A collage of images, featuring most prominently a person holding a sign reading "no justice no peace"

Author: Sara Van Goozen

Democracy / Governance / International / Social justice

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At last, justice for the Chagos Islanders?

Aerial photograph of the coconut plantation at East Point, Diego Garcia. Photograph shows strip of land between both ocean and lagoon, with the dilapidated plantation buildings sitting in a lawn surrounded by coconut trees.
Aerial photograph of an abandoned coconut plantation at East Point, Diego Garcia. See page for author, Public domain, via Wikimedia Commons

Last week, the news that the UK has agreed to return the Chagos Islands to Mauritius was widely reported. The agreement was denounced by many in the British press and political establishment – including by all current candidates for leadership of the Conservative Party. On the other hand, in other quarters the deal was greeted with cautious optimism. US President Joe Biden welcomed the agreement as a “clear demonstration that … countries can overcome longstanding historical challenges to reach peaceful and mutually beneficial outcomes”. In a joint statement, UK Prime Minister Keir Starmer and Mauritius Prime Minister Pravind Jugnauth called it “a seminal moment in our relationship and a demonstration of our enduring commitment to the peaceful resolution of disputes and the rule of law”.

Among Chagossians the feelings seem more mixed. Some see it as a step in the right direction, suggesting that Mauritius is more likely to put resettlement plans in place. Others, however, have criticised the fact that, even in a decision like this, Chagossians have been systemically excluded from the discussion. One group representing Chagossians in the UK, Mauritius and the Seychelles claimed that “Chagossians have learned this outcome [of the negotiations] from the media and remain powerless and voiceless in determining our own future and the future of our homeland”. Others, speaking to the BBC, expressed frustration that, once again, decisions about their future were made without their input.

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General

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Critical fandom and problematic fans: what responsibilities do we have?

A photograph showing the glass doors at one of the entrances of the Amsterdam Johan Cruijff Arena, with the glass shattered. In the foreground, a man can be seen sweeping up the glass.
Source: https://www.mirror.co.uk/sport/football/news/gallery/ajax-feyenoord-riots-police-eredivisie-31017200

In September 2023, a match between the Dutch football teams Ajax and Feyenoord was abandoned after Ajax supporters threw flares and fireworks on the field. Following the cancellation, fans clashed with riot police and vandalized the stadium. The police had to resort to using tear gas to disperse the crowds.

If certain corners of the internet are to be believed, Games Workshop – the multiple-multi-million company behind the Warhammer miniature wargames – is about to go bankrupt. This is because the recently published rulebook for the Adeptus Custodes, one of the factions in its primary product, Warhammer 40,000, mentioned a female member of the elite Custodes army. A bunch of people have taken this as a sign that Games Workshop has gone “woke” (the Custodes were previously suggested to be all men) and is therefore sure to go broke any time soon.

I’d consider myself a fan of Warhammer 40,000, and a casual supporter of Ajax. These episodes – and they’re by no means the most serious incidents in recent years [CN: graphic images of facial injuries] – raise interesting questions for people like me. Specifically, what are the moral implications of sharing a fandom with people who are sexist, violent, or just generally extremely problematic?

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Academia / Children / Education / General / Pedagogy / Teaching / Teaching Philosophy

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Modern education systems erode trust – this may be a big problem.

Photo by lauren lulu taylor on Unsplash

As teachers, our work is inescapably affected by a range of structural features such as the marketisation and commodification of higher education, the erosion of benefits and of pay, and more. Many of these have been amply studied and debated, including on this blog. Today, however, I want to discuss a relatively underexplored dimension of all this – the slow erosion of trust between staff and students.

In a (higher) education setting, trust is an important value, for several reasons. For one, students are typically young adults and being given responsibility – and being trusted with that responsibility – is an important part of the process of growing up. I’m specifically inspired here by an approach to assessment known as ‘ungrading’. Regardless of the merits of the method, Jesse Stommel’s summary of the core philosophy of ungrading is something that needs to be taken extremely seriously: ‘start by trusting students’.

But it’s also a principled point. From a broadly Kantian perspective, one important aspect of ethical behaviour is respect for others as ‘ends in themselves’. While we all may occasionally jokingly remind each other that students’ brains haven’t fully developed yet, it is important to remember that this does not mean that they lack the capacity for autonomy. Indeed, because of their age, it is perhaps more important than ever to allow them to practice, or exercise autonomy.

