The Political Obligation of a Citizen
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Effective Altruism's Underspecification Problem
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilPapers Effective Altruism’s Underspecification Problem Travis Timmerman 1. Introduction Whether any given act is supererogatory, obligatory, merely permissible, or impermissible depends upon the alternative acts available to the agent. But what exactly are the relevant alternative acts available to an agent? It turns out that this is a surprisingly difficult question to answer, yet it’s one on which any complete normative ethical theory must take a stance. It’s also one on which any effective altruist must take a stance. This may be unwelcome news for effective altruists since, as I will demonstrate, each of the dominant views in the literature generates verdicts that are (i) implausible in their own right and (ii) seemingly at odds with typical effective altruist commitments. Considering a particular case will help make this issue less abstract: The Gig Brandi has been invited by her friend, Chad, to attend his musical gig. Brandi can easily decide to attend the gig, and then decide at the gig to be supportive of Chad, which would be the best outcome. Unfortunately, Chad is a mediocre musician. Consequently, Brandi would not in fact decide to be supportive of Chad if she decided to attend his gig due to being irritated with Chad’s performance—even though she could decide at the gig to be supportive. Since Chad would be deeply hurt, this would be the worst outcome. Brandi could alternatively decide not to attend Chad’s gig, which would be better than the worst outcome, yet worse than the best outcome.1 To be sure, Brandi can decide to attend the gig, and once, there she can decide to be supportive of Chad. -
The Profoundest Problem of Ethics: About the Possibility of a Profound Solution
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School April 2019 The rP ofoundest Problem of Ethics: About the Possibility of a Profound Solution Pol Pardini Gispert [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Ethics and Political Philosophy Commons Recommended Citation Pardini Gispert, Pol, "The rP ofoundest Problem of Ethics: About the Possibility of a Profound Solution" (2019). LSU Master's Theses. 4915. https://digitalcommons.lsu.edu/gradschool_theses/4915 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. THE PROFOUNDEST PROBLEM OF ETHICS: ABOUT THE POSSIBILITY OF A PROFOUND SOLUTION A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfilment of the requirements for the degree of Master of Arts in The Department of Philosophy & Religious Studies by Pol Pardini Gispert B.A., Universitat de Girona, 2001 May 2019 For my mother and father, For as many books as I read, your actions are still my moral compass. ii Table of Contents Abstract ........................................................................................................................................... iv Preface ............................................................................................................................................ -
I Hiki) Space: Sharing a Computer in a First-Grade Classroom
I HIKI) SPACE: SHARING A COMPUTER IN A FIRST-GRADE CLASSROOM BY XIAO-HUI CHRISTINE WANG B.Ed., Beijing Normal University, 1992 M.Ed., Beijing Normal University. 1995 THESIS Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education in the Graduate College of the University of Illinois at Urbana-Champaign, 2003 llrbana. Illinois 3 id yQjiko l NIVERSII V OF ILLINOIS AT URBANA-CHAMPAIGN GRADUATE COLLEGE May, 2003 date WE HEREBY RECOMMEND THAT THE THESIS BY Xiao-Hui Christine Wang . ^ ™ Third Space: Sharing a Computer in a First-Grade Classroom E N T I T L E D __________________________________________ BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF P °ctor Philosophy______________________________________ A- ---------- Director of Thesis Research Head of Department tRequired for doctor’s decree hut not for master s. 0-5 1 7 Copyright by Xiao-Hui Christine Wang, 2003 ABSTRACT Drawing primarily upon sociocultural perspectives and space theory, I propose a transactional model of Third Space construction to investigate young children’s spontaneous group game-plaving at a classroom computer, which is often misjudged as chaos, a waste ot time or a system design problem. A school year-long ethnographic stud\ was conducted in a first-grade classroom at a public school located in a Midwest town. 1 he data sources included videos, field notes, interviews and artifacts. The interaction analysis approach and grounded theory approach were applied to the research design, field work and data analysis. I he results indicate that when children spontaneously form groups around a classroom computer, highly complex and sophisticated patterns of social behavior emerge. -
ENDER's GAME by Orson Scott Card Chapter 1 -- Third
ENDER'S GAME by Orson Scott Card Chapter 1 -- Third "I've watched through his eyes, I've listened through his ears, and tell you he's the one. Or at least as close as we're going to get." "That's what you said about the brother." "The brother tested out impossible. For other reasons. Nothing to do with his ability." "Same with the sister. And there are doubts about him. He's too malleable. Too willing to submerge himself in someone else's will." "Not if the other person is his enemy." "So what do we do? Surround him with enemies all the time?" "If we have to." "I thought you said you liked this kid." "If the buggers get him, they'll make me look like his favorite uncle." "All right. We're saving the world, after all. Take him." *** The monitor lady smiled very nicely and tousled his hair and said, "Andrew, I suppose by now you're just absolutely sick of having that horrid monitor. Well, I have good news for you. That monitor is going to come out today. We're going to just take it right out, and it won't hurt a bit." Ender nodded. It was a lie, of course, that it wouldn't hurt a bit. But since adults always said it when it was going to hurt, he could count on that statement as an accurate prediction of the future. Sometimes lies were more dependable than the truth. "So if you'll just come over here, Andrew, just sit right up here on the examining table. -
