Child moral agency is dismissed in many historical and contemporary accounts based on children's supposed lack or marginal possession of agency-bearing capacities, including reason, deliberation, and judgment, amongst others. Given its prominence in the philosophical canon, I call this the traditional view of child agency. Recent advancements in moral developmental psychology challenge the traditional view, pointing toward the possession of relevant capacities and competencies for moral and responsible agency in early and middle childhood. I argue that both views—traditional and developmental—underdetermine (...) our practices of holding children responsible in our common interactions. For one, we face significant epistemic barriers in accurately assessing children’s agential status qua possession of responsibility-bearing capacities and competencies. Second, overreliance on assessments of individualistic capacities emphasizes an atomistic view of agency at the expense of relational views that are of particular relevance for children as uniquely developing persons. Our practices of holding children responsible and the values that guide these practices in the context of supportive relationships are central to both supporting current and drawing out future responsible agency in childhood and, importantly, provide us with a path to regard children as participants in our moral communities, as opposed to mere agents-in-waiting. (shrink)

Public philosophy is diverse in orientation, methodology, and practice. This chapter addresses challenges to supporting and sustaining public philosophy initiatives as professional philosophers. It also addresses institutional challenges that public philosophers face as they develop, lead, and expand public‐facing projects. Many of us discovered philosophy through a public philosophy program or resource, in a K–12 classroom, or through the philosophically minded mentorship of someone who took our questioning seriously. Far from a supererogatory good, public engagement is necessary for sustaining the (...) practice of philosophy both inside and outside the academy. The chapter considers strategies for sustaining public philosophy in and beyond the academy. It focuses on two key areas: reframing evaluation and organizational collaboration. (shrink)

In Epistemic Injustice Miranda Fricker argues that there is a distinctively epistemic type of injustice in which someone is wronged specifically in his or her capacity as a knower. Fricker's examples of identity-prejudicial credibility deficit primarily involve gender, race, and class, in which individuals are given less credibility due to prejudicial stereotypes. We argue that children, as a class, are also subject to testimonial injustice and receive less epistemic credibility than they deserve. To illustrate the prevalence of testimonial injustice against (...) children we document examples of negative prejudicial treatment in forensic contexts where children frequently act as testifiers. These examples, along with research on the child's competence and reliability as a testifier, reveal widespread epistemic prejudice against children. Given that subjection to prejudice can have a detrimental impact on children we discuss ways to ameliorate this form of testimonial injustice. We argue that, both in formal and natural contexts, the child's testimony should be evaluated alongside the relationships that support her development as a testifier. The adult can play a central role in creating successful testimonial interactions with children by acting as a. (shrink)

Hannah Arendt has been criticized for her “blindness” to the sociopolitical significance of race and racism in the West, most notably, in her “Reflections on Little Rock.” I consider three prominent explanations for Arendt's wrongheaded conclusions in “Reflections.” First, the “category interpretation” presents Arendt's conclusions as resulting from her rigid application of philosophical categories—the public, the private, and the social—to events in Little Rock. Second, the “racial prejudice interpretation” presents Arendt's conclusions as resulting from her anti-black racism and her dismissal (...) of the political strivings of African Americans. Third, the “cultural interpretation” presents Arendt's conclusions as resulting from her misunderstanding of the sociopolitical significance of race and racism in the United States. Each of these interpretations advances our understanding of Arendt's oversights, but I contend that they do not go far enough. I argue that white ignorance constitutes a fundamental epistemic error in Arendt's work and, as such, strengthens current explanations of Arendt's “blindness” to the history and political strivings of African Americans. If accepted, my analysis—following Charles Mills's work on white ignorance—calls for increased theoretical work on epistemologies of ignorance, their function in Western political philosophy, and the affect of white ignorance on cognizers in American society. (shrink)

The Philosophical Ethics in Early Childhood project aims to advance knowledge of preschool children’s ethical understanding and explores the effectiveness of philosophical discussion of children’s literature and extension activities for fostering ethical development in early childhood. In this article we discuss results of our ethics education study with preschool children, including pre-post measurement of experimental and control groups and a 12-week educational intervention focusing on the themes of fairness, empathy, personal welfare and inclusion versus exclusion of peers. As compared to (...) our control group, study results demonstrated significant developments in our experimental group’s ability to respond to ethical questions, increased use of emotion markers, and increased use of justification terms in support of responses. (shrink)

Philosophy in Education: Questioning and Dialogue in Schools is intended for philosophers and philosophy students, precollege classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. This text book offers a wealth of practical resources and lesson plans for use in precollege classrooms, as well as consideration of many of the broader educational, social, and political topics in the field.

Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds.

Research supporting social and emotional learning in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of ethical competence. This lack of clarity is problematic for two reasons. First, it contributes to the conflation of social, emotional, and ethical competencies. Second, as a result, insufficient attention is paid to the related, yet distinct, ends of social-emotional and ethical education. While supporting SEL we critique (...) the assumption of uniformity between social-emotional and ethical literacy and argue for the significance of educational programming to support ethical competencies alongside or within SEL, including educating children to develop an autonomous ethical orientation. Doing so would advance the efforts of educators to provide an education for the whole child. (shrink)

Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...) from us. We set out to develop an approach that others could profitably adopt. I believe that we succeeded. (shrink)

In a recent piece in Critical Inquiry E. D. Hirsch devotes himself to the reinterpretation of a distinction that he first made in 1960 between meaning and significance. I suspect that it will be a while before we feel comfortable deciding what significance “Meaning and Significance Reinterpreted” has for us. Indeed, Hirsch seems uncertain as to what significance this reinterpretation has for him. At first he modestly proposes a “revision of that distinction” , implying that he will give us essentially (...) the same distinction in a somewhat different form, and two-thirds into the essay he notes that aside from one change, his account of meaning “has stayed what it was” . Toward the close of the piece, he speaks of his “revised account of meaning” , but in the next paragraph, he opines that this account is “a new and different theory” . Yet this is not the last word, for Hirsch concludes by talking about “this change in my theory” , again giving the reader the impression that it’s still the same old theory, only somewhat different. But as Hirsch himself asks, “How far can an existing theory be adjusted before it loses its self-identity” ? And as I will now ask, how well does “Meaning and Significance Reinterpreted” cohere with the theory of meaning that Hirsch proposes in Validity in Interpretation? The most curious aspect of this reinterpretation of meaning and significance is that Hirsch remains silent about more fundamental changes in his theory of meaning that his revision brings with it. I want to note three such changes, which involve key terms in Hirsch’s thought either dropping out of the argument or finding notably different replacements. Michael Leddy is assistant professor of English at Eastern Illinois University. He has published on William Burroughs and Geoffrey Hill and is currently working on a study of authors, readers, and meaning. (shrink)

Social injustice and calls to activism take many forms, whether in environmental, medical, legal, political, or educational realms. In this article, I consider the role of activism in ethics institute initiatives. First, as a case study, I discuss an activist initiative for police reform led, in part, by the Kegley Institute of Ethics at California State University, Bakersfield. Specifically, I outline the formation of the Bakersfield Police Department—Community Collaborative, created to review regional and national police policy and training recommendations and (...) to solicit and formalize community-sourced recommendations for policing reform and building trust and greater partnership between the BPD and community. Second, I discuss outcomes and implications of this project and consider its significance for understanding activist roles available to the community engaged ethics institute more generally. In this discussion, I explore practical dimensions and ethical implications of activist approaches in the work of an ethics institute. (shrink)

In this paper I explore Phyllis Rooney’s 2003 chapter, “Feminist Epistemology and Naturalized Epistemology: An Uneasy Alliance,” taking guidance from her critique of naturalized epistemology in pursuing my own analysis of another uneasy alliance: that between feminist epistemology and social epistemology. Investigating some of the background assumptions at work in prominent conceptions of social epistemology, I consider recent analyses of "epistemic bubbles" to ask how closely such analyses are aligned with ongoing research in feminist epistemology. I argue that critical feminist (...) insights in political philosophy are called for here, especially those that focus on multiple politically salient relationships and also emphasize practices of personal transformation as inseparably bound up with broader movements for social transformation. Insofar as feminist epistemology continues to carry another world in its heart, I argue that it will continue to rest uneasily with any effort to align it with—let alone subsume it within—the still emerging field of social epistemology. (shrink)

Disagreement has garnered attention in a variety of academic disciplines, but its counterpart agreement is deserving of much more attention than it has received. This paper begins by reviewing some of the existing literature directly discussing agreement. Inspired by these conversations, I then provide a typology of basic types of agreement followed by a more general discussion of its nature. The aim of the paper is to provide conceptual clarifications and a framework for discussing and analyzing agreement wherever it may (...) be found. (shrink)

