What are Adaptive Preferences? Exclusion and Disability in the Capability Approach

It is a longstanding problem for theorists of justice that many victims of injustice seem to prefer mistreatment, and perpetuate their own oppression. One possible response is to simply ignore such preferences as unreliable ‘adaptive preferences’. Capability theorists have taken this approach, arguing that individuals should be entitled to certain capabilities regardless of their satisfaction without them. Although this initially seems plausible, worries have been raised that undermining the reliability of individuals' strongly‐held preferences impugns their rationality, and further excludes already marginalised groups. I argue that such criticisms trade on an ambiguity between two uses of the term ‘adaptive preference’. An adaptive preference is often assumed to be irrational, and an unreliable guide to its possessor's best interests. However, I suggest a preference may also be adaptive in the sense that it is an unreliable guide to our distributive entitlements, and that this does not require an assessment of individuals' rationality. I consider this distinction in relation to disability, arguing that this clarification allows us to justifiably ignore some disabled individuals' preferences, in the context of theorising about distributive justice, without disrespecting or undermining their rationality or culture.     

Short-term effects of using verbal instructions and demonstration at the beginning of learning a complex skill in figure skating

This study examined whether providing verbal instructions plus demonstration and task repetition facilitates the early acquisition of a sport skill for which learners had a prior knowledge of the individual motor components. After one demonstration of the task by an expert, 18 novice skaters practiced a figure skating jump during a 15-min. period. Subjects were randomly assigned to one of 3 groups: a group provided with a verbal instruction that specified the subgoals of the task (Subgoals group), a group provided with a verbal instruction that used a metaphor (Metaphoric group), and a group not receiving any specific instruction during training (Control group). Subjects were filmed prior to and immediately following the practice session. Analysis indicated that the modifications of performance were related to the demonstration and the subsequent task repetitions only. Providing additional verbal instructions generated no effect. Therefore, guiding the learner toward a solution to the task problem by means of verbal instruction seems to be ineffective if done too early in the course of learning.     

Disability: a justice-based account

Philosophical Studies - Most people have a clear sense of what they mean by disability, and have little trouble identifying conditions they consider disabling. Yet providing a clear and consistent...