1 from Viktor Frankl's Logotherapy to the Four Defining Characteristics of Self-Transcendence (ST) Paul T. P. Wong Introductio
1 From Viktor Frankl’s Logotherapy to the Four Defining Characteristics of Self-Transcendence (ST) Paul T. P. Wong Introduction The present paper continues my earlier presentation on self-transcendence (ST) as a pathway to meaning, virtue, and happiness (Wong, 2016), in which I introduced Viktor Frankl’s (1985) two-factor theory of ST. Here, the same topic of ST is expanded by first providing the basic assumptions of logotherapy, then arguing the need for objective standards for meaning, and finally elaborating the defining characteristics of ST. To begin, here is a common-sense observation—no one can remain at the same spot for life for a variety of reasons, such as developmental and environmental changes, but most importantly because people dream of a better life and want to move to a preferred destination where they can find happiness and fulfillment. As a psychologist, I am interested in finding out (a) which destination people choose and (b) how they plan to get there successfully. In a free society that offers many opportunities for individuals, there are almost endless options regarding both (a) and (b). The reality is that not all purposes in life are equal. Some life goals are misguided, such as wanting to get rich by any means, including unethical and illegal ones, because ultimately, such choices could be self-defeating—these end values might not only fail to fill their hearts with happiness, but might also ruin their relationships and careers. The question, then, is: What kind of choices will have the greatest likelihood of resulting in a good life that not only benefits the individual but also society? My research has led me to hypothesize that the path of ST is most likely to result in such a good life. -
Virtue Ethics in This Paper, I Am Going to Discuss the Common Objection To
Virtue Ethics In this paper, I am going to discuss the common objection to virtue ethics that William Frankena and other moral theorists have posed: virtue ethics cannot tell us how we ought to act (i.e. that it is not a normative theory). In doing this I will discuss how Rosalind Hursthouse successfully defends virtue ethics against this charge and makes it more appealing than both deontological ethics and utilitarian ethics. I will then argue that Hursthouse’s defense shows that deontology ethics better serves as a heuristic for virtue ethics, than its own ethical theory. I will finish the paper by arguing Hursthouse’s defense of normative virtue ethics reveals a counterintuitive conclusion, but one that I am willing to accept in favor of the moral framework. In William Frankena’s “A Critique of Virtue-Based Ethics” Frankena brings up the common criticism that a virtue ethics theory cannot tell us how to act, but instead gives us a way to cultivate and teach ourselves and others the existing moral principles we should hold. He does believe virtues have a valuable role to play in “moral education and development,” but ultimately believes they do not serve the purpose of providing us with a direction when we are faced with a moral dilemma (Frankena p. 353). He writes, “the function of the virtues in an ethics of duty is not to tell us what to do but to ensure that we will do it willingly in whatever situations we may face” (Frankena p. 353). He argues that because we have to appeal to existing principles defined by different ethical theories such as trait egoism, trait utilitarianism, trait deontological theory, ect, virtue ethics is just an extension of these theories (Frankena p. -
Winter 2020 Film Calendar
National Gallery of Art Film Winter 20 Special Events 11 Abbas Kiarostami: Early Films 19 Checkerboard Films on the American Arts: Recent Releases 27 Displaced: Immigration Stories 31 African Legacy: Francophone Films 1955 to 2019 35 An Armenian Odyssey 43 Hyenas p39 Winter 2020 opens with the rarely seen early work of Abbas Kiarostami, shown as part of a com- plete retrospective of the Iranian master’s legacy screening in three locations in the Washington, DC, area — the AFI Silver Theatre, the Freer Gallery of Art, and the National Gallery of Art. A tribute to Check- erboard Film Foundation’s ongoing documentation of American artists features ten of the foundation’s most recent films. Displaced: Immigration Stories is organized in association with Richard Mosse: Incom- ing and comprises five events that allow audiences to view the migrant crisis in Europe and the United States through artists’ eyes. African Legacy: Franco- phone Films 1955 to 2019 celebrates the rich tradition of filmmaking in Cameroon, Mauritania, Ivory Coast, Senegal, and Niger, including filmmakers such as Med Hondo, Timité Bassori, Paulin Soumanou Vieyra, Ousmane Sembène, Djibril Diop Mambéty, and Moustapha Alassane as well as new work by contemporary Cameroonian artist Rosine Mbakam. An Armenian Odyssey, organized jointly with Post- Classical Ensemble, the Embassy of Armenia, the National Cinema Center of Armenia, and the Freer Gallery, combines new films and recent restorations, including works by Sergei Parajanov, Kevork Mourad, Hamo Bek-Nazaryan, and Rouben Mamoulian, as well as musical events at Washington National Cathedral. The season also includes a number of special events and lectures; filmmaker presentations with Rima Yamazaki and William Noland; and recent documentaries such as Cunningham; Leaving Home, Coming Home: A Portrait of Robert Frank; Museum Town; The Hottest August; Architecture of Infinity; and It Will Be Chaos. -
