propojením s kognitivní (...) vědou. V tomto ohledu je naším klíčovým předpokladem pro smysluplné uchopení sociální reality v její simulované podobě shodnost kognitivních mechanismů skutečného i simulovaného jednání. V pojetí textu jsou oba zdroje spojeny jejich akcentem na tematizaci sociálna jako inter-psychologického fenoménu mezi tradiční mikro a makro úrovní. Analogií s Petriho miskou text promýšlí posunutí původní metody situační sociální psycho- logie směrem k využití konstruovaných diegetických liminálních situací jako svého druhu laboratoří sociálna. (shrink)

In Playing Fair, Richard Dagger provides a unified theory of political obligation and the justification of punishment that takes its bearings from the principle of fair play. Dagger argues that members of a just polity have an obligation to obey its laws because they have an obligation of reciprocity or fair play to one another.

Addressing both collegiate and professional sports, the updated edition of Fair Play explores the ethical presuppositions of competitive athletics and their ...

Eugen Fink is considered one of the clearest interpreters of phenomenology and was the preferred conversational partner of Edmund Husserl and Martin Heidegger. In Play as Symbol of the World, Fink offers an original phenomenology of play as he attempts to understand the world through the experience of play. He affirms the philosophical significance of play, why it is more than idle amusement, and reflects on the movement from "child's play" to "cosmic play." Well-known (...) for its non-technical, literary style, this skillful translation by Ian Alexander Moore and Christopher Turner invites engagement with Fink's philosophy of play and related writings on sports, festivals, and ancient cult practices. (shrink)

_Tragic Play_ explores the deep philosophical significance of classic and modern tragedies in order to cast light on the tragic dimensions of contemporary experience. Romanticism, it has often been claimed, brought tragedy to an end, making modernity the age _after_ tragedy. Christoph Menke opposes this modernist prejudice by arguing that tragedy remains alive in the present in the distinctively new form of the playful, ironic, and self-consciously performative. Through close readings of plays by William Shakespeare, Samuel Beckett, Heiner Müller, and (...) Botho Strauss, Menke shows how tragedy re-emerges in modernity as "tragedy of play." In _Hamlet_, _Endgame_, _Philoktet_, and _Ithaka_, Menke integrates philosophical theory with critical readings to investigate shifting terms of judgment, curse, reversal, misfortune, and violence. (shrink)

"Crease’s brilliantly exploited theatrical analogy places scientific theorizing back into the wider context of experimental inquiry." —Robert C. Scharff Crease attacks the "mystical" account of experimentation embraced by the positivist and Kantian varieties of philosophy of science, according to which experimentation takes a backseat to theory.

This paper is a critique of Richard Dawkins’ “argument from improbability” against the existence of God. This argument, which forms the core of Dawkins’ book The God Delusion, provides an interesting example of the use of scientific ideas in arguments about religion. Here I raise three objections: (1) The argument is inapplicable to philosophical conceptions of God that reduce most of God’s complexity to that of the physical universe. (2) The argument depends on a way of estimating probabilities that fails (...) for the probability of an entity that creates natural laws. (3) The argument supposes that complexity arises from past physical causes; however, some forms of complexity known to mathematics and logic do not arise in this way. After stating these three criticisms, I show that some of these same considerations undermine Dawkins’ critique of agnosticism. I close the paper with some remarks on Dawkins’ conception of God. (shrink)

Playing for Real is a problem-based textbook on game theory that has been widely used at both the undergraduate and graduate levels. This Coursepack Edition will be particularly useful for teachers new to the subject. It contains only the material necessary for a course of ten, two-hour lectures plus problem classes and comes with a disk of teaching aids including pdf files of the author's own lecture presentations together with two series of weekly exercise sets with answers and two sample (...) final exams with answers. There are at least three questions a game theory book might answer: What is game theory about? How is game theory applied? Why is game theory right? Playing for Real is perhaps the only book that attempts to answer all three questions without getting heavily mathematical. Its many problems and examples are an integral part of its approach. Just as athletes take pleasure in training their bodies, there is much satisfaction to be found in training one's mind to think in a way that is simultaneously rational and creative. With all of its puzzles and paradoxes, game theory provides a magnificent mental gymnasium for this purpose. It is the author's hope that exercising on the equipment provided by this Coursepack Edition will bring the reader the same kind of pleasure that it has brought to so many other students. (shrink)

