Justice Everywhere

a blog about justice in public affairs

Category: Education (Page 1 of 2)

More Solidarity among EU Citizens

From June 14th to June 16th, the Amsterdam Centre for Contemporary European Studies (ACCESS EUROPE) organised an international conference on “Solidarity and European integration”. In his contribution to the panel “European solidarity and justice: normative issues”, Andrea Sangiovanni presented his dispositional analysis of the concept “solidarity”. He defines solidarity as a (complex) disposition to sacrifice one’s own self-interest (narrowly understood) for the good of others. In order to distinguish solidarity from utilitarian altruism, love, enlightened self-interest, and fairness, he further specifies it as being a disposition to sacrifice that is impersonal, narrow, and person-directed. It is a disposition to sacrifice one’s own self-interest for the sake of overcoming an adversity faced by other member states or EU citizens. Such a dispositional analysis is, I believe, much more promising than, for instance, an analysis of solidarity as a mental state. It enables us to reach a better understanding of the conditions that are most conducive to the development of solidarity and the factors that hinder it. In this post, I develop some thoughts on how to address this issue in the European context.

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Call for Papers: Journal of Global Ethics Special Issue on Education and Migration

Guest editors Julian Culp (Frankfurt) and Danielle Zwarthoed (Louvain)

Submission of abstracts: asap

Submission of papers: October 15, 2017

Direct enquiries and submissions to: Culp@em.uni-frankfurt.de ; Danielle.Zwarthoed@uclouvain.be

Following upon the special issue Refugee Crisis: The Borders of Human Mobility (December, 2016), The Journal of Global Ethics introduces a special issue concerning the responsibilities for education that pertain to international migration. The Journal of Global Ethics invites scholars and practitioners from the disciplines of education, economics, law, philosophy, political science sociology and other fields to submit articles for review.

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Moral Progress – An Illusion?

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In the face of an increase in shootings and terrorist attacks, Erdogan’s “cleansing” operations, the Brexit, an on-going refugee crisis and numerous other worrying developments, a post about moral progress might seem entirely out of place. Who would believe that there could be anything like that? Isn’t it obvious that human beings are unable to learn from history, that every hope that the world could become more just and peaceful in the long run is in vain? Don’t the recent developments show clearly that multiculturalism cannot work, that real integration is an illusion, that religious dogmas are stronger than arguments and that humans are unable to change their behaviour so as to stop global warming? Despite all reasons for being sceptical, some philosophers still firmly believe in the possibility for us humans to progress morally. In this post, I argue that we ought not to give up our hopes for a more humane, just and peaceful world, and explore ways in which moral progress could be achieved.

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The ethics of teaching climate ethics

I just finished teaching a new, final year undergraduate course on ‘Global Justice and Climate Change’. This is the first time that I’ve had the opportunity to design and teach a course based on my own area of research and in many ways it seems to have been a success. I’ve struggled a bit throughout, though, with figuring out how to think about what I’m doing and what I should perhaps be trying to achieve.

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Writing a good referee report for a journal article

[This article was originally posted on Politicsblog, of the journal Politics.]

Peer-reviewing articles for journals is one of the important professional contributions made by academics. But it can seem an unusual exercise when undertaken for the first time and it is a difficult art form to master. There are a number of extended resources online with useful guidance, from academics, editors, publishers, and the American Philosophical Association, and a set of links to discussions on aspects of peer-review on various blogs. Here I offer seven quick tips that are designed to help make a review useful to both an editor and an author:

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Good books for a ‘first read’ in political philosophy / ethics

Recently, I was asked a question I have been asked on a few occasions: ‘what books should I recommend to a friend who has never read any political philosophy or ethics, but is interested in taking a look at the subject?’ I reply to this question with assorted recommendations, but what I recommend almost certainly varies depending on my mood, what I am currently researching/teaching, and, most significantly, how my memory is functioning in that moment. My recommendations are also limited to the list of books that I have read. To rectify these deficiencies, I write this post with two aims in mind: first, to identify some of the books I often recommend and garner suggestions from others about suitable books; and, second, thereby, to provide a list of texts to refer people when they ask the question above.

