Search results for 'Jaime Ahlberg Harry Brighouse' (try it on Scholar)

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  1. Jaime Ahlberg & Harry Brighouse (2011). An Argument Against Cloning. Canadian Journal of Philosophy 40 (4):539-566.
    It is technically possible to clone a human being. The result of the procedure would be a human being in its own right. Given the current level of cloning technology concerning other animals there is every reason to believe that early human clones will have shorter-than-average life-spans, and will be unusually prone to disease. In addition, they would be unusually at risk of genetic defects, though they would still, probably, have lives worth living. But with experimentation and experience, seriously unequal (...)
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    Jaime Ahlberg & Harry Brighouse (2010). An Argument Against Cloning. Canadian Journal of Philosophy 40 (4):539-566.
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    Jaime Ahlberg Harry Brighouse (2010). An Argument Against Cloning. Canadian Journal of Philosophy 40 (4):539-566.
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  4.  31
    Randall Curren, Eamonn Callan, Walter Feinberg & Harry Brighouse (2001). Book Symposium: Harry Brighouse, School Choice and Social Justice. Studies in Philosophy and Education 20 (5):387-421.
  5.  8
    Harry Brighouse (2005). On Education. Routledge.
    What is education for? Should it produce workers or educate future citizens? Is there a place for faith schools - and should patriotism be taught? In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range (...)
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  6. Harry Brighouse (2005). On Education. Routledge.
    What is education for? Should it produce workers or educate future citizens? Is there a place for faith schools - and should patriotism be taught? In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range (...)
     
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  7. Harry Brighouse (2003). Should We Teach Patriotic History? In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. OUP Oxford
    Harry Brighouse’s essay concludes Part I of the book by taking up one aspect of the task of clarifying the role of common education, by applying it to the teaching of patriotism in public schools. He asks whether liberal and cosmopolitan values are compatible with a common education aimed at fostering patriotic attachment to the nation. He examines numerous arguments recently developed to justify fostering patriotism in common schools from a liberal–democratic perspective, and finds them all wanting. However, (...)
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  8.  15
    Harry Brighouse (2015). Nonideal Theorizing in Education. Educational Theory 65 (2):215-231.
    In this essay, Harry Brighouse responds to the collection of articles in the current issue of Educational Theory, all concerned with nonideal theorizing in education. First, he argues that some form of ideal theory is indispensable for the nonideal theorizer. Brighouse then proceeds to defend Rawls against some critics of his kind of ideal theorizing by arguing that a central feature that is often misconstrued as unduly idealizing — the full compliance assumption — in fact constrains utopianism. (...)
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  9. Harry Brighouse (2005). On Education. Routledge.
    What is education for? Should it produce workers or educate future citizens? Is there a place for faith schools - and should patriotism be taught? In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range (...)
     
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  10. Harry Brighouse (2009). Legitimate Parental Partiality. Philosophy and Public Affairs 37 (1):43-80.
    Some of the barriers to the realisation of equality reflect the value of respecting prerogatives people have to favour themselves. Even G.A. Cohen, whose egalitarianism is especially pervasive and demanding, says that.
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  11. Harry Brighouse & Adam Swift (2009). Educational Equality Versus Educational Adequacy: A Critique of Anderson and Satz. Journal of Applied Philosophy 26 (2):117-128.
    Some theorists argue that rather than advocating a principle of educational equality as a component of a theory of justice in education, egalitarians should adopt a principle of educational adequacy. This paper looks at two recent attempts to show that adequacy, not equality, constitutes justice in education. It responds to the criticisms of equality by claiming that they are either unsuccessful or merely show that other values are also important, not that equality is not important. It also argues that a (...)
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  12.  1
    Harry Brighouse (2002). School Choice and Social Justice. British Journal of Educational Studies 50 (3):402-403.
    Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's rights include a right to personal autonomy. The book argues that school reform must always be evaluated from the perspective of social justice and applies the theory, in particular, to school choice proposals. It looks at the parental choice schemes in Milwaukee, Wisconsin, and in England and Wales, and argues that (...)
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  13. Harry Brighouse & Adam Swift (2006). Parents' Rights and the Value of the Family. Ethics 117 (1):80-108.
  14. Harry Brighouse & Adam Swift (2006). Equality, Priority, and Positional Goods. Ethics 116 (3):471-497.
  15. Harry Brighouse & Marc Fleurbaey (2010). Democracy and Proportionality. Journal of Political Philosophy 18 (2):137-155.
  16.  9
    Harry Brighouse & Adam Swift, Advantage, Authority, Autonomy and Continuity: A Response to Ferracioli, Gheaus and Stroud.
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  17. Harry Brighouse (1998). Civic Education and Liberal Legitimacy. Ethics 108 (4):719-745.
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  18. Harry Brighouse (2004). What's Wrong with Privatising Schools? Journal of Philosophy of Education 38 (4):617–631.
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  19.  7
    Harry Brighouse (2002). What Rights (If Any) Do Children Have. In David Archard & Colin M. Macleod (eds.), The Moral and Political Status of Children. OUP Oxford 31--52.
    According to the interest theory of rights, the primary function of rights is the protection of fundamental interests. Since children undeniably have fundamental interests that merit protection, it is perfectly sensible to attribute rights, especially welfare rights, to them. The interest theory need not be hostile to the accommodation of rights that protect agency because, at least in the case of adults, there is a strong connection between the protection of agency and the promotion of welfare. Children have welfare rights (...)
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  20. Harry Brighouse & Ingrid Robeyns (eds.) (2010). Measuring Justice: Primary Goods and Capabilities. Cambridge University Press.
    This book brings together a team of leading theorists to address the question 'What is the right measure of justice?' Some contributors, following Amartya Sen and Martha Nussbaum, argue that we should focus on capabilities, or what people are able to do and to be. Others, following John Rawls, argue for focussing on social primary goods, the goods which society produces and which people can use. Still others see both views as incomplete and complementary to one another. Their essays evaluate (...)
     
