Rousseau’s story about Emile having his first moral lesson in property rights by planting beans in a garden plot has educationally been discussed from various perspectives. What remains unexplored in such readings, however, is the connection of the theory of the natural learner with the Lockean rationalization of appropriation of land through cultivation. We will show that this connection forms the subtext of the ‘beans’ episode and grounds the rich and complex textual operations that give to the episode a strong (...) political character. The aim is to unearth the common, colonial cause that the ideas of the natural learner, property as original relation to land and contractuality may make in Locke-inspired, early modern pedagogy and to explore the ambivalences in Rousseau’s text that are thus created. (shrink)

Communitarians have alleged a connection between according specialrights to community groupings and preserving the indigenous cultureand the social cohesion of the original community. This paperconcentrates upon special group rights associated with land tenurenow maintained by Fijian Mataqali and traditional land owninggroups in Papua New Guinea. The first section of the paper assessesand compares the social consequences of each of these systems withspecial attention to the preservation of traditional culture.However, in the case of Fiji, it is undeniable that the mataqaliland tenure (...) system has given indigenous Fijians politicaladvantages over non-indigenous Fijians, most specifically theFijian Indians. Though special land rights can possibly bejustified on the grounds of cultural preservation, their existencedoes raise this further issue of fairness. Moral considerations basedupon the territorial sovereignty of indigenous nations, rather thancommunitarian arguments, may offer a more convincing justificationof the advantages of indigenous Fijians. (shrink)

This article focuses on John Locke's understanding of the student as a natural learner and on the ambiguous utopia of childhood that underpins this understanding. It draws a parallel between the educational utopia of natural learning and colonization, and then investigates ethico-political implications. Locke politicizes natural learning in ways that normalize exclusions at the level of intersubjective ethical relations and naturalize colonial expansion at the level of cosmopolitan right. Thought through to its implications, this claim leads to exploring connections between (...) Locke's educational philosophy and his multiple and ambiguous utopianisms. Thus examined, the political operations of Locke's pedagogy bring to the fore the subtle though no less important performativity of Locke-inspired, modern educational utopianism that remains so far under- or non-theorized in educational philosophy. (shrink)

The United Nations' (UN) adoption of a Declaration on the Rights of Indigenous Peoples is intended to mark a fundamental ethical turn in the relationships between indigenous peoples and the community of sovereign states. This moment is the result of decades of discussion and negotiation, largely revolving around states' discomfort with notion of indigenous self-determination. Member states of the UN have feared that an ethic of indigenous self-determination would undermine the principles of state sovereignty on which the UN is itself (...) grounded. However, such fears are the result of very poor understandings of the ethical principles under which the relations between indigenous peoples and nation-states already have been formed under centuries of European colonialism. The principle of self-determination embraced in this Declaration does not diverge from colonial norms; it entrenches these norms as international policy. Without doubt, indigenous peoples are more likely to benefit than suffer from states' observance of the Articles within this Declaration. Reducing the challenge of indigenous peoples' rights to the notion of self-determination set out in this document, though, misses an extraordinarily important opportunity to critically investigate the ethic of rights that has produced an opposition between nation-states and indigenous peoples to begin with. A true turn in the ethics of this relationship would see not simply the institution of a right to self-determination but, rather, indigenous peoples' right to first determine the nature of self for themselves. (shrink)

Is territorial jurisdiction over natural resources justified? This paper argues that a freedom-based account of self-determination coupled with ‘functionalist’ justifications of territorial right support territorial jurisdiction over natural resources. This justification simultaneously gives rise to limits on the permissible exercise of the right: the principles of reciprocity and generality, and of equal freedom. This ‘reciprocal’ view on territorial jurisdiction over natural resources, defended here, differs from two alternatives: the traditional sovereignty view on the one hand and the transnational jurisdiction view—which (...) favours the transfer of sovereignty over natural resources from states to transnational institutions—on the other hand. (shrink)

Lockean theory of property in terms of irrestricted appropriation is as widely known as the criticism that has been addressed to it. The notions of abundance and slavery will be discussed here to claim that it is more accurate to talk about universal privatization than to talk about irrestricted appropriation. "Universal" has here three different meanings, which will be considered in different sections. The first meaning of "universality" within the theory of appropriation is related to its territorial scope. In this (...) regard, the notion of abundance as defined in Chapter V of Locke's Two Treatises of Government identifies the global perspective of the Lockean theory of appropriation. The second and third meanings arise from an analysis of the notion of slavery, and more precisely from both uses of the term. The study of political slavery, considered as illegitimate, will allow us to explore the paradoxical relation between Lockean theory of property and particular states. Lastly, the notion of legitimate slavery will allow us to establish the universality of the theory of appropriation and its object, not just concerning earth and fruits but human life too. (shrink)

In my dissertation, I engage in a political history of waste; in particular I look at modern philosophers from the late seventeenth and early eighteenth centuries and the way that waste functions alongside narratives of civilization, progress, and perfection. I analyze the political, pedagogical, and other theories of John Locke, Jean Jacques Rousseau, and Immanuel Kant. I use Julia Kristevaâs concept of abjection to trace the legacies of these philosophers to the continued and continuing practices of wasting life their work (...) supports and maintains. Social contract theory must have its others, those wasted and abjected to limn the boundary of the âclean and properâ civilized order. Locke abjects waste in his theory of property and I link the use of his term âwastelandâ to the wastelanding of Native Americans. As Kristeva says the forgetting, repressing, or disavowal of abjection leads to the return of its repressed in the form of our âapocalypses.â I discuss Rousseauâs treatment of waste and the way it is ambivalently embraced, which I think is a more appropriate treatment of waste. I also compare Emile and Sophieâs education and argue that his education of women makes waste of their lives. Last, I discuss Kantâs theory of waste and race together, arguing that he redeems all waste and that he makes waste of all races except the white race. He assents to the use of people of color as means for the white raceâs ends, rather than treating them as ends in themselves. Thus, I conclude that social contract theories are wasteful of life and lives and that contract theory should be garbaged for a new political principle: to not make waste of life or lives. (shrink)