Recent years have witnessed an increased number of game-theoretic approaches to social norms, which apparently share some common vocabulary and methods. We describe three major approaches of this kind (due to Binmore, Bicchieri and Gintis), before comparing them systematically on five crucial themes: generality of the solution, preference transformation, punishment, epistemic conditions and type of explanation. This allows us to show that these theories are, by and large, less compatible than they seem. We then argue that those three theories struggle (...) to account for three phenomena pertaining to social norms (namely context-dependence, conflicting norms and self-evidence), with which any complete game-theoretic account should in principle be able to deal. (shrink)

Adversarial scheme points to situations of rivalry like auctions, public tendering, sports competitions, elections or trials. Thomas Pogge suggested that these schemes have great advantage: they force agents to reveal their full performance. But they also incentivize agents to manipulate the rules. In other schemes with incentives, he also suggests, agents can easily downplay their performance, but won’t engage in rule manipulation to the same extent. In this paper, I will argue that adversarial schemes and other schemes with incentives advantages (...) or disadvantages do not map from one to the other as Pogge suggests. Performance-downplaying also takes place in adversarial schemes, as well as in other schemes with incentives also lead to rule manipulation. I will also argue that there are genuine differences between these two types of schemes. Adversarial schemes have three unique advantages: first, they may be more effective in producing motivational improvements at a lower cost, second, they may lead to an automatic optimization of performances and, third, they may produce unique system benefits. In order to produce these advantages, we must design adversarial schemes properly and use them in the right situation. (shrink)

In this article we argue that a positively formulated theory of education ought to take into consideration empirically based knowledge. Theories of education are normative theories, because they are mainly focused on how the world ought to be: they present ideals, they prescribe preferred repertoires of actions, and they describe valued attitudes. However, using a recent example of an ideal of cosmopolitan education, we here reveal some ways in which prevalent theories of education quickly become remote and powerless if they (...) rebuff empirically based knowledge about peoples’ actual experiences and ways of being in the world. (shrink)