DOCSLIB.ORG

Ethical Theory

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ethical Theory Exploring conflict: the justification of violence HILLS, Steven Randall Available from the Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/4597/ A Sheffield Hallam University thesis This thesis is protected by copyright which belongs to the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Please visit http://shura.shu.ac.uk/4597/ and http://shura.shu.ac.uk/information.html for further details about copyright and re-use permissions. j LG&rmnp ?.na 11 -i-orvices | I Coliecriis Lasrnirn Centre j j CcCsc-ialG Crescent Campus ■ Q % • ’ 0 ?,} Q < H 9 P P " V^» 1 sv i l i ^ B «£-» U.' 4 v 102 006 861 2 REFERENCE ProQuest Number: 10702818 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10702818 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Exploring Conflict: the justification of violence Steven Randall Hills A thesis submitted in partial fulfilment of the requirements of Sheffield Hallam University for the degree of Doctor of Philosophy December 2011 Abstract Exploring Conflict: the justification of violence The purpose of this work is to identify how people ethically justify the use of violence or harm-doing in conflicts; and by comparing the processes they use with those of normative ethics, to review whether and how well existing theory addresses the issues in ethical reasoning people actually face. If someone is in a conflict, and the next move may involve harm-doing, what should they be thinking about and why? The work began from an open position as to how people might make their justifications, though expecting that they would do so in varying ways. An exploratory approach was therefore adopted, involving idiographic, qualitative methodology. Grounded theory was selected from a range of five such methodologies partly because of its commitment to building “substantive theory” which emerges from the data and also to provide analytic (but not population) generalisability to situations similar to those investigated. The primary data was collected from an interview study conducted amongst people in Sheffield, England. Secondary data from a profoundly different context (the Nuremburg Trials) was used as triangulation. A Model was constructed representing how people conceptualised conflict and reasoned about harm-doing. A literature review was then conducted covering the concept of conflict, four broad ethical approaches - consequentialism, deontology, contractarianism, and virtue ethics - and applied ethical writing relating to conflict-related harm- doing, including eg Just War Theory. The Model was then reviewed in terms of the literature and the literature in terms of the Model. The work contributes to the field by identifying and critiquing ways in which at the everyday level, people conceptualise conflict and reason ethically. There was a marked contrast between the Model and the conflict literature in one respect. The Model treated conflict as aggressive behaviour to the understanding of which knowledge of its purposes added little. Established theory understood it as goal-directed behaviour producing aggression because not all parties could have all they wanted. Consistently with its view of conflict, the Model saw the idea of common humanity and respect for people as the basis of ethical reasoning. As a result doing harm in self-defence and to protect the weak was all but taken for granted, provided this did not extend to large scale violence. People treated ethical reasoning as relevant to their lives and would borrow from all four broad approaches - but rarely in any depth. This suggests the literature addresses real-world issues, but raises questions about its accessibility and practicality. The research also makes a methodological contribution. Normative ethics does not make extensive use of empirical data and part of the object was to investigate whether it could be useful. The work shows that idiographic methodology can help by identifying the meaning of real world issues for individuals, which meaning the ethical literature should address. Recommendations are made for nomothetic investigation of the prevalence of the views in the Model, and their relationship with national or religious cultures; and for particular developments of the ethical arguments against killing. Acknowledgements All the books say the right supervisors are fundamental to doing a PhD, and in Professor Jim Bryant and Professor Ann Macaskill I could hardly have had righter or more patient ones. I would like to take this rare opportunity to remember all those other teachers I have special reasons to be grateful to, but no other formal chance to express it - Wilf Knapp and John Simopoulos, Laurie Baragwanath, David Dyer, Jim Doolan, Rodney Shakespeare, Brian Jones, and “Fritz” Linden. They are all in here. No mature students complete a PhD without the full-hearted support of their partners - so total love and thanks go to my wife Lyndsay, who worked at least as hard to support me as I did in doing the work. Table of Contents Page Abstract ..................................................................................................... i Acknowledgements................................................................................. iii Table of Contents..................................................................................... iv Chapter 1 Introduction ............................................................................. 