One branch of bioethics assumes that mainly agents of the state are responsible for public health. Following Susan Sherwin’s relational ethics, we suggest moving away from a “state-centered” approach toward a more thoroughly relational approach. Indeed, certain agents must be reconstituted in and through shifting relations with others, complicating discussions of responsibility for public health. Drawing on two case studies—the health politics and activism of the Black Panther Party and the work of the Common Ground Collective in post-Katrina New Orleans—we (...) argue for the need to attend more carefully to the limitations of states and state-driven public health programs. (shrink)

Recent research has highlighted the character and importance of the study of agreement. This paper, paralleling work on the more familiar concept of deep disagreement, will provide a first articulation of the character and implications of deep agreements, that is, agreements so deep that disagreement cannot overcome them. To do so, I start by outlining the main features of deep disagreement. I then provide a brief characterization of agreement in general to ground the discussion of the unique characteristics of deep (...) agreements and compare them to deep disagreements. After distinguishing the concept from other more familiar ones, I then point to a few of the major social and theoretical issues the existence of deep agreements poses before concluding with some remarks pointing to valuable areas for future research. (shrink)

Using Canada as a case study, this article argues that regulating biotechnology and nanotechnology is made unnecessarily complex and inherently unstable because of a failure to consult the public early and of-ten enough. Furthermore, it is argued that future regulators (and promoters) of nanotechnology may learn valuable lessons from the mistakes made in regulating biotechnology.

In this paper we discuss two research programs – MELARETE and Philosophical Ethics in Early Childhood – and an emerging international research collaboration based on the benefits of practicing philosophy for meaning in early and middle childhood education. We argue for the good of philosophical thinking and its benefits to young students, with a particular focus on ethical development and meaning. We contend that through philosophical pedagogy we can make learning, meaning, vital to students. This is particularly relevant when dealing (...) with questions of ethics and virtue, questions that are close to the lives of children from their earliest years. By discussing these questions and advancing philosophical ethics and virtue programs philosophers can play a central role in the development of responsible and ethical persons in the world. In order to do this, we contend, it is important that philosophy be introduced to children from a young age, in the early stages of schooling. Following a discussion of our respective research and education programs in Italy and USA, we discuss our current and ongoing plans for an international research collaboration on ethics and philosophy with children. (shrink)

In this chapter I offer a critique of the received way of thinking about responsibility for collective inaction and propose an alternative approach that takes as its point of departure the epistemic agency exhibited by people navigating impossible situations together. One such situation is becoming increasingly common in the context of climate change: so-called “natural” disasters wreaking havoc on communities—flooding homes, collapsing infrastructures, and straining the capacities of existing organizations to safeguard lives and livelihoods. What happens when philosophical reflection begins (...) here—in places where the institutions and practices that have emerged over the last century seem incapable of addressing the problems communities face now, and where people find themselves turning to one another for the sake of their own survival? (shrink)

"The professional memoir of Henry Burroughs--former president of the White House Press Photographers Association, chairman of the Senate Standing Committee for Photographers, and "shooter" for the Associated Press for thirty-three years--whose career docu.

Respect for patients’ autonomy has taken a central place in the practice of medicine. Received wisdom holds that respect for autonomy allows overriding a patient’s treatment preferences only if the patient has been found to lack capacity. This understanding of respect for autonomy requires a dichotomous approach to assessing capacity, whereby a patient must be found either to have full capacity to make some particular treatment decision or must be found to lack capacity to make that decision. However, clinical reality (...) is more complicated, and, in borderline cases, different physicians may arrive at disparate judgments of capacity. In such cases, when capacity-determination protocols fail to achieve consensus, physicians would benefit from guidance regarding the clinical decision-making process necessary to elucidate the most ethically sound course of action. This article considers one such case and argues that, in a limited number of cases, respect for autonomy may require overriding a patient’s stated treatment preference when a capacity determination is equivocal, even though the patient has not clearly demonstrated a lack of capacity. (shrink)

Along with potential benefits to healthcare delivery, machine learning healthcare applications raise a number of ethical concerns. Ethical evaluations of ML-HCAs will need to structure th...

