For two decades, egalitarian analytical philosophers have sought to identify the metric to be employed in order to ascertain whether any distribution is equal or not. This essay provides a review of the seminal contributions to this debate by Amartya Sen, Ronald Dworkin, Richard Arneson and G.A. Cohen.

On the basis of our apparent obligations to future generations, it would seem that we are morally obliged to reduce the risk our environmentally destructive behaviour poses for their well-being. But if, rather than choosing to destroy the environment, we are in fact driven to do so, then any obligation to reduce our environmental impact requires an understanding of the mechanism driving our behaviour. This article argues that the State-Primacy Theory provides a plausible explanation for the nature of that mechanism, (...) and concludes that the most common strategies offered as a response to our environmental impact are most likely to be insufficiently radical to meet our seeming obligations effectively. (shrink)

By distinguishing between contributory values and overall value, and by arguing that contributory values are variable values insofar as they contribute diminishing marginal overall value, this article helps to establish the superiority of a certain kind of maximizing, value-pluralist axiology over both sufficientarianism and prioritarianism, as well as over all varieties of value-monism, including utilitarianism and pure egalitarianism.

The basic principle of educational equality is that each child should receive an equally good education. This sounds appealing, but is rather vague and needs substantial working out. Also, educational equality faces all the objections to equality per se, plus others specific to its subject matter. Together these have eroded confidence in the viability of equality as an educational ideal. This article argues that equality of educational opportunity is not the best way of understanding educational equality. It focuses on Brighouse (...) and Swift's well worked out meritocratic conception and finds it irretrievably flawed; they should, instead, have pursued a radical conception they only mention. This conception is used as a starting point for developing a luck egalitarian conception, pluralistic and complex in nature. It is argued that such a conception accounts for the appeal of equality of opportunity, fits with other values in education and meets many of the objections. Thus, equality is reasserted as what morally matters most in education. (shrink)