1 1. Purpose and Origin of the W ork................................................... 1 2. Focal Issues ................................................................................. 2 3. Character of the Research: Methodology, Development and Layout of the Thesis ...................................................... 4 4. The Research Journey................................................................ 7 5. Usage, Conventions and Assumptions................................... 8 6. Chapter Summary......................................................................... 9 Chapter 2 Literature Review................................................................... 10 1. Introduction ................................................................................ 12 2. Meaning of Conflict, Violence and Harm-doing ...................... 12 2.1. Meaning in Ordinary Language ................................. 12 2.2. Meaning and Role of Conflict in the Literature 13 3. Meaning of Ethics ......................................................................... 25 3.1. Areas of Ethical Discussion .......................................... 26 3.2. Meta-ethics..................................................................... 27 3.3. Normative ethics - Ethical Theory ...... ......................... 28 3.3.1. Consequentialist reasoning .................... 31 3.3.2. Deontological ethics .................................. 42 3.3.3. Contractarian ethics .................................. 55 3.3.4. Virtue ethics .............................................. 62 3.4. Normative ethics - Practical or Applied ethics 65 3.4.1. What, if anything, is wrong with killing or doing harm to others?.............................. 66 3.4.2. Specific acts of killing ............................... 70 3.4.3. Just War theory.......................................... 73 3.4.4. Other attitudes to war............................... 84 4. Summary of Chapter................................................................. 92 Chapter 3 Methodology............................................................................ 93 1. Introduction ................................................................................... 93 93 2. Review of Basic Assumptions.................................................. 3. Criteria for Choosing a Methodology....................................... 97 4. Review of Candidate Methodologies....................................... 98 5. Review of Chosen Methodology: Symbolic Interactionism and Grounded Theory.................................................... 101 6. Choice of Data Collection Methods; Validity, Reliability 106 7. Perspective of the Researcher.................................................. 115 8. Summary of Chapter ................................................................... 117 Chapter 4 Data Gathering: How the grounded theory process was carried out.............................................................................. 118 1. Introduction ................................................................................. 118 2. Data-gathering through Oral Interviews.................................. 119 3. Data-gathering from Written Source....................................... 136 4. Summary of Chapter................................................................
Load more

Recommended publications
  • A Virtue Ethic for the Twenty-First Century Warrior: Teaching Natural Law Through the Declaration of Independence and the Gettsyburg Address
    Concordia Seminary - Saint Louis Scholarly Resources from Concordia Seminary Doctor of Ministry Major Applied Project Concordia Seminary Scholarship 2-16-2012 A Virtue Ethic for the Twenty-First Century Warrior: Teaching Natural Law Through the Declaration of Independence and the Gettsyburg Address Ryan Rupe Concordia Seminary, St. Louis, [email protected] Follow this and additional works at: https://scholar.csl.edu/dmin Part of the Practical Theology Commons Recommended Citation Rupe, Ryan, "A Virtue Ethic for the Twenty-First Century Warrior: Teaching Natural Law Through the Declaration of Independence and the Gettsyburg Address" (2012). Doctor of Ministry Major Applied Project. 139. https://scholar.csl.edu/dmin/139 This Major Applied Project is brought to you for free and open access by the Concordia Seminary Scholarship at Scholarly Resources from Concordia Seminary. It has been accepted for inclusion in Doctor of Ministry Major Applied Project by an authorized administrator of Scholarly Resources from Concordia Seminary. For more information, please contact [email protected]. CONCORDIA SEMINARY SAINT LOUIS, MISSOURI A VIRTUE ETHIC FOR THE TWENTY-FIRST CENTURY WARRIOR: TEACHING NATURAL LAW THROUGH THE DECLARATION OF INDEPENDENCE AND THE GETTSYBURG ADDRESS A MAJOR APPLIED PROJECT SUBMITTED TO THE DEPARTMENT OF DOCTOR OF MINISTRY STUDIES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF MINISTRY BY RYAN R. RUPE SAINT LOUIS, MISSOURI 15 DECEMBER 2011 A VIRTUE ETHIC FOR THE TWENTY-FIRST CENTURY WARRIOR: TEACHING NATURAL LAW THROUGH THE DECLARATION OF INDEPENDENCE AND THE GETTSYBURG ADDRESS RYAN R. RUPE 16 FEBRUARY 2012 Concordia Seminary Saint Louis, Missouri ____________________________________ __________________ Advisor Dr. Arthur Bacon DATE ____________________________________ __________________ Reader DATE ____________________________________ __________________ Director, Doctor of Ministry Program DATE Dr.
