National Security,Self-rule,and Democratic Action

Most discussions of the relationship between liberty and security focus on the idea that enhancing citizens’ security may require imposing constraints on their civil liberties (e.g., freedom of association, of movement, of communication, and so on). This paper explores the question of how measures to enhance security stand vis à vis the idea of political liberty, i.e. the idea of citizens’ collectively directing the power of their state. It distinguishes two models whereby citizens might enact that ideal of self-rule and argues that with respect to issues of national security, the less direct model, which entrusts political agents to make decisions beyond direct democratic input, will often be more appropriate. It argues as well that various practices often seen as fundamentally at odds with the ideal of rule by the people (e.g., government deception, lack of transparency, covert action) are in fact consistent with a reasonable construal of that ideal. It concludes by outlining various criteria that would have to be met for such practices to be morally permissible in democratic states.

     

Community,liberty and the practice of teaching

Does the cultivation of liberty undermine communities of practice? The answer depends significantly on what is meant by the cultivation of liberty and on what is meant by a community of practice. On the question of community, the work of Rawls and Sandel serves as a starting point. I examine three conceptions — the instrumental, the sentimental and the constitutive — and attempt to illustrate them with examples of communities of practice. I argue that Sandel's criterion for distinguishing between the sentimental and constitutive conceptions of community does not do the work required of it.On the question of liberty undermining community, I argue that if liberty is taken as license then it is a threat both to communities and to practices, whereas if it is taken as independence then it threatens neither. Two conceptions of independence can be distinguished. One, which is central to liberal political theory, does not presuppose an account of the good; the other, which I argue is central to the flourishing of a community of practice, does. It presupposes that account of the good which is implicit in the end or telos of the practice concerned.     

Community,liberty and the practice of teaching

Does the cultivation of liberty undermine communities of practice? The answer depends significantly on what is meant by the cultivation of liberty and on what is meant by a community of practice. On the question of community, the work of Rawls and Sandel serves as a starting point. I examine three conceptions — the instrumental, the sentimental and the constitutive — and attempt to illustrate them with examples of communities of practice. I argue that Sandel's criterion for distinguishing between the sentimental and constitutive conceptions of community does not do the work required of it. On the question of liberty undermining community, I argue that if liberty is taken as license then it is a threat both to communities and to practices, whereas if it is taken as independence then it threatens neither. Two conceptions of independence can be distinguished. One, which is central to liberal political theory, does not presuppose an account of the good; the other, which I argue is central to the flourishing of a community of practice, does. It presupposes that account of the good which is implicit in the end or telos of the practice concerned.     

Hate Speech, the Priority of Liberty, and the Temptations of Nonideal Theory

Are government restrictions on hate speech consistent with the priority of liberty? This relatively narrow policy question will serve as the starting point for a wider discussion of the use and abuse of nonideal theory in contemporary political philosophy, especially as practiced on the academic left. I begin by showing that hate speech (understood as group libel) can undermine fair equality of opportunity for historically-oppressed groups but that the priority of liberty seems to forbid its restriction. This tension between free speech and equal opportunity creates a dilemma for liberal egalitarians. Nonideal theory apparently offers an escape from this dilemma, but after examining three versions of such an escape strategy, I conclude that none is possible: liberal egalitarians are indeed forced to choose between liberty and equality in this case and others. I finish the paper by examining its implications for other policy arenas, including markets in transplantable human organs and women’s reproductive services.     

John Stuart Mill and the Conflicts of Equality

John Stuart Mill commented on the relationship between equality and liberty in general terms, and he also discussed the relationships between equality and four more concrete social goals: equality vs. diversity and individual spontaneity, equality vs. freedom of trade and entrepreneurial activity, equality vs. economic incentives for workpeople, and equality vs. welfare. In his more general statements he wrote off potential conflicts between equality and liberty, claiming that only those liberties that can be enjoyed by all are real liberties—or at least they are the only ones worth defending. However, in several of his more concrete discussions he gave higher priority to various liberty-related goals than to equality. This seeming contradiction can be resolved if we assume that he distinguished between valuing a liberty per se and valuing it as a means to achieve something else.