In this paper we argue that there is much to learn about “wild justice” and the evolutionary origins of morality – behaving fairly – by studying social play behavior in group-living mammals. Because of its relatively wide distribution among the mammals, ethological investigation of play, informed by interdisciplinary cooperation, can provide a comparative perspective on the evolution of ethical behavior that is broader than is provided by the usual focus on primate sociality. Careful analysis of social play (...) reveals rules of engagement that guide animals in their social encounters. Because of its significance in development, play may provide a foundation of fairness for other forms of cooperation that are advantageous to group living. Questions about the evolutionary roots of cooperation, fairness, trust, forgiveness, and morality are best answered by attention to the details of what animals do when they engage in social play – how they negotiate agreements to cooperate, to forgive, to behave fairly, and to develop trust. We consider questions such as why play fairly? Why did play evolve as it has? Does “being fair” mean being more fit? Do individual variations in play influence an individual’s reproductive fitness? Can we use information about the foundations of moral behavior in animals to help us understand ourselves? We conclude that there is likely to be strong selection for cooperative fair play because there are mutual benefits when individuals adopt this strategy and group stability may also be fostered. Numerous mechanisms have evolved to facilitate the initiation and maintenance of social play, to keep others engaged, so that agreeing to play fairly and the resulting benefits of doing so can be readily achieved. (shrink)

Philosophy has a schizophrenic relationship with games. On the one hand, philosophers love using games as model, arguing that phenomena as diverse as linguistic meaning, meta‐ethics, normative ethics, applied ethics, law, and aesthetics can be illuminated via an analogy with games. On the other hand, there is scant focused discussion of the concept of a game as such. This is problematic; the appeal to games as a model to clarify philosophically puzzling questions has limited utility if games themselves (and the (...) concept of a game) are poorly understood. Moreover, playing games plausibly is an important element in a good life; anyone interested in the theory of welfare, a traditional philosophical topic, should be interested in games. We play games, but if anything, play itself has been more neglected by philosophers than games. This neglect is unwarranted. Historically, philosophy has investigated foundational questions about human nature, and a disposition to play plausibly is a deep part of human nature. Moreover, play is an important concept in evolutionary biology and psychology, yet those working in those fields struggle to define the concept to their own satisfaction. E.O. Wilson went so far as to remark that “no behavioural concept has proved more ill‐defined, elusive, controversial, and even unfashionable than play.” One might have hoped philosophers could help here. In this paper, I provide an opinionated introduction to the philosophy of play and games. (shrink)

In light of the interrelation between motor and cognitive development and the predictive value of the former for the latter, the secular decline observed in motor coordination ability as early as preschool urges identification of interventions that may jointly impact motor and cognitive efficiency. The aim of this study was twofold. It (1) explored the outcomes of enriched physical education, centered on deliberate play and cognitively challenging variability of practice, on motor coordination and cognitive processing; (2) examined whether motor (...) coordination outcomes mediate intervention effects on children’s cognition, while controlling for moderation by lifestyle factors as outdoor play habits and weight status. Four hundred and sixty children aged 5-10 years participated in a 6-month group randomized intervention in physical education, with or without playful coordinative and cognitive enrichment. The weight status and spontaneous outdoor play habits of children (parental report of outdoor play) were evaluated at baseline. Before and after the intervention, motor developmental level (Movement Assessment Battery for Children) was evaluated in all children, who were then assessed either with a test of working memory (Random Number Generation task), or with a test of attention (from the Cognitive Assessment System, CAS). Children assigned to the ‘enriched’ intervention showed more pronounced improvements in all motor coordination assessments (manual dexterity, ball skills, static/dynamic balance). The beneficial effect on ball skills was amplified by the level of spontaneous outdoor play and weight status. Among indices of executive function and attention, only that of inhibition showed a differential effect of intervention type. Moderated mediation showed that the better outcome of the enriched physical education on ball skills mediated the better inhibition outcome, but only when the enrichment intervention was paralleled by a medium-to-high level of outdoor play. Results suggest that specifically tailored physical activity games provide a unique form of enrichment that impacts children’s cognitive development through motor coordination improvement, particularly object control skills, which are linked to children’s physical activity habits later in life. Outdoor play appears to offer the natural ground for the stimulation by designed physical activity games to take root in children’s mind. (shrink)