It is commonly believed that the epistemology of mathematics must be different from the epistemology of science because their objects are different in kind, i.e. metaphysically different. In this chapter, I want to suggest that some careful work must be done before we can take the distinction between physical and mathematical objects for granted. This distinction has traditionally been drawn by making reference to location, causal powers, detectability in principle, and change in properties. By analysing the ontology of theoretical physics, (...) I wish to show that some physical objects, like quantum particles as they are described by D. Bohm, are as much mathematical as physical, for they do not seem to be located in space and time, and they are as incomplete as mathematical objects. The upshot of this discussion is to address those who are realists about physical objects and anti‐realists about mathematical objects, and, more importantly, to suggest that mathematical realists should not assume that a realist epistemology should be radically different from ordinary scientific epistemology. (shrink)

What does the growing tide of displaced persons today teach us about the ongoing paradoxes of human rights regimes, which rely on the particular sovereignty of nation-states for their constitution and application but are framed and normatively justified as universal? Working with Arendt’s defense of ‘the right to have rights’ in response to the problem of statelessness which is the practical lynchpin of these historical and theoretical tensions, I specify that and why any person on earth, regardless of their legal (...) status as a national or resident or non-resident alien, can legitimately expect two things from the political community in which they reside: hospitality and membership. (shrink)

One of the strongest motivations for being an anti‐realist with regard to mathematics is the difficulty in formulating a plausible realist epistemology, given that there seems to be a lack of ties between the mathematical apparatus and observation. In this chapter, I discuss a few puzzles that the mathematical realist has to solve in order to formulate an acceptable epistemology, and I hint at the direction in which one might hope to find the solution to these puzzles. One of the (...) puzzles, that was first clearly formulated by Paul Benacerraf, is that since mathematical objects are supposed to be causally inert entities existing outside of space and time, it is hard to see how we can ever get in contact with them, i.e. how we can ever gain knowledge of them or refer to them. A second puzzle concerns the incompleteness of mathematical entities that has it, that we have no conceivable evidence and so no answers to questions of whether the objects that one mathematical theory discusses are identical to those that another theory treats. Realists can reject the presuppositions of both these puzzles. The first presupposes that there must be some sort of direct or indirect interaction between us and the objects of our knowledge. The second assumes that there is always a fact of the matter as to whether the objects of one theory are the same or distinct, as those of another. In later chapters, I will try to undermine both of these presuppositions. (shrink)

I present a theory of justification for mathematical beliefs that is both non‐foundationalist, in that it claims that some mathematics must be justified indirectly in terms of its consequences, and holistic, in that it maintains that no claim of theoretical science can be confirmed or refuted in isolation but only as a part of a system of hypotheses. Our evidence for mathematics is ultimately empirical because the mathematics that is part of theoretical science, is, in principle, revisable in light of (...) experience and confirmed by experience. Following Henry Kyburg, I develop this idea by claiming that in science we use combinations of mathematical and scientific principles to develop models that allow us to calculate values that we then compare with the data. ‘Separatists’ objections to holism revolve around the claim that holism fails to respect our intuitions about mathematics, e.g. that mathematics is clearly distinct from science and that mathematical evidence comes from proofs, rather than from experience. My response to these objections is that holism can accommodate these intuitions by appealing to pragmatic rationality that, on the one hand, underwrites the special role of mathematics and bids us to treat it as if it were a priori, and, on the other, justifies, on the grounds of simplicity and success, a local conception of evidence according to which data can confirm specific hypotheses. (shrink)

It is usual to regard mathematical objects as entities that can be identified, characterized, and known in isolation. In this chapter, I propose a contrasting view according to which mathematical entities are structureless points or positions in structures that are not distinguishable or identifiable outside the structure. By analysing the various relations that can hold between patterns, like congruence, equivalence, mutual occurrence, I also account for the incompleteness of mathematical objects, for mathematics turns out to be a conglomeration of theories, (...) each dealing with its own structure and each forgoing identities leading outside its structure. My suggestion that mathematical objects are positions in structures or patterns is not intended as an ontological reduction, but rather as a way of viewing mathematical objects and theories that put the phenomena of multiple reductions and ontological and referential relativity in a clearer light. (shrink)