     

Self–other contingencies: Enacting social perception

Can we see the expressiveness of other people's gestures, hear the intentions in their voice, see the emotions in their posture? Traditional theories of social cognition still say we cannot because intentions and emotions for them are hidden away inside and we do not have direct access to them. Enactive theories still have no idea because they have so far mainly focused on perception of our physical world. We surmise, however, that the latter hold promise since, in trying to understand cognition, enactive theory focuses on the embodied engagements of a cognizer with his world. In this paper, we attempt an answer for the question What is social perception in an enactive account? In enaction, perception is conceived as a skill, crucially involving action (perception is action and action is perception), an ability to work successfully within the set of regularities, or contingencies that characterize a given domain. If this is the case, then social perception should be a social skill. Having thus transformed the question of what social perception is into that of what social skill is, we examine the concept of social contingencies and the manner in which social skills structure—both constrain and empower—social interaction. Some of the implications of our account for how social and physical perception differ, the role of embodiment in social interaction and the distinction between our approach and other social contingency theories are also addressed.     

Revising Republican Liberty: What is the Difference Between a Disinterested Gentle Giant and a Deterred Criminal?

This paper assesses the most well thought out contemporary conception of republican liberty put forward by Philip Pettit and Quentin Skinner. I demonstrate that it is incoherent: at least insofar as it seeks to pick out a form of unfreedom not captured by the negative conception of liberty. This incoherence arises because Pettit and Skinner cannot both hold that republican unfreedom is defined by one agent’s mere capacity to interfere arbitrarily with another agent and, at the same time, claim that republican freedom can be promoted by deterrence mechanisms. My contribution to contemporary republican theory is to suggest that a coherent republican conception can be achieved, however, through an important revision. This is to replace Pettit and Skinner’s antonym of republican liberty—the power to interfere arbitrarily—with a higher order power—the power to determine arbitrarily rules with respect to interference. This revised conception does pick out a genuinely distinct extension of unfreedom from the negative liberty conception. I believe it also reflects an important intuitive sense in which we may understand ourselves to be unfree, that is, to live under the rule of another.     

Does Global Democracy Require a World State?

Abstract

The question of whether global democracy requires a world state has with few exceptions been answered with an unequivocal ‘No’. A world state, it is typically argued, is neither feasible nor desirable. Instead, different forms of global governance arrangements have been suggested, involving non-hierarchical and multilayered models with dispersed authority. The overall aim of this paper is to addresses the question of whether global democracy requires a world state, adopting a so-called ‘function-sensitive’ approach. It is shown that such an approach is equipped to resist the predominant binary view of a world state (either accepting it or rejecting it) and offer a more differentiated and nuanced answer to this question. In brief, a basic presumption of a function-sensitive approach is that the content, justification and status of principles of democracy are dependent on the aim they are set out to achieve, what functions they are intended to regulate (e.g., decision-making, implementation, enforcement and evaluation), and the relationship between those functions. More specifically, within a function-sensitive framework, the paper sketches the contours of an account of global democracy consisting of five regulative principles and argues—utilizing the notion of ‘sufficient stateness’—that it would require supranational legislative entities and perhaps supranational judicial entities but not necessarily supranational executive entities.     

Higher Education,Knowledge for Its Own Sake,and an African Moral Theory

I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of “blue-sky” knowledge, knowledge that is unlikely to result in “tangible” or “concrete” social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, actions are right insofar as they respect relationships in which people both share a way of life, or identify with one another, and care for others’ quality of life, or are in solidarity with each other. I argue that while considerations of identity and solidarity each provide some reason for a state university to pursue blue-sky knowledge as a final end, they do not provide conclusive reason for it to do so. I abstain from drawing any further conclusion about whether this provides reason to reject the Afro-communitarian moral theory or the intuition that blue-sky knowledge is a proper final end of public higher education. I do point out, however, that the dominant Western moral theories on the face of it do no better than the African one at accounting for this intuition.     

