Political Philosophy and Racial Injustice: from Normative to Critical Theory
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Social Norms and Social Influence Mcdonald and Crandall 149
Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p. -
What Normative Terms Mean and Why It Matters for Ethical Eory
What Normative Terms Mean and Why It Matters for Ethical eory* Alex Silk University of Birmingham [email protected] Forthcoming in M. Timmons (Ed.), Oxford Studies in Normative Ethics, Vol. Abstract is paper investigates how inquiry into normative language can improve substantive normative theorizing. First I examine two dimensions along which normative language differs: “strength” and “subjectivity.” Next I show how greater sensitivity to these features of the meaning and use of normative lan- guage can illuminate debates about three issues in ethics: the coherence of moral dilemmas, the possibility of supererogatory acts, and the connection between making a normative judgment and being motivated to act accord- ingly. e paper concludes with several brief reections on the theoretical utility of the distinction — at least so-called — between “normative” and “non- normative” language and judgment. e discussions of these specic linguistic and normative issues can be seen as case studies illustrating the fruitfulness of utilizing resources from philosophy of language for normative theory. Get- ting clearer on the language we use in normative conversation and theorizing can help us diagnose problems with bad arguments and formulate better mo- tivated questions. is can lead to clearer answers and bring into relief new theoretical possibilities and avenues to explore. *anks to Eric Swanson and the audience at the Fih Annual Arizona Normative Ethics Work- shop for discussion, and to two anonymous referees for comments. Contents Introduction Weak and strong necessity Endorsing and non-endorsing uses Dilemmas Supererogation Judgment internalism and “the normative” Conclusion Introduction e strategy of clarifying philosophical questions by investigating the language we use to express them is familiar. -
The Dialectic of Freedom 1St Edition Pdf Free Download
THE DIALECTIC OF FREEDOM 1ST EDITION PDF, EPUB, EBOOK Maxine Greene | 9780807728970 | | | | | The Dialectic of Freedom 1st edition PDF Book She examines the ways in which the disenfranchised have historically understood and acted on their freedom—or lack of it—in dealing with perceived and real obstacles to expression and empowerment. It offers readers a critical opportunity to reflect on our continuing ideological struggles by examining popular books that have made a difference in educational discourse. Professors: Request an Exam Copy. Major works. Max Horkheimer Theodor W. The latter democratically makes everyone equally into listeners, in order to expose them in authoritarian fashion to the same programs put out by different stations. American Paradox American Quest. Instead the conscious decision of the managing directors executes as results which are more obligatory than the blindest price-mechanisms the old law of value and hence the destiny of capitalism. Forgot your password? There have been two English translations: the first by John Cumming New York: Herder and Herder , ; and a more recent translation, based on the definitive text from Horkheimer's collected works, by Edmund Jephcott Stanford: Stanford University Press, Learn how to enable JavaScript on your browser. Peter Lang. The truth that they are nothing but business is used as an ideology to legitimize the trash they intentionally produce. Archetypal literary criticism New historicism Technocriticism. The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom—not in solitude, but in reciprocity with others, not in privacy, but in a public space. -
Epistemic Justification, Normative Guidance, and Knowledge
13 Epistemic Justication, Normative Guidance, and Knowledge ∗ ARTURS LOGINS Abstract. Recently, Pascal Engel has defended a version of a compatibilist view in epistemology that combines both an element of externalism and an element of internalism (Engel 2007, 2012). According to this position exter- nalism has to be adopted about knowledge, whereas internalism has to be endorsed concerning epistemic justification. In this paper I argue that consi- derations that, allegedly, motivates Engel’s internalism about epistemic justi- fication, can be explained equally well, or, indeed, even better by a knowledge based externalist account of epistemic justification. ∗This paper is dedicated to Pascal Engel. I would like to express my gratefulness to Pascal for his teaching and support. His work has made an important impact on me. In particular his Engel 2000, and his Engel 2007 contributed largely to my initiation to analytic philosophy and contem- porary epistemology, respectively. The research work that lead to this article was supported by the Swiss National Science Foundation (SNSF) grant number 100015_131794 (project Knowledge, Evidence, and Practice). 