Justifying Reasons, Motivating Reasons, and Agent Relativism in Ethics
p. 1 Justifying Reasons, Motivating Reasons, and Agent Relativism in Ethics JOHN J. TILLEY INDIANA UNIVERSITY–PURDUE UNIVERSITY INDIANAPOLIS [email protected] From: Philosophical Studies 118(3) (2004): 373–99. Please cite the published version. ABSTRACT. According to agent relativism, each person’s moral requirements are relative to her desires or interests. That is, whether a person morally ought to φ depends on what interests or desires she has. Some philosophers charge that the main argument for agent relativism trades on an ambiguity—specifically, an ambiguity in “reason,” “reason for action,” or a kindred term. This charge has been common, and widely thought to damage the case for agent relativism, since its appearance, in 1958, in a now classic paper by William Frankena. In what follows I examine the charge in detail, showing that insofar as it aims to discredit the argument for agent relativism, it fails in its purpose. Agent relativism is the view that each person’s moral requirements are relative to her desires or interests. Unless an action is suitably related to those desires or interests she has no moral requirement to perform that action.1 My concern is with the principal argument for this view, specifically with a frequent objection to it. According to that objection, the argument for agent relativism trades on an ambiguity in “reason,” “reason for action,” or a similar term. This objection has been prevalent since its appearance, in 1958, in a now classic paper by William Frankena.2 Strangely, although one or two authors 1 This, at least, is one of the views that go under the name “agent relativism.” I have used that name for a very different view in some of my other papers, e.g., in “Cultural Relativism,” Human Rights Quarterly 22(2) (2000): 501–47, at 506. -
Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays. -
British Film Institute Report & Financial Statements 2006
British Film Institute Report & Financial Statements 2006 BECAUSE FILMS INSPIRE... WONDER There’s more to discover about film and television British Film Institute through the BFI. Our world-renowned archive, cinemas, festivals, films, publications and learning Report & Financial resources are here to inspire you. Statements 2006 Contents The mission about the BFI 3 Great expectations Governors’ report 5 Out of the past Archive strategy 7 Walkabout Cultural programme 9 Modern times Director’s report 17 The commitments key aims for 2005/06 19 Performance Financial report 23 Guys and dolls how the BFI is governed 29 Last orders Auditors’ report 37 The full monty appendices 57 The mission ABOUT THE BFI The BFI (British Film Institute) was established in 1933 to promote greater understanding, appreciation and access to fi lm and television culture in Britain. In 1983 The Institute was incorporated by Royal Charter, a copy of which is available on request. Our mission is ‘to champion moving image culture in all its richness and diversity, across the UK, for the benefi t of as wide an audience as possible, to create and encourage debate.’ SUMMARY OF ROYAL CHARTER OBJECTIVES: > To establish, care for and develop collections refl ecting the moving image history and heritage of the United Kingdom; > To encourage the development of the art of fi lm, television and the moving image throughout the United Kingdom; > To promote the use of fi lm and television culture as a record of contemporary life and manners; > To promote access to and appreciation of the widest possible range of British and world cinema; and > To promote education about fi lm, television and the moving image generally, and their impact on society. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 0120660 A study of strategy use by two emergent readers in a one-to-one tutorial setting Frasier, Dianne Farrell, Ph.D. -
Virtue Ethics
Business Ethics Queens College Russell Marcus http://philosophy.thatmarcusfamily.org Reading Guide #7: Virtue Ethics This reading guide is provided to assist you in your reading. I encourage you to read the material through, first, then go back to answer the questions. You are not expected to submit written answers. You are expected to have responses ready for class discussion. Only the boldfaced questions will appear on exams. Page numbers refer to Louis Pojman, Moral Philosophy, 3rd ed., Hackett. Aristotle, “Virtue Ethics,” pp 249-259. 1. What makes some end better than another end? What will the best good be like? 2. Why is happiness the highest good? 3. How does the good of something depend on its function? 4. What is man’s particular function? What is human good? 5. “For one swallow does not make a spring...” (252) Explain. Be specific about the use that Aristotle makes of this statement. 6. What are the two kinds of virtues? Describe them. 7. How do we acquire virtue? What does this mean about how we should live our lives? 8. How must an action be done, in order for it to be done virtuously? 9. Is virtue a feeling? Explain. 10. In what way is virtue a mean state? What lie at the extremes from this mean? 11. How are bravery and temperance virtues? Between which extremes do they lie? 12. How are generosity and magnanimity virtues? Between which extremes do they lie? 13. How are mildness, truthfulness, wit, and friendliness virtues? Between which extremes do they lie? 14. How are some vices more opposed to the mean than others? Provide examples.