Kant and Sexual Perversion
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PHIL 269: Philosophy of Sex and Love: Course Outline
PHIL 269: Philosophy of Sex and Love: Course Outline 1. Title of Course: Philosophy of Sex and Love 2. Catalogue Description: The course investigates philosophical questions regarding the nature of sex and love, including questions such as: what is sex? What is sexuality? What is love? What kinds of love are possible? What is the proper morality of sexual behavior? Does gender, race, or class influence how we approach these questions? The course will consider these questions from an historical perspective, including philosophical, theological and psychological approaches, and then follow the history of ideas from ancient times into contemporary debates. A focus on the diversity theories and perspectives will be emphasized. Topics to be covered may include marriage, reproduction, casual sex, prostitution, pornography, and homosexuality. 3. Prerequisites: PHIL 110 4. Course Objectives: The primary course objectives are: To enable students to use philosophical methods to understand sex and love To enable students to follow the history of ideas regarding sex and love To enable students to understand contemporary debates surrounding sex and love in their diversity To enable students to see the connections between the history of ideas and their contemporary meanings To enable students to use (abstract, philosophical) theories to analyze contemporary debates 5. Student Learning Outcomes The student will be able to: Define the direct and indirect influence of historical thinkers on contemporary issues Define and critically discuss major philosophical issues regarding sex and love and their connections to metaphysics, ethics and epistemology Analyze, explain, and criticize key passages from historical texts regarding the philosophy of sex and love. -
Age and Sexual Consent
Per Se or Power? Age and Sexual Consent Joseph J. Fischel* ABSTRACT: Legal theorists, liberal philosophers, and feminist scholars have written extensively on questions surrounding consent and sexual consent, with particular attention paid to the sorts of conditions that validate or vitiate consent, and to whether or not consent is an adequate metric to determine ethical and legal conduct. So too, many have written on the historical construction of childhood, and how this concept has influenced contemporary legal culture and more broadly informed civil society and its social divisions. Far less has been written, however, on a potent point of contact between these two fields: age of consent laws governing sexual activity. Partially on account of this under-theorization, such statutes are often taken for granted as reflecting rather than creating distinctions between adults and youth, between consensual competency and incapacity, and between the time for innocence and the time for sex. In this Article, I argue for relatively modest reforms to contemporary age of consent statutes but propose a theoretic reconstruction of the principles that inform them. After briefly historicizing age of consent statutes in the United States (Part I), I assert that the concept of sexual autonomy ought to govern legal regulations concerning age, age difference, and sexual activity (Part II). A commitment to sexual autonomy portends a lowered age of sexual consent, decriminalization of sex between minors, heightened legal supervision focusing on age difference and relations of dependence, more robust standards of consent for sex between minors and between minors and adults, and greater attention to the ways concerns about age, age difference, and sex both reflect and displace more normatively apt questions around gender, gendered power and submission, and queer sexuality (Part III). -
Philosophy Sunday, July 8, 2018 12:01 PM
Philosophy Sunday, July 8, 2018 12:01 PM Western Pre-Socratics Fanon Heraclitus- Greek 535-475 Bayle Panta rhei Marshall Mcluhan • "Everything flows" Roman Jakobson • "No man ever steps in the same river twice" Saussure • Doctrine of flux Butler Logos Harris • "Reason" or "Argument" • "All entities come to be in accordance with the Logos" Dike eris • "Strife is justice" • Oppositional process of dissolving and generating known as strife "The Obscure" and "The Weeping Philosopher" "The path up and down are one and the same" • Theory about unity of opposites • Bow and lyre Native of Ephesus "Follow the common" "Character is fate" "Lighting steers the universe" Neitzshce said he was "eternally right" for "declaring that Being was an empty illusion" and embracing "becoming" Subject of Heideggar and Eugen Fink's lecture Fire was the origin of everything Influenced the Stoics Protagoras- Greek 490-420 BCE Most influential of the Sophists • Derided by Plato and Socrates for being mere rhetoricians "Man is the measure of all things" • Found many things to be unknowable • What is true for one person is not for another Could "make the worse case better" • Focused on persuasiveness of an argument Names a Socratic dialogue about whether virtue can be taught Pythagoras of Samos- Greek 570-495 BCE Metempsychosis • "Transmigration of souls" • Every soul is immortal and upon death enters a new body Pythagorean Theorem Pythagorean Tuning • System of musical tuning where frequency rations are on intervals based on ration 3:2 • "Pure" perfect fifth • Inspired -