169 170 ARTURS LOGINS 1. Introduction Recently, Pascal Engel has defended a version of a compatibilist view in epis- temology that combines both an element of externalism and an element of internalism (Engel 2007, 2012). In short, according to this view, knowledge has to be characterized in externalist terms, whereas epistemic justification and ra- tionality has to be characterized in internalist terms. The externalist view about knowledge that Engel favours integrates a ver- sion of safety account of knowledge that requires that knowledge is safe belief and does not require that a subject has a reflective access top in order for the subject to know thatp (see Engel 2012 : 8). -
Hartian Positivism and Normative Facts: How Facts Make Law II
UCLA UCLA Public Law & Legal Theory Series Title Hartian Positivism and Normative Facts: How Facts Make Law II Permalink https://escholarship.org/uc/item/81q9p7hk Author Greenberg, Mark Publication Date 2006-03-03 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Hartian Positivism and Normative Facts: How Facts Make Law II Mark Greenberg UCLA School of Law and Department of Philosophy I. Introduction In How Facts Make Law and other recent papers,1 I argue that a full constitutive account of the content of the law – of legal facts – must appeal to normative facts. The project of HFML is to defend this position without assuming that legal facts are themselves normative facts. The argument’s engine is a requirement that a constitutive account of legal facts must meet. According to this rational-relation requirement,2 it is not enough for a constitutive account of legal facts to specify non-legal facts that modally determine the legal facts. The constitutive determinants of legal facts must provide reasons for the obtaining of the legal facts (in a sense of “reason” that I develop). In HFML,3 I argue that non-normative, contingent facts – descriptive facts, for short – do not provide such reasons without normative facts.4 In the present paper, I focus on the rational-relation requirement. I deploy it in three related projects. First, I respond to a family of objections that challenge me to explain why normative facts and descriptive facts together are better placed to provide 1 Mark Greenberg, How Facts Make Law, <INSERT CITE FOR HFML IN THIS VOLUME HERE 2006> [hereinafter HFML]. -
A Critical Concept of Injustice. Trichotomy Critique, Explanation, and Normativity
http://dx.doi.org/10.5007/1677-2954.2014v13n1p50 A CRITICAL CONCEPT OF INJUSTICE. TRICHOTOMY CRITIQUE, EXPLANATION, AND NORMATIVITY UM CONCEITO CRÍTICO DE INJUSTIÇA. A TRICOTOMIA CRÍTICA, ESCLARECIMENTO E NORMATIVIDADE MAREK HRUBEC1 (Charles University, Czech Republic) ABSTRACT The article deals with an issue of a critical concept of injustice. It concentrates on injustice by focusing on three fundamental elements of Critical theory of society: critique, explanation, and normativity. Firstly, it clarifies the need for critical social criticism to have an internal character. Secondly, it concentrates on relations between individual elements of the above-mentioned trichotomy, and stresses the consequences of such an analysis for a Critical social theory. It shows that only an articulation of all three elements in their mutual constitutive relations will enable to work out a critical concept of in/justice. Keywords: Injustice. Justice. Critical Theory. Critique. Explanation. Normativity. A theory of justice requires a critical concept of injustice2. I will articulate such a concept from the point of view of Critical Theory of Society. I will analyze three fundamental elements of Critical Theory – critique, explanation and normativity – which can be identified already in the initial programmatic documents of the founders of Critical Theory (the Frankfurt School), and consequently mapped in texts of their followers up until today. Although these elements have been present in Critical Theory since its beginning, and their existence was an implicit precondition for Critical Theory, they have been articulated only vaguely in their complex mutual relations. This is because only some of these elements have as a rule been addressed, and because just a few of the relations between them have been discussed. -
Normative Surrender