Shaftesbury on Liberty and Self-Mastery

ABSTRACT

The aim of this paper is to show that Shaftesbury’s thinking about liberty is best understood in terms of self-mastery. To examine his understanding of liberty, I turn to a painting that he commissioned on the ancient theme of the choice of Hercules and the notes that he prepared for the artist. Questions of human choice are also present in the so-called story of an amour, which addresses the difficulties of controlling human passions. Jaffro distinguishes three notions of self-control that are present in the story of an amour. Although I agree with many aspects of Jaffro’s interpretation, I question his conclusion that self-control in the Stoic sense is best reserved for ‘moral heroes.’ I propose an alternative developmental interpretation, according to which all human beings are on an intellectual journey aimed at personal and moral improvement. My interpretation takes seriously that for Shaftesbury philosophy is meant to be practical and help improve our lives. I end by arguing that rather than trying to situate Shaftesbury’s concept of liberty within debates among compatibilists and incompatibilists it is more promising to understand it in terms of self-mastery and thus regard it as a version of positive liberty.     

A contrastive account of explanation generation

In this article, we propose a contrastive account of explanation generation. Though researchers have long wrestled with the concepts of explanation and understanding, as well as with the procedures by which we might evaluate explanations, less attention has been paid to the initial generation stages of explanation. Before an explainer can answer a question, he or she must come to some understanding of the explanandum—what the question is asking—and of the explanatory form and content called for by the context. Here candidate explanations are constructed to respond to the particular interpretation of the question, which, according to the pragmatic approach to explanation, is constrained by a contrast class—a set of related but nonoccurring alternatives to the topic that emerge from the surrounding context and the explainer’s prior knowledge. In this article, we suggest that generating an explanation involves two operations: one that homes in on an interpretation of the question, and a second one that locates an answer. We review empirical work that supports this account, consider the implications of these contrastive processes, and identify areas for future study.     

Concepts dissolve artificial boundaries in the study of emotion and cognition,uniting body,brain, and mind

ABSTRACT

Theories of emotion have often maintained artificial boundaries: for instance, that cognition and emotion are separable, and that an emotion concept is separable from the emotional events that comprise its category (e.g. “fear” is distinct from instances of fear). Over the past several years, research has dissolved these artificial boundaries, suggesting instead that conceptual construction is a domain-general process—a process by which the brain makes meaning of the world. The brain constructs emotion concepts, but also cognitions and perceptions, all in the service of guiding action. In this view, concepts are multimodal constructions, dynamically prepared from a set of highly variable instances. This approach obviates old questions (e.g. how does cognition regulate emotion?) but generates new ones (e.g. how does a brain learn emotion concepts?). In this paper, we review this constructionist, predictive coding account of emotion, considering its implications for health and well-being, culture and development.     

Understanding Others in an Alienating World: Comments on Lori Gruen's Entangled Empathy

Is moral theory alienating? This question, and the worries that lie behind it, motivate much of Lori Gruen's distinctive approach to animal ethics in Entangled Empathy. According to Gruen, the “traditional” methods of moral theory rely on abstractions that strip away the details that give our lives meaning. Although I am deeply sympathetic to these worries, as well as to the alternative ethics Gruen proposes in response to them, in this article I express a few reservations about the argument Gruen uses to motivate her worries and to establish her solution. First, I raise some questions about her conception of “traditional” moral theory and the possible historical figures she means to indict. I then suggest that the principal gear of her argument—her conception of “entangled empathy”—suffers from some inconsistency in application, which risks leading her to posit a thicker notion of empathy than she should want. In particular, her argument risks setting a standard of correctness for “successful” empathy that is implausible on its own terms, but that is also a standard of correctness with morally and politically questionable implications in the human context.     

Can more business ethics teaching halt corruption in companies?