    [Show full text]
  • Proxy Voting Guidelines Benchmark Policy Recommendations TITLE
    UNITED STATES Proxy Voting Guidelines Benchmark Policy Recommendations TITLE Effective for Meetings on or after February 1, 2021 Published November 19, 2020 ISS GOVERNANCE .COM © 2020 | Institutional Shareholder Services and/or its affiliates UNITED STATES PROXY VOTING GUIDELINES TABLE OF CONTENTS Coverage ................................................................................................................................................................ 7 1. Board of Directors ......................................................................................................................................... 8 Voting on Director Nominees in Uncontested Elections ........................................................................................... 8 Independence ....................................................................................................................................................... 8 ISS Classification of Directors – U.S. ................................................................................................................. 9 Composition ........................................................................................................................................................ 11 Responsiveness ................................................................................................................................................... 12 Accountability ....................................................................................................................................................
    [Show full text]
  • Applying Virtue Ethics to Business: the Agent-Based Approach
    Applying virtue ethics to business: The agent-based approach By: John Dobson It ca be argued that the presence of what are in a slightly old-fashioned terminology called virtues in fact plays a significant role in the operation of the economic system. - Kenneth Arrow Introduction There are two basic approaches to integrating ethics in business: the action-based approach, and the agent-based approach. The traditional approach is action-based in that it focusses on developing rules or guidelines to constrain management's actions. These rules or guidelines generally manifest themselves in corporate codes-of-conduct, or codes-of-ethics. Contrarily, rather than the action-based focus on rules governing action, the agent-based approach concerns the fundamental character and motivations of the individual agent. Under the agent-based approach, moral behavior is not limited to adherence to a rule or guideline but rather involves the individual rationally pursuing moral excellence as a goal in and of itself. In essence, ethics becomes central to the rationality concept as an objective rather than a constraint: "something positively good, ..something to be sought after" (Ladd, 1991, p. 82). Agent-based approaches generally derive their philosophical foundation from virtue-ethics theory. This theory is attracting increasing interest from business ethicists. In essence, the 'virtue' in virtue-ethics is defined as some desirable character trait, such as courage, that lies between two extremes, such as rashness and cowardice. Thus the 'virtuous' agent is involved in a continual quest to find balance in decision-making. Such an agent does not apply any specific 'rules' in making decisions, but rather attempts to make decisions that are consistent with the pursuit of a particular kind of excellence that in turn entails exercising sound moral judgement guided by such 'virtues' as courage, wisdom, temperance, fairness, integrity, and consistency.
    [Show full text]
  • Lawrence Kohlberg's Stages of Moral Development from Wikipedia
    ECS 188 First Readings Winter 2017 There are two readings for Wednesday. Both are edited versions of Wikipedia articles. The first reading adapted from https://en.wikipedia.org/wiki/Lawrence_Kohlberg's_stages_of_moral_development, and the second reading is adapted from https://en.wikipedia.org/wiki/Ethics. You can find the references for the footnotes there. As you read the article about moral development please think about you answered the Heinz Dilemma in class, and in which stage did your justification lie. I do not plan on discussing our answers to the Heinz Dilemma any further in class. As you read the ethic article, please think about which Normative ethic appeals to you, and why. This will be one of the questions we will discuss on Wednesday. My goal for both of these readings is to help you realize what values you bring to your life, and our course in particular. Lawrence Kohlberg's Stages of Moral Development from Wikipedia Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology graduate student at the University of Chicago[1] in 1958, and expanded upon the theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.[2] Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget,[3] who also claimed that logic and morality develop through constructive stages.[2] Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime,[4] a notion that spawned dialogue on the philosophical implications of such research.[5][6] The six stages of moral development are grouped into three levels: pre-conventional morality, conventional morality, and post-conventional morality.