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Valuing Aims vs. Valuing Implementation, on wedding day organisation and assessing ‘impact’

There are many policies and courses of action that reflect good ideas, but are imperfectly or poorly implemented. On my wedding day, I was trying to make efficient use of time making final arrangements before the ceremony by talking to a friend about one task whilst walking backwards in the direction of my next task. As I finished the conversation, I turned forwards whilst maintaining my momentum and promptly walked into a door that I had not realised Wedding picwas behind me, leaving a clearly obvious cut down my forehead for day (see right). Alongside finding it hilarious, my partner did ask why I had not thought more carefully about where I was walking. While I accepted the criticism of that question, I retained that my attempts to work efficiently on that morning were to be commended. We continue to disagree on whether the merit of my aim outweighs the demerit of my execution.

The same tension arises elsewhere. In the current UK university climate, departments are assessed, amongst other things, on the extent to which their research has influence beyond the academic community. A few weeks ago David argued that there are good reasons for academics to think about how their work has political influence and I think these reasons offer some support for assessing research ‘impact’. However, many people criticise how this assessment is implemented. Questions have been raised whether it places too much weight on easily observable, short-term impact. Such criteria would be problematic if, for example, they would not identify, and would, thereby, discourage, the immense and sustained impact of Pythagoras Theorem because many of its impacts have developed from other disciplines using it in applied research many years later. If such criticisms have merit, we, again, face the question: how should we balance valuing a policy’s basic form against valuing (or disvaluing) some of its substance?

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Political Philosophy and Political Change

ivorytowerIn a memorable sequence in his book, Far From The Madding Crowd, Thomas Hardy depicts the young dog, “George’s son” who works for the farmer, Oak, as a sheepdog. The main job of George’s son is to run after the sheep to make sure that they stay together and do not run away. Tragically, however, the sheepdog being under the impression that the more he runs after the sheep, the better, one day drives all the sheep off a cliff. George’s son, thinking that he has done an exceptional job, returns happily to Oak, who is now left with nothing. Hardy writes that George’s son met the “untoward fate which so often attends dogs and other philosophers who follow out a train of reasoning to its logical conclusion, and attempt perfectly consistent conduct in a world made up so largely of compromise. “

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The Need for Content Notes and Trigger Warnings in Seminars

Photo by Goska Smierzchalska / CC BY-NC 2.0

Content note: this post contains a discussion of sexual violence and rape.

A few weeks ago I was at a seminar where the speaker unexpectedly diverted from the main topic of their paper and used a rape example to support their argument. As discussions of rape in philosophy seminars go it was not particularly insensitive. But what disturbed me was that from the pre-circulated paper’s title and abstract there was no indication that it would include a discussion of rape. A victim of rape or sexual violence would have had no warning that they were about to be confronted with an extended discussion of it. Given the appalling statistics on rape and sexual violence that would almost certainly have included several people in the room. For them the discussion of rape might not have been just another abstract thought experiment, but an intensely triggering experience that brought back memories they did not want to deal with at that point. It made me think that the speaker could have respected this possibility by sending a short ‘content note’ (like the one above) with the abstract warning people that the seminar would contain a discussion of rape.

Over the last few months there has in fact been a lot of online discussion over the use of content notes and trigger warnings1 in academia. The recent debate was sparked by students at several US universities calling for content notes/trigger warnings to be included in course syllabuses. The idea behind these is to warn students that certain readings in the course contain discussions of topics that might be stressful or triggering. Much of the ensuing criticism has taken the line that they represent a ‘serious threat to intellectual freedom’ and even ‘one giant leap for censorship‘. This criticism is unfortunate because it falsely suggests that content notes/trigger warnings are there to stop or censor discussions of sensitive topics. Instead the point of the them is to facilitate these discussions by creating a safe and supportive environment where people are given the choice over how and when they engage with topics that they know can be immensely painful for them. As Laurie Penny argues “Trigger warnings are fundamentally about empathy. They are a polite plea for more openness, not less; for more truth, not less. They allow taboo topics and the experience of hurt and pain, often by marginalised people, to be spoken of frankly. They are the opposite of censorship.”

Perhaps some of the hostility to content notes/trigger warnings comes from a lack of knowledge about how they could work. People seem to imagine them as these big intrusive and ugly warnings. I think an actual example of a content note shows us how far from the truth this is:

Course Content Note: At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.) 

If you ever wish to discuss your personal reactions to this material, either with the class or with me afterwards, I welcome such discussion as an appropriate part of our coursework.