Philosophy of Sex and Love Winter 2014 T Th 2:30-3:50, MC 4064
University of Waterloo Department of Philosophy Philosophy 201 Philosophy of Sex and Love Winter 2014 T Th 2:30-3:50, MC 4064 Instructor: Patricia Marino Office: HH 332 Office Hours: Tuesdays and Thursdays 1:00-2:00 and by appointment Email: [email protected] Course Description This course will consider various topics in the philosophy of sex and love, with a focus on contemporary issues and research. We will discuss questions having to do with lust, objectification, consent and rape, sex work, the nature of love and its relation to autonomy, the idea of orientations and identities, race, relationships and sexual preferences, and polyamory. The course takes a philosophical approach to these topics. We'll talk more about what this means in class, obviously, but broadly speaking the philosophical method is one that uses reason and logic to figure out what is true. Clarity and precision in thought and expression are essential. This course does not endorse any particular conclusion about any of the topics listed. Rather, the point is for you to understand what others have had to say, and to develop, possibly change, and learn how to intelligently defend, your own opinions. This course covers some sensitive and potentially disturbing material; if you have questions or concerns about this please talk to me. Course Requirements Requirements: Attendance at class meetings, participation in in-class discussions and projects, two papers, one optional rewrite, two in-class tests. There is no final exam. The first paper should be 900-1200 words and topics will be handed out. For the first paper, you have the option of handing in a rewrite based on my comments. -
Sexual Ethics Policy & Procedures
SEXUAL ETHICS POLICY AND PROCEDURE DOCUMENT INDEX NEW YORK ANNUAL CONFERENCE – 2005 Revisions SEXUAL ETHICS POLICY & PROCEDURE Note: This policy shall not infringe upon the United Methodist Constitution or the principles of fair process contained in The Statement of Purpose…………………………………… 2 Book of Discipline. In the event of any conflict between this policy Theological Statement………………………………….. 4 and the Constitution or Discipline, the provision of the Definitions: Constitution or Discipline shall prevail. Consenting Relationship, Mutual……………… 8 Dual Relationships……………………………… 8 STATEMENT OF PURPOSE Gender Harassment……………………………. 6 The purpose of this sexual ethics policy is to provide guidelines Role Inappropriate Sexualized Relationships… 7 and procedures for clergy, laity, and the congregation in the New Sexual Abuse…………………………………….. 7 York Annual Conference of The United Methodist Church Sexual Harassment……………………………… 6 regarding sexual harassment, sexual abuse, and sexual Sexual Misconduct………………………………. 6 misconduct. Sexual Ethics & Clergy………………………………….. 9 Sexual Ethics & Laity…………………………………….. 11 The term “clergy” includes all persons who are appointed or Sexual Ethics & The Congregation…………………….. 11 assigned by the Resident Bishop: local church pastor(s) to Assumptions Necessary for a Functional Process…… 13 include local church hires such as deacons, diaconal ministers, Procedures and clergy members of other denominations, Conference staff Gender or Sexual Harassment…………………. 17 persons including camping staff, District Superintendents and Role Inappropriate Sexual Relationships……… 19 other clergypersons in Extension Ministries in the New York Sexual Abuse (Children)………………………… 19 Annual Conference. In addition, these policies and procedures Sexual Abuse (Adults)…………………………… 20 shall apply to all clergy on leave of any type, those honorably or administratively located, as well as, those in the retired SEXUAL ETHICS RESPONSE TEAM………………… 21 relationship. -
Consent Is Not Enough: a Case Against Liberal Sexual Ethics
Consent Is Not Enough: A Case against Liberal Sexual Ethics David McPherson Introduction What’s needed for an adequate sexual ethic? Many college students today are expected to undergo sex-related consent training, and some might get the impression that consent is the only requirement. However, I think this would be a false impression. While consent is certainly necessary for an adequate sexual ethic (and it’s important to know what it involves), I’ll argue that it’s far from sufficient. The key claims that I’ll seek to advance are the following: (1) The consent-only model of sexual ethics affirms a “casual” view of sex and therefore it can’t make sense of and properly combat what’s worst in the sexual domain: namely, the grave evil of sexual violence. This, of course, is what college-sponsored consent training is concerned to combat, but by endorsing the consent-only sexual ethic it in fact contributes to the problem. (2) The consent-only model of sexual ethics fails properly to recognize the special significance of human sexuality and the nature of erotic love and its role in human sexual fulfillment and therefore it can’t make sense of and properly support what’s best in the sexual domain: namely, a committed erotic loving relationship. Most colleges give little to no effort to encourage and support such relationships, and indeed their initiatives in sexual matters are often counter-productive here. I think remedying these deficiencies requires recovering a version of the traditional sexual ethic. Unlike the consent-only model of sexual ethics, it’s not easy to summarize the traditional sexual ethic briefly, since it’s based on what it regards as tried-and-true wisdom built up over the ages in the light of human experience. -