I present a hypothetical account of how the ancients might have come to introduce mathematical objects in order to describe patterns, and I explain how working with patterns can generate information about the mathematical realm. The ancients might have started using what I call templates, i.e. concrete devices, like blueprints or drawings, to represent how things are shaped or structured, and this could have evolved into representing the abstract patterns that concrete things might fit. In this way, they might have (...) come to believe that written constructions and computations could provide information about the mathematical realm, for by their very nature, patterns should be structurally analogous to their templates and in positing that they are, one simply projects onto structures and features already attributed to templates. By reflecting on systems of dots representing cardinalities, the ancients could generate a body of results that then evolved into a systematic theory of numbers, but the approach fails when there is no direct connection between the computations and the patterns they are supposed to concern, e.g. those concerning trigonometric functions or transfinite ordinal numbers. In these cases, we forge a connection between proofs and patterns by positing that the premises of the proofs state uncontroversial features of the patterns, i.e. the premises constitute implicit definitions of the patterns. I explain how this position does not entail that mathematics is analytic or a priori. (shrink)

If, as I grant, mathematical objects are abstract entities existing outside of space and time, and if the idea of supernaturally grasping abstract entities is scientifically unacceptable, then we need to explain how we can attain mathematical knowledge using our ordinary faculties. I try to meet this challenge through a postulational account of the genesis of our mathematical knowledge, according to which our ancestors introduced mathematical objects by first positing geometric ideals and then postulating abstract mathematical entities. Since positing involves (...) simply introducing a discourse about objects and affirming their existence, positing mathematical objects involves nothing more serious than writing fiction. For this reason, postulational approaches seem better suited for conventionalists; so in the second part of this chapter, I explain how positing in mathematics is different from positing in fiction, and how we can gain knowledge from the former. Finally, I try to make sense of the idea that mathematical postulates are about an independent mathematical reality and that we can refer to that reality through them, by giving an immanent and disquotational account of reference and contrasting it with a transcendent/causal account. (shrink)

The indispensability thesis maintains both that using mathematical terms and assertions is an indispensable part of scientific practice and that this practice commits science to mathematical objects and truths. Anti‐realists have used several methods for attacking this thesis: Hartry Field has tried to show how science can do without mathematics by showing that it is possible to replace analytic mathematical scientific theories with synthetic versions that make no reference to mathematical objects. Phillip Kitcher and Charles Chichara have tried, instead, to (...) maintain the mathematical formalism in science without being committed to mathematical realism, by giving a non‐realist account of mathematical objects. Finally, Geoffrey Hellman devised a modal structuralism that uses modal operators to translate standard mathematical language into a ‘structuralist’ language. In this chapter I discuss these positions and claim that, on the one hand, they have failed to show that science can do without mathematical objects, and on the other, that these approaches to mathematics do not represent an ontic and epistemic gain over standard realism. (shrink)

The application of mathematics to science and the enormous success that derives from it is, perhaps, the strongest evidence in favour of mathematical realism. Quine and Putnam have taken the indispensability of mathematics in doing science as the main premise in an argument for both the truth of mathematics and the existence of mathematical objects. This argument has been criticized, among other things, for presupposing a realist position with regard to science. In this chapter, I propose a new argument, the (...) pragmatic indispensability argument that avoids the problem by failing to presuppose that our best scientific theories are true. I argue that the justification for doing science also justifies our accepting as true, the mathematics that science uses. (shrink)

Talk of truth plays a major role in formulating realism, to the point that realist theories are often criticized by attacking the correspondence theory of truth that they are presumed to defend. In this chapter, I claim that there is an alternative theory of truth, which is both non‐epistemic and not based on correspondence relation that suffices to support mathematical realism. I describe the theory as a logical conception of truth because the truth predicate will turn out to be simply (...) a logical operator. The theory has two main features: it is disquotational, and immanent, in that it specifies the extension of the term ‘true’ only for the language in which it applies. (shrink)

I explore the relation between structuralism and other theses that I have presented in the rest of the book, in particular, my holism, realism about mathematical objects, and the disquotational account of truth. In developing my theory, I have claimed that there is no fact of the matter as to whether the patterns that the various mathematical theories describe are themselves mathematical objects, so I first try to explain what the locution ‘there is no fact of the matter’ means. Next, (...) I discuss the relativity of key structuralist concepts like sub‐pattern and pattern equivalence, and then explore the possibility of formulating structuralist versions of mathematical theories. Even if my holism precludes me from drawing a sharp distinction between philosophy and science I do not regard my structuralism as a mathematical theory but rather as a philosophical account of mathematics that tries to achieve a deeper understanding of the epistemology and ontology of mathematics. My structuralism is epistemic rather than ontic because it is not an ontological reduction or a foundation for mathematics but a philosophical view about the nature of its objects. So when it is combined with realism concerning mathematical objects, it need not commit one to the existence of structures. (shrink)

Advances in biotechnology make possible the transition toward a carbohydrate-based economy. By modifying plants to sequester more carbon and survive on marginal lands, more cost-effective means for using biomass are explored. This article discusses how better use of biomass can reduce greenhouse gas emissions and poses questions about how this transition can occur.