    [Show full text]
  • Classical Ethics in A/IS
    The IEEE Global Initiative on Ethics of Autonomous and Intelligent Systems Classical Ethics in A/IS We applied classical ethics methodologies to considerations of algorithmic design in autonomous and intelligent systems (A/IS) where machine learning may or may not reflect ethical outcomes that mimic human decision-making. To meet this goal, we drew from classical ethics theories and the disciplines of machine ethics, information ethics, and technology ethics. As direct control over tools becomes further removed, creators of autonomous systems must ask themselves how cultural and ethical presumptions bias artificially intelligent creations. Such introspection is more necessary than ever because the precise and deliberate design of algorithms in self-sustained digital systems will result in responses based on such design. By drawing from over two thousand years’ worth of classical ethics traditions, we explore established ethics systems, including both philosophical traditions (utilitarianism, virtue ethics, and deontological ethics) and religious and culture-based ethical systems (Buddhism, Confucianism, African Ubuntu traditions, and Japanese Shinto) and their stance on human morality in the digital age.1 In doing so, we critique assumptions around concepts such as good and evil, right and wrong, virtue and vice, and we attempt to carry these inquiries into artificial systems’ decision-making processes. Through reviewing the philosophical foundations that define autonomy and ontology, we address the potential for autonomous capacity of artificially intelligent systems, posing questions of morality in amoral systems and asking whether decisions made by amoral systems can have moral consequences. Ultimately, we address notions of responsibility and accountability for the decisions made by autonomous systems and other artificially intelligent technologies.
    [Show full text]
  • For New & Newly Enthused Labour Party Members
    GUIDE for new & newly enthused Labour Party members Published by Momentum Sheffield [email protected] facebook.com/momentumsheffield join.peoplesmomentum.com 1 The Labour Party rulebook is almost a hundred pages long and written in pure Bureaucratese. This is an attempt to explain the most important rules and structures in plain English. The main rules for members looking to get more involved in the party can be found on three manageable pages in the Model procedural rules (pages 56-58). Contents I) Local Labour Party organisation 1) Branch Labour Parties (BLPs) 2) Constituency Labour Parties (CLPs) 3) Branch and CLP officers 4) CLP Campaign Committee 5) District Labour Party (DLP) II) How to get involved in your local Labour Party 1) Contact your CLP and branch secretary 2) Get involved in Momentum 3) Become a CLP delegate or officer in your branch and CLP 4) Write and move a motion 5) Challenge the chair III) Electing representatives 1) How are council candidates selected? 2) How are parliamentary candidates selected? 3) Selection of MEP candidates 4) Scottish and Welsh Assembly candidates 5) Holding your MP/representative to account IV) National Labour Organisation 1) The National Labour Party The National Executive Committee Party Conference Party Conference - Delegates Party Conference - Voting Party Conference - Agenda General Secretary 2) Regional Structures 3) How the Labour Party makes policy The National Policy Forum Policy Commissions Making Policy 4) Government Forming a Government The Opposition Select Committees The Parliamentary Labour Party V) Useful resources: rule book, jargon buster, etc. 2 I) Local Labour Party organisation 1) Branch Labour Parties (BLPs) The Labour Party is divided into branches, usually based on the ward boundaries for councillors (there are 28 electoral wards in Sheffield).
    [Show full text]
  • Appendix a Punctuation Made Easy
    374 Appendix A Punctuation Made Easy Full Stop The strongest punctuation mark of all. Should be used: 1. At the end of a complete sentence (not a question or an exclamation). 2. At the end of an imperative sentence. (,Shut the door.') 3. After all initials and some abbreviations (N. R. Baines, etc., Feb., n.a., c.i.f.). 4. Between pounds and pence expressed in figures (£3.65). Comma The weakest pause mark, but the most important, since its omission can sometimes change the meaning of the sentence. Don't pepper your sentences with commas - use the meaning of the sentence as a guide. Never separate subject from verb by a comma. Never separate verb from object or predicate by a comma. Should be used: 1. To separate words or word groups in a series when there are at least three units: 'Sales are increasing, productivity is increasing, and profits are increasing.' 2. To separate a subordinate clause which precedes a main clause: 'Although we are not yet sure of the position, work will continue.' 3. To separate a relative clause whose removal would not change the basic sense of the sentence: 'This product, which is one of our traditional lines, is not expensive.' Compare: 'The product that you have selected is not expensive.' 4. To separate a phrase or word of explanation from the rest of the sentence: 'London, the swinging city, stands beside the Thames.' Note: the rule here is the same as for relative clauses, so: 'He read the article, "Management Training into the 1990s", before tackling the report.' 5.