The Role of the Popes in the Invention of Complementarity and the Vatican's Anathematization of Gender Mary Anne Case
University of Chicago Law School Chicago Unbound Public Law and Legal Theory Working Papers Working Papers 2016 The Role of the Popes in the Invention of Complementarity and the Vatican's Anathematization of Gender Mary Anne Case Follow this and additional works at: https://chicagounbound.uchicago.edu/ public_law_and_legal_theory Part of the Law Commons Chicago Unbound includes both works in progress and final versions of articles. Please be aware that a more recent version of this article may be available on Chicago Unbound, SSRN or elsewhere. Recommended Citation Mary Anne Case, "The Role of the Popes in the Invention of Complementarity and the Vatican's Anathematization of Gender" (University of Chicago Public Law & Legal Theory Working Paper No. 565, 2016). This Working Paper is brought to you for free and open access by the Working Papers at Chicago Unbound. It has been accepted for inclusion in Public Law and Legal Theory Working Papers by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. CHICAGO PUBLIC LAW AND LEGAL THEORY WORKING PAPER NO. 565 THE ROLE OF THE POPES IN THE INVENTION OF COMPLEMENTARITY AND THE VATICAN’S ANATHEMATIZATION OF GENDER Mary Anne Case THE LAW SCHOOL THE UNIVERSITY OF CHICAGO February 2016 This paper can be downloaded without charge at the Public Law and Legal Theory Working Paper Series: http://www.law.uchicago.edu/academics/publiclaw/index.html and The Social Science Research Network Electronic Paper Collection. Electronic copy available at: -
Philosophy One Sheet
Philosophy at the University of Redlands Department of Philosophy Distinctive Features of Our Program 1200 East Colton Ave. • Redlands offers a wide range of Philosophy courses Redlands, CA 92373 emphasizing the Western philosophical tradition (e.g., (909) 748-8545 Epistemology, Philosophy of Mind, Greek Philosophy), www.redlands.edu Chinese Philosophy (e.g., Daoism, Confucianism, and Buddhism), and a rich selection of Applied Philosophy (e.g., What is Philosophy? Contemporary Moral Issues; Environmental Ethics; Ethics Philosophy tackles fundamental questions about human life and Law; Bioethics; Philosophy, Science and Medicine; and – questions about the meaning of life, the nature of reality, Humans and Other Animals). the possibility of knowledge, and the best way to live. These • Students at Redlands have many opportunities to engage are questions that cannot be answered solely with empirical in off-campus study, both for a semester and for our special studies; they require deep reflection, reasoning, and May Term. May Term courses include a number of travel conversation. opportunities led by Philosophy faculty to such places as Philosophy classes engage with big philosophical ideas that Swaziland, Cambodia, China or even off-campus here in have profoundly affected human life and culture. At Redlands, Southern California. Most of these courses integrate study students consider these both in the Western tradition and of another tradition, discussion of philosophical issues and through nonwestern lenses (especially in classes on Chinese community service. philosophy). They consider ideas such as human rights, the • Majoring in Philosophy offers opportunities for students to social contract, skepticism, the relation between mind and craft a program according to their own interests by selecting body, the significance of family and human relations (a central from numerous courses that fulfill the major requirements. -
INTENTIONALITY Past and Future VIBS
INTENTIONALITY Past and Future VIBS Volume 173 Robert Ginsberg Founding Editor Peter A. Redpath Executive Editor Associate Editors G. John M. Abbarno Matti Häyry Mary-Rose Barral Steven V. Hicks Gerhold K. Becker Richard T. Hull Raymond Angelo Belliotti Mark Letteri Kenneth A. Bryson Vincent L. Luizzi C. Stephen Byrum Alan Milchman H. G. Callaway George David Miller Robert A. Delfino Alan Rosenberg Rem B. Edwards Arleen L. F. Salles Andrew Fitz-Gibbon John R. Shook Francesc Forn i Argimon Eddy Souffrant William Gay Tuija Takala Dane R. Gordon Anne Waters J. Everet Green John R. Welch Heta Aleksandra Gylling Thomas F. Woods a volume in Cognitive Science CS Francesc Forn i Argimon, Editor INTENTIONALITY Past and Future Edited by Gábor Forrai and George Kampis Amsterdam - New York, NY 2005 Cover Design: Studio Pollmann The paper on which this book is printed meets the requirements of “ISO 9706:1994, Information and documentation - Paper for documents - Requirements for permanence”. ISBN: 90-420-1817-8 ©Editions Rodopi B.V., Amsterdam - New York, NY 2005 Printed in the Netherlands CONTENTS Preface vii List of Abbreviations ix ONE The Necessity and Nature of Mental Content 1 LAIRD ADDIS TWO Reading Brentano on the Intentionality of the Mental 15 PHILIP J. BARTOK THREE Emotions, Moods, and Intentionality 25 WILLIAM FISH FOUR Lockean Ideas as Intentional Contents 37 GÁBOR FORRAI FIVE Normativity and Mental Content 51 JUSSI HAUKIOJA SIX The Ontological and Intentional Status of Fregean Senses: An Early Account of External Content 63 GREG JESSON -