Though much of the online discussion has focused on syllabuses and student seminars, I think it is important to recognise that the same arguments also apply to seminars among professional academics. I think we academics sometimes falsely assume that the standards and principles we apply to student and non-academic discussions do not apply to our own professional practices. An academic giving a paper or a lecture which includes discussions that are potentially triggering should give attendees advance notice of this. This allows people to prepare themselves and not have it sprung upon them, and even the opportunity to avoid coming at all if they feel they are not able to cope with the discussion that day. Of course this does not address what is said during the ensuing question period. It does not stop another academic from insensitively using an example of rape or sexual violence when they respond to the speaker. Content notes and trigger warnings cannot (and are not supposed) to cover every possibility. To address that we could start by educating academics about what its like to be a victim of rape and hear examples of rape used casually in philosophy seminars.

Some have argued that “life doesn’t come with a trigger warning” and tried to suggest that using them in any situation is therefore pointless. While we may not be able to change everything, seminars are a small sphere of life that we have the power to make less hostile and more welcoming.



1 Content notes and trigger warnings are frequently confused. The difference is that “Trigger warnings are about attempting to identify common triggers for panic attacks and related experiences and tagging media for the benefit of people who find it helpful to be warned when media contains this material. Content notes are simply flags with information about content, to be used at the discretion of the person who encounters them.”

Should Teaching be Open Access?

Many universities have begun making teaching material freely available online. In 2012 the UK’s Open University launched a platform, FutureLearn, where one can take a ‘Massive Open Online Course’, from a substantial range offered by 26 university partners and three non-university partners. There are also providers in America, Asia, and Australia.  Meanwhile, some universities – Yale is a prominent example – simply place recordings of their modules on a website, many collated at iTunesU, and, indeed, one can watch some directly via YouTube, including Michael Sandel’s course on justice:
These developments raise various ethical questions.  Here is a central one: why, if at all, should teaching be open access?  I suspect that the answer to this question depends on the kind of teaching and what precisely is meant by ‘open access’. Thus, (leaving open whether the arguments are generalizable) here I will consider a narrower suggestion: all university lecture series (where feasible) should be freely available online. Here are two reasons that speak in favour of this idea.
First, people (worldwide) should have the opportunity to know what is known. Knowledge is both intrinsically and instrumentally valuable and university lecture series are one (important) place where knowledge is housed. These points alone suggest there is some reason to give people access where possible. (Similar thoughts can be advanced in favour of internet available commons, such as Wikipedia or the Stanford Encyclopedia of Philosophy, as discussed previously on this blog). Perhaps there are cases in which access to certain knowledge must be restricted – certain intelligence information during a just war, for example. But the vast majority of information delivered through university courses is harmless (in that sense) and granting access to it would simply mean granting access to cutting edge research in a form engineered for easy consumption.
Second, the move could have a (Pareto-efficient) egalitarianising effect on university education. To wit, by giving students access to lectures from courses similar to those on their own degree, we might reduce various differences in educational and developmental opportunities that exist between attendees of different universities. Benefits would include better access to teaching more suited to one’s learning style and better accessibility for a more diverse range of users, points often emphasised about digitalising learning materials.
Here, meanwhile, are responses to some worries and objections:
Who would pay for it? The exercise would be fairly costless: many universities are already equipped with the necessary facilities and posting lectures online is fairly straightforward. In that sense, it would be funded largely by existing revenue streams from governments, research councils, and students.

Why should these actors pay for others to learn? To the extent that what is provided is a public good, I see no problem with it being government subsidised. Revenue from students is more difficult, but (a) students would continue to receive distinctive returns for their payment (such as library access and tutorials) and (b) the issue, anyway, casts as much question on whether university education should be student or government financed as on the proposal above.

Are not the courses the intellectual property of the lecturers and, thus, within their right to disseminate as they choose (including, if they wish, only for a fee)? I have some doubts about whether university courses, especially those publically funded, can be deemed individual intellectual property, but, even if so, lecturers would not need to exercise this right and the case here would imply that they should not do so.

Would it impact badly on student attendance? Might it even, as some lecturers have worried, undermine the viability of some universities and cost jobs if students can study by watching online lectures posted by other institutions? I doubt either of these effects: evidence shows access to online material typically does not decrease attendance and, as noted above, universities will continue to attract numbers and attendance based on the other, more site-specific components of their teaching profile.
Do online educational resources actually help people learn?  Much here might depend on ideas about learning theory.  Those who think we learn through stimulus and repetition (‘behaviouralists’ and, to some extent, ‘cognitivists’) are likely to place greater value on the idea than those who think we learn through communication and collaboration (‘collectivists’ or ‘constructivists’). But formats might be tinkered to respond to what would be most beneficial here, and, in any case, does not the potential of the benefits outlined above suggest that it is worth a try?

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