Applied Ethics

Given the vast distances separating astronomical objects, multi-generational space travel may eventually become a practicable option in the future. Such an expedition would most likely include companion animals as well. Especially since they are deemed important in assisting humans to cope with stress and anxiety. However, just as with humans, extended periods of confinement would be detrimental to companion animals as well, resulting in psychological, physiological, and behavioural disorders. Already occurring to animals locked up in terrestrial households, it would be (...) an even bigger welfare problem during a life-long journey in a no-way-out confined spaceship. A conceivable solution could be to genetically enhance them to fit the spaceship environment. Assuming that companion animals will be part of future multi-generational space travels, this article aims at examining how such an experience would affect their welfare, even considering the implications of genetic adaptation. (shrink)

Vaccine hesitancy persists despite vaccination’s important role in global health. As many vaccines provide social benefits through herd immunity, vaccination decisions can raise moral concerns. Two studies explored the role of moral convictions in vaccination decisions. Study 1 (N = 485) revealed higher vaccination intentions when individuals thought about vaccination in moral terms. Emotions and moral piggybacking positively predicted moral convictions. In Study 2 (N = 1,111), we evaluated the effects of emotional, moral, and scientific pro-vaccination arguments on moral convictions, (...) support for mandatory vaccination, and tolerance of dissenting views. While no group differences were observed, moral convictions were correlated with increased support for mandatory vaccination but also with a reduced tolerance of dissenting opinions. Overall, moral convictions play a small but significant role in vaccination-related decisions. While moral convictions have beneficial effects on compliance, it is crucial not to overlook the adverse consequences, which may lead to a growing societal divide. (shrink)

Space warfare is warfare that takes place in outer space. It involves ground-to-space, space-to-ground, and space-to-space violence between nations or peoples. The violence can involve kinetic weapons, directed energy weapons, or electronic destruction. International law, specifically, the Outer Space Treaty and SALT I, currently bans weapons of mass destruction from being put into space, although one wonders if one country were to violate the ban whether others would follow suit. In this paper, I argue that that if there is a (...) non-consequentialist morality of space war, then one country can unjustly attack a second country’s space vehicles. This in turn depends on property rights. But there is no adequate theory of property rights with regard to space war. Hence, there is no non-consequentialist morality of a space war. (shrink)

This paper considers the argument that we have a duty to colonise other planets because we owe it to future generations. It puts forward the view that formulations of this argument in the current literature are confused. It distinguishes (at least) four versions of the argument and shows that none of them are compelling. It draws the conclusion that, should people put forward these arguments, they ought to be more precise in their formulations and more rigorous in their defence.

This paper focuses on negative exemplarity-related emotions (NEREs) and on their educational implications. In this paper, we will first argue for the nonexpendability of negative emotions broadly conceived (section 2) by defending their instrumental and intrinsic role in a good and flourishing life. In section 3, we will make the claim more specific by focusing on the narrower domain of NEREs and argue for their moral and educational significance by evaluating whether they fit the arguments provided in the previous section. (...) In section 4, we will propose three educational strategies to foster NEREs’ positive moral role. In conclusion, we will point out that an exemplarist approach to character education would greatly benefit from a more fine-grained account of the emotions involved in the educational process and from a broader perspective on which of these emotions should be taken as valuable for educational purposes. (shrink)

En el presente ensayo abordaremos el conflicto que se plantea entre las políticas de la redistribución y las del reconocimiento en el marco de la justicia de género. Para ello, analizaremos la propuesta bidimensional de la filósofa estadounidense Nancy Fraser. En efecto, plantearemos la necesidad de reflexionar sobre las implicancias de este planteo en el plano de las injusticias de género. De esta manera, el análisis estará centrado en la relación que se produce entre las injusticias ligadas a cuestiones de (...) reconocimiento y las injusticias vinculadas a la redistribución económica. (shrink)

Nuestro objetivo consiste en caracterizar la ontología corporal de las mujeres indígenas mapuce desde el esquema epistemológico sujeto-sujeto, propio de las teorías decoloniales. En este aspecto, nos interesa desnaturalizar ciertos mecanismos de subalternización, en tanto huellas de la colonialidad, que siguen operando no solo en la construcción de sentidos, sino también como reproductores de la opresión interseccional que experimentan estas mujeres. Preliminarmente, para este planteo, nos enfocaremos en la delimitación del concepto de interseccionalidad. Luego, intentaremos articular, desde un planteo feminista (...) decolonial, diversas narrativas de estas mujeres mapuce, vinculadas a la precarización de sus vidas y su salud, como parte de las violencias instituidas por la cultura hegemónica. Finalmente, nos resulta fundamental poner de relieve la resiliencia de las culturas subalternizadas, como forma horizontalizada de narrativizar un sentir decolonial desde la memoria performativa del cuerpo, contra ciertos dispositivos de subalternización, a partir de la clara referencia a las luchas y re-existencias de las mujeres indígenas mapuce, en el marco de una perspectiva situada en la decolonización, la emancipación y la liberación de los pueblos oprimidos. (shrink)

What makes a friendship a good friendship? One way of answering that question, taken by Aristotle and many philosophers since, is to describe an ideal friendship, and then say that a friendship is a good friendship insofar as it resembles the ideal. An ideal of friendship, so presented, is intended to capture the qualities that all good friendships share, regardless of who the friends are and regardless of their circumstances. This approach to good friendship, I argue, fails to capture the (...) variety of good kinds of friendship and the role of friendship in real human lives. I propose an alternative approach, on which a good friendship is one that improves the lives of the friends by bringing to those lives some of the many disparate values especially associated with friendship. On this view, there are many forms of good friendship, often mutually incompatible; no single kind of friendship is a model for all others; and the point of friendship is to improve the lives of humans as they are, with all their distinguishing weaknesses, limitations, and needs. (shrink)