Abstract

This article deals with the question of whether an increased teaching of business ethics can/will have a positive effect on the fight against corruption in companies. It is written from a (South) African perspective. Statistics about the alarming state of corruption in South African businesses are provided in the beginning. A Hegelian approach to the problem, in terms of which theory can and does influence practice, is compared to a Marxist approach, in terms of which theory is only a reflection of practice. The author chooses a position that mediates between these two extremes. In the end, he develops a model that relies heavily on the idea of an ethics of responsibility that draws on Aristotle’s idea of phronesis (practical wisdom based on deliberation). The practical implications of these ideas for the utilization of business ethics teaching in companies are consequently spelt out. While more teaching of this discipline cannot guarantee better morals in a company, it can better equip all involved to deal with the ever-increasing moral problems that business people have to deal with.     

Violating confidentiality to warn of a risk of HIV infection: Ethical work in progress

The old literature on whether medical confidentiality may be breached to warn a spouse of a risk of contracting syphilis from his/her partner — a deep and rich literature — has become relevant once again in the context of HIV infection and AIDS. This paper examines the reasoning and method employed in: the Catholic approach centered around the patient's (property) right to the secret; a (generic) model of justice, utilizing minimal principles of non-aggression and restitution; and an approach involving the elimination of unstable alternatives: the view that public health officials, but not the spouse, may/must be notified; and, that maintaining that the physician is at liberty to disclose but is not obliged to do so. The theory and method behind confidentiality turns out to be deeper than you might have anticipated.     

Enactivism,other minds,and mental disorders

Although enactive approaches to cognition vary in terms of their character and scope, all endorse several core claims. The first is that cognition is tied to action. The second is that cognition is composed of more than just in-the-head processes; cognitive activities are (at least partially) externalized via features of our embodiment and in our ecological dealings with the people and things around us. I appeal to these two enactive claims to consider a view called “direct social perception” (DSP): the idea that we can sometimes perceive features of other minds directly in the character of their embodiment and environmental interactions. I argue that if DSP is true, we can probably also perceive certain features of mental disorders as well. I draw upon the developmental psychologist Daniel Stern’s notion of “forms of vitality”—largely overlooked in these debates—to develop this idea, and I use autism as a case study. I argue further that an enactive approach to DSP can clarify some ways we play a regulative role in shaping the temporal and phenomenal character of the disorder in question, and it may therefore have practical significance for both the clinical and therapeutic encounter.

     

Beyond first-order logic: the historical interplay between mathematical logic and axiomatic set theory

What has been the historical relationship between set theory and logic? On the óne hand, Zermelo and other mathematicians developed set theory as a Hilbert-style axiomatic system. On the other hand, set theory influenced logic by suggesting to Schröder, Löwenheim and others the use of infinitely long expressions. The question of which logic was appropriate for set theory — first-order logic, second-order logic, or an infinitary logic — culminated in a vigorous exchange between Zermelo and Gödel around 1930.     

Basic emotions,rationality, and folk theory

Abstract

Answering the question of whether there are basic emotions requires considering the functions of emotions. We propose that just a few emotions are basic and that they have functions in managing action. When no fully rational solution is available for a problem of action, a basic emotion functions to prompt us in a direction that is better than a random choice. We contrast this kind of theory with a componential approach which we argue is either a version of the theory of basic emotions or else leads to the doctrine that emotions are mistaken tenets of folk psychology. We defend the psychological reality of the folk theory of emotions, and we argue that universal basic emotions make it possible to understand people from distant cultures, and to translate emotional terminology from one language to another. Finally, we show how theories of basic emotions can be tested, and indicate the kinds of empirical result that can bear on the issue.     

From Experience to Relation: Laszlo and Inayatullah,Two Futurists Compared

Humans have two futures: either liberty or uncertainty. In liberty, humans can forecast a vision of the future. However, in uncertainty, humans must forecast multiple futures. This article compares Ervin Laszlo's theory of the liberty future with Sohail Inayatullah's theory of the uncertainty future. Additionally, this article analyzes these two futurists through the lens of Martin Buber, and I argue that the future represents reality not to the “I” of the combination I–It but to the “I” of Buber's preferred combination of I–Thou.