Adult-Child Sex and the Demands of Virtuous Sexual Morality Agustin
Adult-Child Sex and the Demands of Virtuous Sexual Morality Agustin Malón1 1Faculty of Human Sciences and Education, University of Zaragoza, 22003, Huesca. Spain. e-mail: [email protected] 2 ABSTRACT This article is the continuation of a previous analysis of the usual arguments ―lack of consent, exploitation and harm― used to evaluate sexual experiences between adults and children from general moral principles. It has been suggested that those arguments were insufficient to condemn all adult-child sexual experiences, and that it would be of interest to study others that come from a specific sexual morality based on a more complex and transcendent conception of human eroticism and sexual conduct. This paper develops three different arguments against adult-child sex from this perspective, a view which, while not rejecting the Kantian and utilitarian approaches, complements and transforms them with a virtue ethic that questions not only the permissibility of certain acts but also their moral desirability under this frame of reference. This helps us to clarify the scientific discourse on adult-child sex and directs us to the importance of attending to the educational dimension of this moral problem. KEY WORDS Children; sexual abuse; sexual morality; pedophilia; sexual consent; sex education INTRODUCTION There are three arguments most commonly used to morally condemn sexual experiences between adults and pre-adolescent children: lack of consent, exploitation and harm (Malón, 2015). These arguments, now fairly predominant and characteristic of a liberal-permissive sexual ideology, are usually based on a sensualist concept of sex as a desire for physical-genital pleasure (Morgan, 2003b), as well as on the idea that the ethical principles necessary to evaluate these conducts are similar to those we use to evaluate any other type of human interaction (Primoratz, 1999). -
The Ethics of Incest
Published in Philosophy in the Contemporary World 13:1 (2006), pp. 48-55. The Ethics of Incest Jeff Sebo Texas Christian University Abstract In this paper I challenge two common arguments against incest: the genetics argument (that incest is immoral because it might lead to the conception of a genetically deformed child), and the family argument (that incest is immoral because it undermines the family, the emotional center for the individual). These arguments, I claim, commit us to condemning not only incest, but also a wide range of behaviors that we currently permit. I thus present the reader with a dilemma: on pain of inconsistency, we must either accept certain forms of incest in order to maintain these other moral judgments, or reject these judgments in order to maintain our condemnation of incest. The reader is free to decide which alternative is preferable, but I suggest that the former is a much less radical shift in our moral system as a whole. 1. Introduction On April 21, 2003, Senator Rick Santorum held an interview with the Associated Press at which he argued: If the Supreme Court says that you have a right to consensual sex within your home, then you have the right to bigamy, you have the right to polygamy, you have the right to incest, you have the right to adultery. You have the right to anything. Of course, we know that this is far from true. Consensual sex does not pave the way for polygamy, incest or adultery—let alone for anarchy. But what is interesting about this argument is not that it conflates consensual sex with these practices, but that it assumes that these practices are wrong. -
Sexual Desire and Structural Injustice
Sexual Desire and Structural Injustice Tom O’Shea Forthcoming at the Journal of Social Philosophy Is it unjust that some people are less sexually desired than others? We might have sympathy for the sexually undesired but supposing they suffer an outright injustice can seem absurd. My view is that this reaction is too hasty, and that sexually desirability can be a matter of political justice. This is a strong claim, which is likely to invite a torrent of objections, whether for confusing misfortune with injustice, licensing unwarranted political meddling, indulging in sexual moralism, or asking the impossible of us. But I shall suggest a compelling social philosophy of sexual attraction can be articulated by considering the scope and character of sexual desires through the lens of structural injustice, while looking to collective and political rather than primarily individual and ethical remedies to the problem of unjust desire. Sexual desirability is not a resource which can or should be doled out to the needy; nor is there a duty to desire, or a right to be so desired. Yet, sexual attractiveness matters in many of our lives – potentially influencing not only our opportunities for sexual intimacy, but our self-respect, social standing, and access to romantic relationships. Going sexually undesired or under-desired can compound disadvantage in these respects. Mere disadvantage, however, is not sufficient for political injustice. Instead, I shall argue there can be grounds of justice for holding people responsible for transforming the socio-structural processes which shape the distribution and character of sexual desires when these processes underpin domination and deprivation.