    [Show full text]
  • Simple Parliamentary Procedures Cheat Sheet
    Simple Parliamentary Procedures Cheat Sheet (Adapted from Rosenberg’s Rules of Order: Simple Parliamentary Procedures for the 21st Century) Meeting Basics Agenda Item Discussions Establish a quorum 1. Announce Agenda Item: Chair clearly states agenda item number and subject. Call meeting to order 2. Reports and Recommendations: Relevant speaker gives report and provides recommendations. 3. Questions and Answers: Technical questions from members are asked Move through agenda and addressed. 4. Public Comment: Chair allows public comment and input under the Adjourn meeting terms of the Board’s policy for such comment. 5. Motions and Action Items: a. Motions Introduced: Chair invites motion from body, and Motions 101 announces name of member introducing motion. • Basic motion on agenda item b. Seconds: If motion is seconded, Chair announces name of • Motion to amend seconding member. c. Motions Clarified: Seconded motion is clarified by maker of Basic Basic • Substitute motion motion, Chair, or secretary/clerk. Motions d. Amendments and Substitutions: Other members may propose • Motion to adjourn amended or substitute motions. • Motion to recess e. Discussion and Vote: Members discuss motion. Chair announces • Motion to fix the time to that vote will occur. Members vote on the last motion on the floor (a substitute motion) first, and if that does not pass, vote on the adjourn next-to-last motion, and so on. Meeting Meeting Motions • Motion to table f. Ayes and Nays: Chair takes vote by asking for “ayes,” “nays,” or “abstentions.” Unless super majority required, simple majority • Motion to limit debate determines whether motion passes. • Motion to close nominations g. Results and Actions: Chair announces result of vote and action the body has taken.
    [Show full text]
  • Volume 113-Part 1
    UNITED STATES OF AMERICA th PROCEEDINGS AND DEBATES OF THE 90 CONGRESS FIRST SESSION VOLUME 113-PART 1 JANUARY 10, 1967, TO JANUARY 24, 1967 (PAGES 3 TO 1422) UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON, 1967 1278 CONGRESSIONAL RECORD - SENATE January 23, 1967 3. Authorize the Appalachian Regional De­ by Section 401, to be deposited In a revolv­ There being no objection, the memo­ velopment Commission to approve for as­ Ing fund. randum was ordered to be printed in the sistance the programs and projects author­ 5. Add 26 counties In Mississippi to the RECORD, as follows: ized by the Act, and to advance funds Appalachian region. appropriated under the Act to the depart­ 6. Also Include provisions to: Authorize THE LIBRARY OF CONGRESS, ments and agencies Implementing those pro­ the States to construct segments of the de­ Washington, D.C., December 20, 1966. grams and projects. velopment highway system In advance of From: American Law Division. Applications for programs and projects are appropriations. PrOVide Commission em­ SUbject: Revision of Senate Rules at the now approved for assistance by the Commis­ ployees certain .Federal service credits. Re­ Opening of a New Congress. sion, following approval by the State member Imburse the cost of attracting, training and You have asked what procedures and sug­ (Sec. 303). Programs and projects may not retaining personnel at a demonstration gested rulings seem to be most defensible be Implemented until plans for them have health project. Add abandoned 011 and gas and logical for placing before the Senate at been recommended by the Commission, sub­ wells.
    [Show full text]
  • The Satanic Bible Anton Szandor Lavey
    Called “The Black Pope” by many of his followers, Anton LaVey began the road to High Priesthood of the Church of Satan when he was only 16 years old and an organ player in a carnival: “On Saturday night I would see men lusting after half‐naked girls dancing at the carnival, and on Sunday morning when I was playing the organ for tent‐show evangelists at the other end of the carnival lot, I would see these same men sitting in the pews with their wives and children, asking God to forgive them and purge them of carnal desires. And the next Saturday night they’d be back at the carnival or some other place of indulgence. “I knew then that the Christian Church thrives on hypocrisy, and that man’s carnal nature will out!” From that time early in his life his path was clear. Finally, on the last night of April, 1966– Walpurgisnacht, the most important festival of the believers in witchcraft–LaVey shaved his head in the tradition of ancient executioners and announced the formation of The Church Of Satan. He had seen the need for a church that would recapture man’s body and his carnal desires as objects of celebration. “Since worship of fleshly things produces pleasure,” he said, “there would then be a temple of glorious indulgence. .” The Satanic Bible Anton Szandor LaVey For Diane Dedications To: Bernadino Logara, who knew the value of money Karl Haushofer, a teacher without a classroom Rasputin, who knew the magic of a child Sir Basil Zaharoff, a gentleman Cagliostro, a rogue Barnabas Saul, the link with Mount Lalesh Ragnar Redbeard, whose might is right William Mortensen, who looked .