This volume brings together for the first time the highly influential essays, many of them classics, of one of the most prominent scholars in social philosophy and feminist theory. These essays provide a compelling view of many of the major trends in social theory over the past fifteen years—trends that Linda Nicholson herself helped to shape. The Play of Reason examines the legacies of modernity in contemporary political, social, and feminist thought and the unraveling of these legacies in postmodern (...) times. Linda Nicholson first focuses on the tension in modern social theory between attempts to recognize change and diversity and struggles to capture such change in overarching frameworks of meaning and value. She illuminates the consequences of these conflicting tendencies in relation to Marxism, feminist theory, and classical liberal accounts of the family and the state. Nicholson then asks how theory and the resolution of difference are possible after such overarching frameworks are abandoned. She shows how a pragmatic understanding of theory answers widespread fears about relativism. The Play of Reason is a powerful demonstration of a politically engaged social theory. (shrink)

The aim of this article is to analyse environmental reporting in the Australian broadsheet newspaper The Sydney Morning Herald. The focus is on a particular kind of new, multisemiotic news story genre that appears regularly in this newspaper, and that makes use of word-image play. Using a social semiotic framework and employing Appraisal theory, we analyse a corpus of 40 stories in terms of evaluative meanings in heading, image and caption, and interpret the significance of our findings in terms (...) of both Critical Discourse Analysis and Positive Discourse Analysis. In particular, we question whether the playing with environmental stories in the news, and the resulting clash between the humorousness of the play and the seriousness of the reported environmental event, is good or bad practice. With its multisemiotic focus, this article aims to make a significant and innovative contribution to the emerging field of ecolinguistics, and the development of Appraisal theory. (shrink)

In this paper I suggest that play is a distinctive behavioural category whose adaptive significance calls for explanation. Play primarily affords juveniles practice toward the exercise of later skills. Its benefits exceed its costs when sufficient practice would otherwise be unlikely or unsafe, as is particularly true with physical skills and socially competitive ones. Manipulative play with objects is a byproduct of increased intelligence, specifically selected for only in a few advanced primates, notably the chimpanzee.The adaptiveness of (...) play in pongid evolution is traced through the probable changes in selective pressures that occurred in hominid evolution. It is argued that fantasy was an emergent property in hominids, made possible by symbolic intelligence and language, and serving to make play complex enough to continue to provide useful practice for increasingly complex later skills.The advent of organised instruction and education has meant that play's unplanned, intrinisic goal-setting could be replaced by extrinsic goal-setting in the systematic development of particular skills. However, the need to ensure adequate motivation has continued to give play educational value. In addition, its capacity to enhance innovative behaviour seems to be a residual function of play which has acquired a new cultural importance. (shrink)

In his paper “Fairness, Political Obligation, and the Justificatory Gap” (published in the Journal of Moral Philosophy), Jiafeng Zhu argues that the principle of fair play cannot require submission to the rules of a cooperative scheme, and that when such submission is required, the requirement is grounded in consent. I propose a better argument for the claim that fair play requires submission to the rules than the one Zhu considers. I also argue that Zhu’s attribution of consent to (...) people commonly thought to be bound to follow the rules by a duty of fair play is implausible. (shrink)

Addressing both collegiate and professional sports, the updated edition of Fair Play: The Ethics of Sport explores the ethical presuppositions of competitive athletics and their connection both to ethical theory and to concrete moral dilemmas that arise in actual athletic competition. This fourth edition has been updated with new examples, including a discussion of Spygate by the New England Patriots and recent discoveries on the use of performance enhancing drugs by top athletes. Two additional authors, Cesar R. Torres and (...) Peter F. Hager, bring to this edition a discussion of the moral issues involved in youth sports and the ethics of being a fan, as well as a fresh perspective on the theories of broad internalism and the quest for excellence. Furthermore, major criticisms of broad internalism by philosophers William J. Morgan and Scott Kretchmar add a new dimension to the discussion on the moral foundations of winning. (shrink)