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Academia / General / Moral values

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An ad-hominem attack on an ad-hominem attack on non-consequentialism

Last week, Michael Bennett proposed an ‘ad-hominem attack’ on non-consequentialism. He suggested, quite plausibly, that philosophers and political theorists tend to produce work that is complex, at least partially because ‘[p]romotion and prestige requires a constant stream of publications’ and it is ‘difficult to keep that up unless you have complex theories that require a great deal of elaboration’. This provides support for a kind-of debunking argument against contemporary anti-consequentialism:

It does seem awfully suspicious that the normative realm would turn out to be so complicated, given our career incentives to make it look complicated. I think we have reason to be less confident in complex philosophy as a result, and less confident in anti-consequentialism in particular.

I think it’s clear that among academic philosophers there is a tendency to overcomplicate things. This applies to philosophers of all stripes and backgrounds, but is perhaps particularly jarring among philosophers of the ‘analytic’ or ‘Anglo-American’ tradition, given our avowed focus on analysis, logic argument and rigour (this characterization of the analytic tradition can and has been questioned, but let’s go with it for the time being). Indeed, the focus on providing logical arguments for our positions seems to me to contribute significantly to this  tendency towards complexity, often at the cost of clarity.

But to get to the point – does this institutional and epistemic bias in favour of complexity provide an argument (debunking or otherwise) against anti-consequentialism? I’m not sure that this is the case.

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General / International / War

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Is there a place for mercenaries in the future of war?

A photograph showing group of young people standing in front of a tank being transported through the Russian city Rostov-on-Don by Wagner Group mercenaries.
People standing in front of a Wagner Group tank in Rostov-on-Don, 24 June 2023. Fargoh, CC0, via Wikimedia Commons.

They have been active in Ukraine since the 2014 annexation of Crimea, and in Syria as early as 2013 (in the form of predecessor, the Slavonic Corps). They have significant presence in countries including the Central African Republic, Libya and Mali. But it is their involvement in the invasion of Ukraine since early 2022 that has pushed the Wagner Group into headlines across the globe. Now, especially after the abortive mutiny in late June, everyone knows who they are.

However, Wagner Group, though perhaps especially brutal, and especially shadowy, is far from unique. From Aegis to G4S to Blackwater (now Academi), recent conflicts have seen an increasing number private contractors take on logistics, training and even security and combat roles. (Though in the case of Wagner, it’s somewhat questionable how “private” they really were). It’s the latter, often called mercenaries, which are particularly controversial. But what are mercenaries, and how worried should we be about their proliferation?

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Education / General / Pedagogy / Teaching / Teaching Philosophy

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Teaching through experiences – Interview with Stephen Bloch-Schulman

A photograph of a traditional seminar-style discussion.
A traditional classroom scene

The way I like to put it is students in a philosophy classroom are regularly given answers without having the questions, and by having that experience first they have a bunch of questions they can then bring to the text.

Professor Stephen Bloch-Schulman, Chair of the Department of Philosophy at Elon University, has published extensively on teaching and learning, especially in relation to the practice of teaching philosophy. Like many philosophers, he wants students to critically evaluate their beliefs. However, his approach to actually getting students to do so can be considered unusual – as he does not think people generally are great at explaining what they believe. For our series on Teaching Philosophy, Justice Everywhere interviewed Bloch-Schulman about his teaching philosophy and practice.

(The interview has been lightly edited for length and clarity.)

Justice Everywhere (JE): So, what do you do that you think is interesting and worth sharing?

Stephen Bloch-Schulman (SBS): I’m quite taken with Eric Schwitzgebel’s critique of intellectualism about belief – as he understands it, the intellectualist view is that we can know what our beliefs are by simply looking inside our own thinking, that we are transparent to ourselves.

I think the opposite is true, I think that we are very opaque to ourselves. I’m not really interested in merely asking my students what they believe and then critically examining what they say, because I don’t actually think that that’s what they believe. What I’m trying to do instead is find ways that students can reveal their beliefs to themselves and to me, rather than asking and assuming what they say accurately reflects their beliefs. I construct all sorts of experiences for them to have wherein they will reveal to themselves, and to me, what their beliefs are without them knowing that that is what they are doing.

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Animals / Climate / General / International / War

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Can a ‘war on poaching’ be just?

A photograph of 5 men in combat uniform with automatic rifles crouching in tall grass. A sixth man is dressed more informally and explaining something to one of the men.
Rangers in Malawi’s Liwonde National Park on a training exercise.

The illegal wildlife trade is worth billions, and is one of the most lucrative crime networks globally. Illegal hunting can have a devastating effect on the environment and biodiversity, with animals being hunted to (near-)extinction in some areas. In response, several countries have adopted policies which allow the shooting of suspected poachers ‘on sight’.