Michigan Journal of International Law Volume 9 Issue 1 1988 Normative Surrender Jerome B. Elkind University of Wyoming, College of Law Follow this and additional works at: https://repository.law.umich.edu/mjil Part of the Human Rights Law Commons, International Law Commons, and the Public Law and Legal Theory Commons Recommended Citation Jerome B. Elkind, Normative Surrender, 9 MICH. J. INT'L L. 263 (1988). Available at: https://repository.law.umich.edu/mjil/vol9/iss1/9 This Article is brought to you for free and open access by the Michigan Journal of International Law at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of International Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. Normative Surrender Jerome B. Elkind* INTRODUCTION In the published papers of a recent colloquium on the life and works of Hugo Grotius, the observation was made that Grotius attempted to steer a path between "Utopian idealism which had no chance of exercising any influence on the actual behavior of States, and Machiavellian realism which would have amounted to total surrender to their will and whim."' Concern for the distinction between idealism and realism, an issue even at the dawn of the era of power politics, is very much a current issue. In the world of modem international law doctrine there is no greater scorn than that reserved by self-professed "realists" for those whom they choose to regard as "idealists." In the cynical atmosphere of the late twentieth century, it is fashionable to be a realist. -
Our Separatism - Voting Rights As an American Nationalities Policy Pamela S
University of Chicago Legal Forum Volume 1995 | Issue 1 Article 4 Our Separatism - Voting Rights as an American Nationalities Policy Pamela S. Karlan [email protected] Follow this and additional works at: http://chicagounbound.uchicago.edu/uclf Recommended Citation Karlan, Pamela S. () "Our Separatism - Voting Rights as an American Nationalities Policy," University of Chicago Legal Forum: Vol. 1995: Iss. 1, Article 4. Available at: http://chicagounbound.uchicago.edu/uclf/vol1995/iss1/4 This Article is brought to you for free and open access by Chicago Unbound. It has been accepted for inclusion in University of Chicago Legal Forum by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. Our Separatism? Voting Rights as an American Nationalities Policy Pamela S. Karlant One of the salient characteristics of contemporary global politics is the disintegration of empires and multiethnic nation- states and the resurgence of separatism. The breakup of the Soviet Union, the breakdown of Yugoslavia, tribal warfare in Africa, and the emergence of separatist political parties in West- ern democracies such as Italy and Canada occupy the political foreground. One of the urgent questions of political structure is how multiethnic nations respond to these nationalist and sepa- ratist impulses. My argument in this Article is that the voting-rights system is a key element in the American response. I begin by describing how the Voting Rights Act and much of its case law use a vocab- ulary that draws sharp ethnic and territorial distinctions. Not only does voting-rights law use the language of separation, it also employs an apparently separatist practice of allocating voters among territorially defined voting districts. -
Federalism and Civil Rights: Complementary and Competing Paradigms
Vanderbilt Law Review Volume 47 Issue 5 Issue 5 - Symposium: Federalism's Article 3 Future 10-1994 Federalism and Civil Rights: Complementary and Competing Paradigms James F. Blumstein Follow this and additional works at: https://scholarship.law.vanderbilt.edu/vlr Part of the Civil Rights and Discrimination Commons Recommended Citation James F. Blumstein, Federalism and Civil Rights: Complementary and Competing Paradigms, 47 Vanderbilt Law Review 1251 (1994) Available at: https://scholarship.law.vanderbilt.edu/vlr/vol47/iss5/3 This Symposium is brought to you for free and open access by Scholarship@Vanderbilt Law. It has been accepted for inclusion in Vanderbilt Law Review by an authorized editor of Scholarship@Vanderbilt Law. For more information, please contact [email protected]. Federalism and Civil Rights: Complementary and Competing Paradigms James F. Blumstein* I. INTRODUCTION ................................................................... 1252 II. THE IMPORTANCE OF FEDERALISM AND THE FEDERALISM DEAL ...................................................... 1256 III. FEDERALISM AS A CIVIL RIGHTS PARADIGM ....................... 1259 A. The Nature of Federalism...................................... 1260 B. Federalismand Civil Rights: Voting Rights as a Case Study ...................................................... 1262 1. Voting Rights as Part of the Federalism Deal ......................................... 1262 2. The Tensions Between the Federalism and Civil Rights Paradigms: Voting Rights as an Example ............................... -
Political Science 190.607 Comparative Racial Politics Fall 2011 Johns Hopkins University Tuesdays 1-2:50Pm Mergenthaler 366