In lieu of an abstract, here is a brief excerpt of the content:February 19, 2011 (11:48 am) E:\CPBR\RUSSJOUR\TYPE3002\russell 30,2 040 red.wpd Reviews 179 THE EARLY “IRON CURTAIN” Michael D. Stevenson Schulich School of Business, York U. / Russell Research Centre, McMaster U. Toronto, on m3j 1p3 / Hamilton, on l8s 4l6, Canada [email protected] Patrick Wright. Iron Curtain: from Stage to Cold War. Oxford: Oxford U. P., 2007. Pp. xvii, 488. isbn 978-0-19-923150-8. £18.99 (hb); £12.99 (pb). In his famous Westminster (...) College address on 5 March 1946 in Fulton, Missouri, Winston Churchill Wred one of the opening salvos of the Cold War by proclaiming that from “Stettin in the Baltic to Trieste in the Adriatic an iron curtain” had been lowered across Europe. Patrick Wright’s intriguing and provocative book does not examine the phrase “iron curtain” in its popular Cold War context. Instead, he maintains that many characteristics of this metaphor, “including the pronounced sense of theatricality it would bring to international politics, were inherited from the period before the Second World War” (p. 18). Wright divides Iron Curtain into two primary chronological sections, the Wrst covering the period from 1914 to 1920. An iron curtain originally referred to the steel safety screen that descended in English theatres, beginning in the lateeighteenth century, to separate the audience from the often catastrophic Wres that broke out on the stage. The phrase entered the lexicon of international relations in January 1915 when British author and paciWst Violet Page (writing under the pseudonym Vernon Lee) published an article lamenting that “War’s cruelties and recriminations, War’s monstrous iron curtain” (p. 80) had alienated European nations such as England and Germany sharing a common cultural heritage. But the barrier quickly moved east in the aftermath of the 1917 Russian Revolution and “took the form not just of exaggerated political rhetoric, but of an economic blockade enforced by naval power” (p. 171), as the Allies sought to contain the infection of Bolshevism. Wright devotes most attention in this section to documenting the 1920 visit to Russia by the British delegation jointly sponsored by the Trades Union Congress and the Labour Party, which sought to penetrate the dense fog of Allied anti-Bolshevik propaganda and validate the delegation members’ own preconceived views about the nascent socialist utopia in Russia. British delegates witnessed images both of progress carefully stagemanaged by their hosts and of terrible economic dislocation and poverty caused by the Allied blockade and the civil war, which allowed the majority of them to return home to lavish praise on the Soviet experiment that would, in their minds, inevitably fulWl its potential once the Bolshevik government became stable. February 19, 2011 (11:48 am) E:\CPBR\RUSSJOUR\TYPE3002\russell 30,2 040 red.wpd 180 Reviews 1 “The Future of Europe”, European AVairsz 1, no. 1 (April 1949): 3. The second section of Wright’s book examines Western reports of life behind the iron curtain between 1920 and 1939. Here, the author focuses heavily on the theatrical nature of Soviet attempts to create modern-day Potemkin villages that werez—zwith a limited number of exceptionsz—zaccepted as reality by an endless parade of left-wing visitors. A second British Trades Union Congress delegation in 1924, for example, received a dramatically embellished picture of Soviet economic progress that included a train journey past a long-abandoned factory belching smoke created by burning wet straw frantically provided by Russian peasants; the resulting report of the delegation “repeatedly collapsed into the most abject conformity with the Soviet view of reality” (p. 245). The most tragic examples of Western visitors’ blindness to the truth occurred during the 1930s famine deliberately induced by Stalin, and Wright exposes a wide cast of characters who adopted a blinkered view of conditions in the ussr. Among intellectuals, Wright documents the 1931 visit of George Bernard Shaw, who cavalierly dismissed reports of widespread food shortages while dining sumptuously in Moscow’s Hotel Metropole. Among journalists, Wright develops the case of Walter Duranty, the New York Timesz correspondent who knuckled under to demands of Soviet censors to produce sanitized accounts denying or ignoring the famine in order to protect his privileged place in that... (shrink)