Unsurprisingly, this is a controversial development. Because of the complex nature of the problem, it’s unclear whether these kind of policies are actually effective, and the scope for mistakes (or even abuse) is wide. On the other hand, defenders argue that so-called ‘militarized conservation’ is necessary to protect severely endangered species, or no different from policing in a dangerous environment [cw: linked article contains a graphic photograph of a murdered rhino].

The more fundamental issue at stake here is whether it can be justified to use lethal force against humans, for the sake of protecting (wild) animals. This is a famously thorny issue. One notable critic explicitly takes aim at the idea that it can be acceptable to trade human lives for animal lives. And many in animal rights circles reject the use of violence – for example, the Oxford Centre for Animal Ethics will not ‘appoint Fellows who advocate violence’. The idea that killing humans to protect animals can be permissible may also seem quite ludicrous to many in our anthropocentric society. Of course, you might say, aren’t the lives of humans just more important than the lives of animals?

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Academia / Education / General / Pedagogy / Teaching / Teaching Philosophy

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Should we deprioritize grades? Or not grade at all?

 

A snippet of a 19th century report card

If you have any experience teaching, you likely have experience grading. Grades are often considered an important part of teaching, for example because they are thought to motivate students. However, while grading, ranking and classifying has become the norm in many places (a development which only really kicked off in the late 19th century), many teachers are trying to move away from crude metrics. Some even go as far as doing away with grades completely. For this post in our series on teaching philosophy, Justice Everywhere spoke to Dr Marcus Schultz-Bergin (Cleveland State University), about his attempts to deprioritize grading and his experience with going completely gradeless in one Philosophy of Law course. He has detailed his experience on his blog, and a version of his reflections on gradeless teaching has also been published in a new book about “ungrading”.

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Academia / General / Pedagogy / Teaching / Teaching Philosophy

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Teaching Philosophy “Outside the Walls”

A photograph depicting an audience listening to a lecture in a traditional lecture hall

An audience in a lecture hall

How do you get undergraduate students excited about philosophy? How do you show students that studying philosophy isn’t just about reading complex discussions about the nature of reality? Philosophy teachers the world over are increasingly facing external pressures – from Rate my Professor to government funding bodies and everything in between – to make their courses popular, engaging, or “useful”. Many are also aware of other factors that may encourage re-thinking the way in which we teach philosophy and to move away from traditional  styles of teaching, for instance concerns about accessibility or Western-centrism. One of the things this series, Teaching Philosophy in the 21st Century, sets out to do is to canvas different ways of teaching philosophy. We hope that these discussions serve to inspire and provide ideas for those considering adopting different ways of teaching and assessing students.

For this post, we spoke to Dr Sjoerd Griffioen and Dr Merel Semeijn from the University of Groningen (Netherlands). They run a module called Buiten de Muren (Outside the Walls), which is a required module for second year BA Philosophy students. In the module, students identify a societal issue they want to tackle, a relevant ethical theory or concept (broadly construed), and create a creative final product. ‘We really ask them not to write a standard academic paper about it, or do a standard presentation, but to really come up with something else – because it will probably be the only time in their academic career that they can do that’, Griffioen says. ‘Of course we supervise them very intensively. Because it does happen that students start with a brilliant idea but then they run into problems and we have to turn them towards something that might be a bit more pragmatic. But the principle is that we give them a lot of freedom to come up with something other than a standard academic paper. “Outside the Walls” means to think outside the walls of academia – outside the box, if you will.’

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Academia / Education / General / Pedagogy / Teaching / Teaching Philosophy

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“What I would like is for people to come at the world with lots of different ways of seeing things”; Dr Liam Kofi Bright on the philosophical canon

Detail of Raphael's The School of Athens

Detail of Raphael’s fresco, The School of Athens, depicting among others Plato and Aristotle

In 2020, Dr Liam Kofi Bright (LSE) was interviewed by the Dutch newspaper Trouw [in Dutch]. In that interview, he outlined his case for getting rid of philosophical canons. “The Dutch far right got very angry with me on Twitter,” Bright says. “A quite prominent far-right politician said what a terrible person I am, and a bunch of her followers agreed.” But much of this anger was based on a misunderstanding of Bright’s argument. “They assumed without really reading what I was saying that my objection was to the particular people on the canon, so say Descartes, because he was a white guy from Europe. And they, being the far right, didn’t like that. But actually my objection isn’t really to any particular items on the canon at all.”

To start off our new series of posts about teaching philosophy – titled, unimaginatively, “Teaching Philosophy in the 21st Century” – we caught up with Dr Bright in August 2021 to discuss his argument, and to learn more about what teaching philosophy without teaching to the philosophy canon might look like.

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