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

Category: General

Democracy / General / Governance / Rights

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Are Persons with Intellectual Disabilities Unjustly Disenfranchised?

In July 2020 the Romanian Constitutional Court declared that the institution of judicial interdiction, which deprived people deemed to have severe intellectual disabilities[1] of numerous civil rights, is unconstitutional. Thus, while the Constitution itself still requires that people with intellectual disabilities placed under judicial interdiction are to be disenfranchised, the provision is de facto inapplicable, making the next round of elections the first in Romania’s history where people with severe intellectual disabilities will be included in the demos. Other countries have more explicitly embraced this type of enfranchisement, with both France and Spain making legislative changes that grant voting rights to people with intellectual disabilities in 2018. Consequently, about half of EU Member States now endorse the electoral exclusion of people with intellectual disabilities, in some form, while the other half fully include them. At a global level, the situation is starkly different, however, with a 2016 study on all 193 UN countries showing that only 11% had provided full enfranchisement up to that point. Thus, it can be said that as of 2022, only a small minority of states abide by Article 29 of the Convention on the Rights of Persons with Disabilities, according to which states should “ensure that persons with disabilities can effectively and fully participate in political and public life on an equal basis with others, directly or through freely chosen representatives, including the right and opportunity for persons with disabilities to vote […]”.

Of course, the normative force of arguments for or against any form of disenfranchisement cannot be primarily derived from the provisions of international law. And, in fact, even from this perspective any judgement would not be so clear-cut, considering the recent decision by the European Court of Human Rights to uphold the practice of disenfranchisement for reasons of intellectual capacity as legitimate in the case of Strøbye and Rosenlind v. Denmark. So what can be said in justification of this policy?

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Climate / Duties / General / Public Philosophy

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Is disruptive climate activism morally controversial?

We are in the midst of an emergency. Drastic action by states, businesses, and individuals is required if we are to avert the most disastrous effects of climate change. Activism is a necessary part of and precursor to this action. And increasingly it is disruptive climate activism that is being advocated and engaged in. To many people, this kind of activism will seem morally controversial and perhaps even unjustified. But is it? And, if so, why exactly? Let’s examine three worries one might have. (more…)

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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Climate / General

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A justice-inspired reading of the COP26 discursive arena

The 26th UN Climate Change Conference of the Parties (COP26), which has been taking place in Glasgow since October 31st and will end on November 12, has already offered many possibilities for reflecting about the ongoing transnational, multidisciplinary debate on climate change which unfolds through mass media and social platforms. The COP26 is the occasion for delegates of the 197 countries which signed the United Nations Framework Convention on Climate Change (UNFCCC) to negotiate ways to contrast climate change in line with the objectives set in Rio de Janeiro in 1992 and in the subsequent COPs. (more…)

Distribution / Economics / General / Governance / International

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Is the OECD/G20 international corporate tax reform fair?

On October 8th, the Organisation for Economic Co-operation and Development (OECD) announced that 136 countries have adopted its two-pillar proposal to reform the taxation of multinational enterprises (MNEs).

Pillar One applies to MNEs with sales in excess of $20bn and profits over 10%. It shifts the taxing rights of the next 25% of profits above the 10% threshold to market jurisdictions, that is, to the country where the goods and services of the MNE in question are sold. The measure is thought to apply only to about 100 MNEs, many of them in the highly profitable digital services sector. Pillar Two introduces a minimum tax of 15% for all MNEs with revenues of more than $750m. (more…)

Climate / Economics / General / Governance

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Accounting for global and local justice in behavioural climate policy

Anthropogenic climate change is a global concern. However, that climate change concerns all of us does not mean that it would concern all of us equally. Income is the primary correlate of carbon footprint whether analysed on a national or individual level. The richest half of the world’s countries (in GDP) emit 86% of global CO2 emissions. The difference is even starker when analysed on an individual level: income level is also the strongest correlate with citizen CO2 footprint (2016 data from the Global Carbon Project). The effect of attempts to decrease carbon footprint in wealthy countries by producing climate-friendly consumer goods, energy, and transport options have had limited effect – in part because these only transform a small part of citizens’ total consumption behaviour, and in part because reductions are needed, primarily, in the amount of consumption by high-income citizens rather than in the specific goods being consumed. (more…)

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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General

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How to Ask Questions and Alienate People: Is Playing Devil’s Advocate Morally Defensible?

This is a guest post by Avril Tynan, a postdoctoral researcher at the Turku Institute for Advanced Studies in Finland.

It often seems that asking questions is an infallible activity. When we ask questions we demonstrate curiosity; it’s how we learn and understand; in universities we encourage students to ask questions, to interrogate data and theories and to challenge conventional approaches. When we ask how, why, when, where and who, we illuminate the grey areas of our knowledge and understanding, and we may even stumble upon new information and fresh perspectives. But asking questions can be damaging, disrespectful and even dangerous, particularly when the objective is not to understand, but rather to undermine. (more…)

Beyond the Ivory Tower / General / Governance / Health / International / Public Philosophy

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What the pandemic can teach us about political philosophy

This post originally appeared on LSE School of Public Policy’s COVID-19 blog on 3rd September. You can access this version here. Political Philosophy in a Pandemic: Routes to a More Just Future, the collection of essays discussed in this post, is out this coming Thursday (23rd September)!

Aveek Bhattacharya (Social Market Foundation) and Fay Niker (University of Stirling), co-editors of a new book on the ethics and politics of the COVID-19 pandemic and our response to it, introduce some of its ideas.

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Back in April 2020, in the period we now look back on as “the first lockdown”, we gathered together some early reflections from philosophers and political theorists on the ethical dimensions of the developing COVID-19 pandemic. We published these on Justice Everywhere, the blog we help to run. Experts from almost every academic field – epidemiology, statistical modelling, social psychology, economics – were turning the tools of their trades to the growing crisis. What, if anything, did we and our peers have to offer? (more…)

Academia / Beyond the Ivory Tower / General / MediaPhilosophy / Public Philosophy

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Political Philosophy in a Pandemic: Chapter Preview (Adam Swift)

Several Justice Everywhere authors have been involved in a book project about the ethics and politics of COVID-19. The volume, Political Philosophy in a Pandemic: Routes to a More Just Future (Bloomsbury 2021), is a collection of 20 essays covering five main themes: (1) social welfare and vulnerability; (2) economic justice; (3) democratic relations; (4) speech and (mis)information; and (5) the relationship between crisis and justice.

The second of three chapter previews that we’re releasing in the run up to the book’s publication next week comes from Adam Swift, who contributed a chapter to the final theme on the relationship between crisis and justice. His chapter, Pandemic as Political Theory, takes a step back to consider what the COVID-19 crisis reveals about the nature of politics and political theory in general. (more…)