    [Show full text]
  • Artificial Intelligence: from Ethics to Policy
    Artificial intelligence: From ethics to policy STUDY Panel for the Future of Science and Technology EPRS | European Parliamentary Research Service Scientific Foresight Unit (STOA) PE 641.507 – June 2020 EN Artificial intelligence: From ethics to policy There is little doubt that artificial intelligence (AI) and machine learning (ML) will revolutionise public services. However, the power for positive change that AI provides simultaneously holds the potential for negative impacts on society. AI ethics work to uncover the variety of ethical issues resulting from the design, development, and deployment of AI. The question at the centre of all current work in AI ethics is: How can we move from AI ethics to specific policy and legislation for governing AI? Based on a framing of 'AI as a social experiment', this study arrives at policy options for public administrations and governmental organisations who are looking to deploy AI/ML solutions, as well as the private companies who are creating AI/ML solutions for use in the public arena. The reasons for targeting this application sector concern: the need for a high standard of transparency, respect for democratic values, and legitimacy. The policy options presented here chart a path towards accountability; procedures and decisions of an ethical nature are systematically logged prior to the deployment of an AI system. This logging is the first step in allowing ethics to play a crucial role in the implementation of AI for the public good. STOA | Panel for the Future of Science and Technology AUTHORS This study has been written by Dr Aimee van Wynsberghe of Delft University of Technology and co-director of the Foundation for Responsible Robotics at the request of the Panel for the Future of Science and Technology (STOA) and managed by the Scientific Foresight Unit, within the Directorate-General for Parliamentary Research Services (EPRS) of the Secretariat of the European Parliament.
    [Show full text]
  • Satanism’S Prime Mover
    ©2007 Peter H. Gilmore ISBN 10: 0-9764035-7-9 (cloth) ISBN 13: 978-0-9764035-7-9 ISBN 10: 0-9764035-9-5 (paperback) ISBN 13: 978-0-9764035-9-3 All rights reserved 9 8 7 6 5 4 3 2 Goat of Mendes Painting by Peter Gilmore Interior Illustrations by Timothy Patrick Butler Author Portrait by Chistopher R. Mealie Typesetting and Design by Keven I. Slaughter Baltimore, MD ScapegoatPublishing.com Printed in Singapore FOR PEGGY -=my beloved=- To: Anton Szandor LaVey, Satanism’s Prime Mover. Blanche Barton, whose strength is legendary. Those who have been with me from the beginning: Ruth & Coop—stalwart co-conspirators, the founding members of the Order of Fenris—Magister Diabolus Rex, Magister Nemo, Magistra Isabel, and Reverend Manning. Charles Addams, who rendered our kin and Arthur Fellig, a romantic realist. Bela Lugosi, Boris Karloff, Vincent Price, and Christopher Lee, who gave eternal life to multifaceted monsters. Ayn Rand and Madalyn Murray O’Hair, women of monumental courage. Jim Knipfel and George Carlin, fellow misanthropes. Eiji Tsuburaya and Akira Ifukube, who gave form and voice to the classic Daikaiju. Joi Lansing and Mamie Van Doren, bountiful bombshells. Jackie Gleason, Oscar Levant, and Orson Welles, remarkable polymaths who unleashed their dark sides. John Kennedy Toole and Mel Brooks, who show us how deeply funny the human animal can be. Frank Herbert, who saw potential and Gene Roddenberry, who created an Is-To-Be. And To: The magnificent Magisters and Magistras, profound Priests and Priestesses, wondrous Witches and Warlocks, astounding Agents, and the ever-inspiring loyal cohort that makes up the Citizenry of our Infernal Empire— you are an aristocracy of achievers, many of whom are cherished friends, and cannot know how very much you each mean to me.
    [Show full text]