The purpose of this article is to present a phenomenological description of how athletes in specific risk sports explore human interaction with natural elements. Skydivers play with, and surf on, the encountering air while falling towards the ground. Kayakers play on the waves and with the stoppers and currents in the rivers. Climbers are ballerinas of the vertical, using cracks and holds in the cliffs to pull upwards against gravity forces. The theoretical background for the description is found (...) in the phenomenology of Heidegger and Merleau-Ponty. The phenomenology of Husserl focused on the theoretical intentionality of the transcendental ego. With Heidegger the human being's concrete and practical interaction with the environing world moved to the foreground. Heidegger's analyses of ?equipmentality? also throw important light on equipmentality in sports and how we deal with tools and equipment in sports. However, in Heidegger's analyses the body resides in the background both as subject and object. The importance of the active body-subject is well documented in the work of Merleau-Ponty, and also Todes. The human being is a bodily ?being-in-the-world? and the body is the active medium through which the world is grasped. The body is however also situated and aligned with the fundamental dimensions of the world, with vertical gravity and with horizontal action space. In this article I show in a concrete way how in some sports we use fundamental characteristics of the environing world in a mode of playfulness. In these sports human beings play in an extreme way with fundamental elements of nature. The article thus puts phenomenology to a test. It should be able to move from general characteristics to specific features of our bodily human involvement with the environing world. (shrink)

This article argues that the Indian philosopher-mystic Sri Aurobindo espoused a sophisticated form of cosmopsychism that has great contemporary relevance. After first discussing Aurobindo’s prescient reflections on the “central problem of consciousness” and his arguments against materialist reductionism, I explain how he developed a panentheistic philosophy of “realistic Adwaita” on the basis of his own spiritual experiences and his intensive study of the Vedāntic scriptures. He derived from this realistic Advaita philosophy a highly original doctrine of evolutionary cosmopsychism, according to (...) which the Divine Saccidānanda is “involved” in everything in the universe and gradually manifests itself at each stage of the evolutionary process from matter to life to mind, and ultimately, to Supermind—the final stage that is yet to come, upon the attainment of which we will attain knowledge of our true divine nature as Saccidānanda. I then reconstruct Aurobindo’s novel solution to the individuation problem, according to which the Divine Saccidānanda individuates into various distinct consciousnesses by playfully limiting itself through a process of “exclusive concentration.” Finally, I highlight the continued relevance of Aurobindo’s evolutionary cosmopsychism by bringing him into conversation with Itay Shani, a contemporary proponent of cosmopsychism. (shrink)

In "Playing with Sound," Karen Collins examines video game sound from the player's perspective.

Play The concept of play has received considerable attention in the past, yet one can generally conclude from modern work on the subject that its stature ...

_Playing Hard at Life_ brings contemporary relational thinking to bear on the psychodynamic treatment of a notably difficult group of young patients. Working with New York City teenagers who have survived the wars of inner-city life and Israeli teenage soldiers who have survived the wars of the Middle East, author Etty Cohen documents the extraordinary challenges of forming a treatment alliance with these shattered youngsters, of engaging them psychodynamically, and of working toward a viable termination. The result is not only (...) a poignant record of courage and committment, but also a valuable extension of modern trauma theory to adolescence as a developmental stage with its own challenges and requirements. The heart and strength of Cohen's book is her vivid documentation of hands-on encounters with her adolescent patients, seen both individually and in group. Cohen makes plain that, with young people so horrendously traumatized, treatment assures a necessarily improvisational character. And yet, she argues, even in the type of pragmatic encounters dictated by massive and repeated trauma, contemporary relational theory provides a compass with which to navigate through the rocky shoals of the clinical work. Again and again, the reader is shocked by just how much happened to these adolescents, astonished at how resilient they proved to be, and, finally, moved by how much Cohen was able to accomplish with them. Her relational approaches to these treatments, teamed with her realization that work with multiply traumatized adolescents cannot be structured in the manner of conventioanl therapy, makes this book an invaluable, timely, and deeply sobering contribution to the literature. (shrink)

This paper attempts to establish that, and explain why, the practice of punishing offenders is in principle morally permissible. My account is a nonstandard version of the fair play view, according to which punishment 's permissibility derives from reciprocal obligations shared by members of a political community, understood as a mutually beneficial, cooperative venture. Most fair play views portray punishment as an appropriate means of removing the unfair advantage an offender gains relative to law-abiding members of the community. (...) Such views struggle, however, to provide a plausible account of this unfairly gained benefit. By contrast, on my account punishment 's permissibility follows more straightforwardly from the fair play view of political obligation: Specifically, the rule instituting punishment is itself among those rules with which members of the political community are obliged to comply. For criminal offenders, compliance requires submitting to the prospect of punishment. (shrink)