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  21. Harry Brighouse (2007). Equality of Opportunity and Complex Equality: The Special Place of Schooling. [REVIEW] Res Publica 13 (2):147-158.
    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.
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  22. Harry Brighouse & Adam Swift (2008). Putting Educational Equality in its Place. Educational Policy and Finance 3 (4):444-466.
  23. Harry Brighouse & Gina Schouten (2011). Understanding the Context for Existing Research and Reform Proposals. In Greg J. Duncan & Richard J. Murnane (eds.), Whither Opportunity. Russell Sage 507--522.
  24. James Lenman, Tamar Schapiro, Daniel Statman, Harry Brighouse, Adam Swift & John Martin Fischer (2006). 10. Kwong‐Loi Shun and David Wong, Eds., Confucian Ethics: A Comparative Study of Self, Autonomy, and Community Kwong‐Loi Shun and David Wong, Eds., Confucian Ethics: A Comparative Study of Self, Autonomy, and Community (Pp. 156-160). [REVIEW] Ethics 117 (1).
  25.  19
    Harry Brighouse (2004). Justice. Polity.
    The book also includes extensive discussions of the nature and purpose of political theorizing, and it asks whether theories of justice should take only social ...
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  26. Harry Brighouse (2009). Moral and Political Aspects of Education. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press
  27.  25
    Harry Brighouse (2001). Can Justice as Fairness Accommodate the Disabled? Social Theory and Practice 27 (4):537-560.
  28. Harry Brighouse & Adam Swift (2008). Putting Educational Equality in its Place. Educational Policy and Finance 3 (4):444-466.
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  29.  41
    Harry Brighouse (2007). Educational Justice and Socio-Economic Segregation in Schools. Journal of Philosophy of Education 41 (4):575–590.
  30.  35
    Harry Brighouse (1997). Political Equality in Justice as Fairness. Philosophical Studies 86 (2):155-184.
  31.  26
    Gillian Brock & Harry Brighouse (eds.) (2005). The Political Philosophy of Cosmopolitanism. Cambridge University Press.
    In a period of rapid internationalization of trade and increased labor mobility, is it relevant for nations to think about their moral obligations to others? Do national boundaries have fundamental moral significance, or do we have moral obligations to foreigners that are equal to our obligations to our compatriots? The latter position is known as cosmopolitanism, and this volume brings together a number of distinguished political philosophers and theorists to explore cosmopolitanism: what it consists in, and the positive case which (...)
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  32.  54
    Harry Brighouse (1995). Neutrality, Publicity, and State Funding of the Arts. Philosophy and Public Affairs 24 (1):35–63.
  33.  42
    Harry Brighouse (1996). Egalitarianism and Equal Availability of Political Influence. Journal of Political Philosophy 4 (2):118–141.
  34. Susan Moller Okin, Michael Otsuka, Geoffrey Cupit, Harry Brighouse, Joe Coleman & Martha C. Nussbaum (1998). 10. Quentin Skinner, Reason and Rhetoric in the Philosophy of Hobbes Quentin Skinner, Reason and Rhetoric in the Philosophy of Hobbes (Pp. 820-823). [REVIEW] In Stephen Everson (ed.), Ethics. Cambridge University Press
     
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  35. Harry Brighouse (1994). Is There Any Such Thing as Political Liberalism? Pacific Philosophical Quarterly 75 (3-4):318-332.
     