Political Science 190.607 Comparative Racial Politics Fall 2011 Johns Hopkins University Tuesdays 1-2:50pm Mergenthaler 366 Professor Erin Aeran Chung Office: 365 Mergenthaler Hall Phone: 410-516-4496 Email: [email protected] Office hours: Mondays 1:30-2:30pm and by appointment COURSE DESCRIPTION: This course surveys the major trends and approaches to the comparative study of race in political science and critically examines the link between race and politics. The goals of the course are two-fold. First, we will investigate how the study of race is linked to some of the classic preoccupations of comparative political science, such as capitalist development, state formation, and nationalism. Second, we will explore how race “works” and how it is made and remade over time and across space. We thus seek to understand how the ideologies of race and racism connect disparate peoples, regimes, institutions, and national mythologies. Topics will include race and state formation, citizenship and national membership, immigration, racial regimes, and the political economy of race. PREREQUISITES: This course is open to graduate students only. COURSE REQUIREMENTS AND EVALUATION: Participation and Discussion (30%), 2 short essays (15% each), Research Paper (40%) Because this seminar is based primarily on peer-led discussions, regular attendance and active participation are essential. All students must complete the assigned readings before coming to class and prepare ideas for debate, discussion, or interpretation. Students will write 2 short essays (approximately 3 pages double-spaced)—to be circulated via email to other seminar members at least one day before the seminar—that includes a brief discussion of the key debates and issues brought up in the designated week’s readings as well as a short critique. -
Racial Representation and Leadership at International Organizations
Racial Representation and Leadership at International Organizations Wilfred Chow, University of Hong Kong Enze Han, University of Hong Kong Xiaojun Li, University of British Columbia Abstract This paper uses a survey experiment to identify the effects of race on people’s perceptions of job performance at the leadership level of the United Nations, employing a hypothetical scenario that involves sexual exploitation and abuses by UN peacekeepers. We find a consistent and statistically significant positive result for the East Asian leader, who was least likely to be punished for UN reform failure and was perceived to be more ethical, more competent, more trustworthy, less selfish, and less ruthless than the African or Caucasian leaders. These findings push us to consider how much race and racial politics affect representation at international organizations, and the wider implications of these effects for understanding the evolution of the international order. 1 Introduction In contemporary mainstream international relations (IR) literature, race has not featured prominently as a variable to explain the functioning of the international system. This is somewhat peculiar given that in the early decades of the 20th century, the “race question” was front and center in IR scholarship, in the sense of how the European powers ought to deal with the “colored” people of the colonized world. W.E.B. Du Bois predicted that the global “color line” would become one of the world’s biggest challenges (Du Bois 1961; Karenga 2003). At that time, international relations between countries as well as between people of European descent and the rest of the world were almost exclusively framed in racial and civilizational terms (Vitalis 2015). -
The Red and the Black
The Red and the Black Charles W. Mills CUNY GRADUATE CENTER John Dewey lecture delivered at the one hundred thirteenth Central Division meeting of the American Philosophical Association in Chicago, IL, on March 3, 2016. I am delighted, and deeply honored, to have been chosen to give the Dewey Lecture for this, the 2016 American Philosophical Association Central Division meeting. My understanding of the format is that one seeks to combine personal reflections on one’s life and philosophical career with thoughts on the development of the profession over the same time period, in keeping with the Deweyan vision of a philosophical enterprise that is self-consciously part of society rather than lifted above it. So the desideratum is an intellectual autobiography that is linked to a personal autobiography. I am happy to offer such an overview and retrospective, and hope that those members of the audience who have heard or read some of this before will forgive the repetition. JAMAICA: A BRIEF HISTORY My title—“The Red and the Black,” with apologies to Stendhal1—is meant to indicate both the two central theoretical reference-points for my philosophical work, Marxism and the diasporic black radical tradition, and the shift in racial/color identity I experienced in moving from my native Jamaica to the United States. So it nicely combines the political and the personal. I was born in England of Jamaican parents who had gone to the mother country to get a tertiary education, a familiar practice in the colonial period. However, they returned to Jamaica the same year of my birth, so I grew up and went to high school and university in Jamaica, not the UK.