Online research in philosophy

This study is concerned with john R0emer’s Equality of Opportunity} I argue that his theory is committed to compatibilism but that one of its central claims is plausible only within a libertarian view on the free-will problem. Thus Roemer’s theory is troubled by a deep structural inco— herence and should be rejected as an account of equality of opportunity? Let me briefly introduce some background to Roemer’s theory. Contemporary egalitarians face two major challenges: first, they need..

Lifelong learning is presented as a means for enabling individuals, organisations and nations to meet the challenges of an increasingly competitive world. It suggests an extension of opportunity,involving all adults, whatever their interests or experience. There is also, however, a strong sense of expectation, even compulsion, with emphasis given to vocational forms of study and participation.

Stephen Kershnar (2004) recently argues that under its most plausible interpretation, equality of opportunity is simply not something worth pursuing; at least, not for itself. In this paper I try to show that even if we accept Kershnar's characterisation of equality of opportunity in terms of weighted aggregate chances, none of his objections succeed. Opportunities, not outcomes, are the appropriate focus of EO advocates; hedonic treadmills are irrelevant to the issue; we do not need to assume general equality in some attribute to ground equality of opportunity; finally, it is possible to show that it is permissible to promote EO at some cost to other independent values.

This paper is an engagement with Equality by John Baker, Kathleen Lynch, Judy Walsh and Sara Cantillon. It identifies a dilemma for educational egalitarians, which arises within their theory of equality, arguing that sometimes there may be a conflict between advancing equality of opportunity and providing equality of respect and recognition, and equality of love care and solidarity. It argues that the latter values may have more weight in deciding what to do than traditional educational egalitarians have usually thought.

The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society.

This article explores the 'second chance' myth that surrounds the role of adult education in society. This myth apparently offers all citizens an equal chance to access educational opportunities to improve their life chances. I argue that recent developments in educational policy-making are increasingly shaped by neoliberal discourses that adapt adult education principles, such as lifelong learning and emancipation, for its own economic and political logic. This has important implications for adult education, especially equality of opportunity and social inclusion.