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  36.  10
    Harry Brighouse (1997). Against Nationalism. Canadian Journal of Philosophy 26 (sup1):365-405.
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  37. Alan H. Goldman, Harry Brighouse, Adam Swift & Sarah Stroud (2006). 4.'Race': Normative, Not Metaphysical or Semantic 'Race': Normative, Not Metaphysical or Semantic (Pp. 525-551). Ethics 116 (3).
  38.  16
    Harry Brighouse (2002). A Modest Defence of School Choice. Journal of Philosophy of Education 36 (4):653–659.
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  39. Harry Brighouse (2003). Distribution of What? How Will We Know If We Have Achieved Education for All by 2015? 3rd Conference on the Capabilities Approach.
    In 1990 at the Jomtein Conference in Thailand organised by UNESCO, UNICEF, UNDP and the World Bank the 157 governments present agreed to a Declaration, the World Declaration on Education for All that signalled their commitment to achieve Education for All (EFA) by 2000. EFA was not defined succinctly, but was laid out as comprising: universal access to education services ‘of quality’; equity with regard to removing disparities ‘in access to learning opportunities’ for certain groups (girls.
     
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  40. Harry Brighouse, School Choice and Educational Equality.
    Justice is the first virtue of social institutions, and of the institutions which regulate schooling no less than others. Education policy, just like social policy more generally, should be guided principally by considerations of justice and only secondarily by pragmatic considerations such as what compromises must be made with existing social forces opposed to justice in order to optimize the justice of the existing institutions. But of course, in an otherwise unjust society there are sharp limits on what can be (...)
     
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  41.  35
    Harry Brighouse (2013). The Altruism Puzzle: The Obligation to Sacrifice One's Life. Journal of Social Philosophy 44 (2):115-117.
  42.  55
    Harry Brighouse (1996). Should Marxists Care About Alienation? Topoi 15 (2):149-162.
    We have found that a sparse version of the claim that alienated labor is a bad thing can inform a political morality without turning that morality into one which makes more comment on people's ends than the liberal can accept. We have also seen that a modification of the ideas of alienation from our species being can play a limited role in a liberal political morality, but that the rational kernel of the critique from species alienation is already a familiar (...)
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  43.  17
    Harry Brighouse (1998). Why Should States Fund Schools? British Journal of Educational Studies 46 (2):138 - 152.
    In arguing for government withdrawal from funding and regulating schooling, James Tooley claims that equality of opportunity in education implies only that all deserve an adequate minimum education. However, he concedes the 'abstract egalitarian thesis' that all should be treated with equal concern and respect. I show that this thesis indeed implies educational equality, and that Tooley's arguments against educational equality rest on a misunderstanding of the foundations of egalitarianism.
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  44.  39
    Harry Brighouse & Erik Olin Wright (2002). On Alex Callinicos's Equality. Historical Materialism 10 (1):193-222.
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    Harry Brighouse (2000). Alan Wertheimer, Exploitation:Exploitation. Ethics 110 (2):448-450.
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    Erik Olin Wright & Harry Brighouse (2001). Complex Egalitarianism: A Review of Alex Callinicos 'Equality'. [REVIEW] Historical Materialism 10 (1):193-222.
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  47.  27
    Harry Brighouse (1994). Choosing Justice: An Experimental Approach to Ethical Theory, Frohlich Norman and Joe A. Oppenheimer. Berkeley: University of California Press, 1992, Xiv + 258 Pages. [REVIEW] Economics and Philosophy 10 (1):127.
  48.  25
    Harry Brighouse (2006). Justifying Patriotism. Social Theory and Practice 32 (4):547-558.
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  49.  1
    Harry Brighouse (1995). Neutrality, Publicity, and State Funding of the Arts. Philosophy and Public Affairs 24 (1):35-63.
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  50.  9
    Harry Brighouse (1995). Political Equality and the Funding of Political Speech. Social Theory and Practice 21 (3):473-500.
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