It is widely accepted that virtuous behaviour ought to be motivated in the right way, done for the right reasons, and an appropriate response to the values manifested in a situation. In this article I describe how cases of individuals having poor understanding of the reasons for their behaviour, can nevertheless be conducive to the development of virtue. One way in which giving reasons for one's own behaviour can be inaccurate is when the reasons given are confabulatory. In confabulation, the (...) reasons given for behaviour are post hoc, do not capture factors which actually brought the behaviour in question about, and are not well supported by evidence. Confabulations protect an individual's positive self-representations at the expense of more accurate appraisals of themselves and the circumstances. However, I argue that engaging in the construction of a positive self-narrative can be efficacious in making it a reality. Importantly, this is only possible when agents have the know-how of certain self-relational skills and attitudes, which are captured in a meta-virtue of self-regulation. When individuals can regulate their values and their behaviour effectively, such that they are in keeping, they can ultimately consistently embody virtues. Confabulation can be, and probably often is, part of this process. (shrink)

When the cost-effectiveness of newly approved cancer treatments is insufficient or unclear, they may not (immediately) be eligible for reimbursement through basic health insurance in publicly funded healthcare systems. Patients may seek access to non-reimbursed treatment through other channels, including individual funding requests made to hospitals, health insurers, or pharmaceutical companies. Alternatively, they may try to pay out of pocket for non-reimbursed treatments. While currently little is known of these practices, they run counter to a deeply held egalitarian ethos that (...) is prevalent in many publicly funded healthcare systems. In this article, we investigate to what extent this ethos can be grounded in theories of justice, notably egalitarianism and prioritarianism. We argue that allowing out-of-pocket payments by patients themselves, in principle, is not unjust from the perspective of either of these theories, provided that it does not raise in-practice justice-based concerns, for instance by displacing more cost-effective care, to the detriment of other patients, or by failing to treat patients equally. In contrast, we conclude that the practice of making exceptions for individual patients by health insurers or healthcare providers does run counter to the justice-based requirements of equal treatment. (shrink)

I argue that the consumption of illegally shared pornography is often morally problematic. My argument is not based on any general condemnation of pornography or even illegal content sharing as such. Instead, my argument emphasizes that commercial pornography that is illegally shared risks violating the consent and thus the dignity of its performers. In this way, illegally shared pornography is akin to ‘revenge porn’, involving the non-consensual distribution and consumption of sexually intimate images or videos. The idea is that if (...) viewing sexually explicit content shared without the permission of the people featured within it is unethical, then the same is often true of the consumption of commercial pornographic content that has been shared illegally. My primary focus is on the commercial pornography produced and distributed by the performers themselves, but I also consider the moral status of more traditional forms of pornographic content. (shrink)

In post-apartheid South Africa, a foregrounding of democratic citizenship education through broadened and inclusive participation is especially evident in a decentralised school-based leadership, management, and governance system. Policy-wise, the involvement of parents in School Governing Body (SGB) structures is seen as an enactment of representative and collective consultation, key to the democratisation of schooling and education. In practice, however, the wide-sweeping authority of SGBs, has allowed several schools to continue a historical narrative of exclusion and inequality, effectively widening the gaps (...) between historically advantaged and disadvantaged schools, and putting into effect renewed tensions of inequality and inequity. Key questions arise: has the state erred in its trust of SGBs to enact democratisation? Or are there limits to what democratisation can achieve? In considering these questions, the article explores re-considerations of governance so that interpretations of democratisation of schools are not used in the subversion of education as a public good. (shrink)

This paper refers to a project that we as an art school carried out together with the Flemish organisation VVOB in Zambia. The main goal of the project was to equip primary school teachers with the necessary knowledge and infrastructure to deliver basic ‘education for all.’ The paper challenges the implicit instrumentalization of the arts in that approach, but also brings back to the forefront the notion of art as a practice that ‘makes sense together.’ Through cabinet of curiosity practices (...) such as observing, noting, collecting, mapping, exposing and gathering, we explored how sharing emergent relational structures could be a starting point and even the essence of a pedagogical practice that thinks with and before the world, and approaches education for all as a study praxis rather than an end goal. The argument is built in company with authors such as Gert Biesta, Jean Luc Nancy and Tim Ingold. (shrink)

ABSTRACT I here read the Iranian film Hit the Road through the eyes of the French philosopher Alain Badiou. In doing so, I hope to illuminate the triadic link between cinema, philosophy and paideia (ethical-political education). To explore, I adopt a philosophical methodology with the double ambition to reveal the latent pedagogies of the film and to acquire insights on the distinctiveness of a Badiouan conception of cinema. My questions are to what degree and in what ways cinematic experience can (...) be said to promote ethical-political formation. I start by portraying Badiou’s cinematic philosophy. Next, I expose how Hit the Road confronts us with a hidden real. Third, I close the paper by considering Badiou’s idea of cinema as an influential form of ethical-political education. (shrink)

Curiosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity’s connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity’s intricacies makes it easier to perceive how fruitful the study of (...) curiosity’s role in democratic theory and education would be. In light of this recent rethinking of curiosity, I claim that studying a complex and ambiguous notion of curiosity (along with an equally complex and ambiguous epistemic restraint) is important for studying and advancing democracy and for enriching democratic citizenship education. (shrink)

This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices on the African continent pertaining to the (...) cultivation of democratic citizenship education. In this article, the notion of an African philosophy of higher education is rearticulated according to autonomous and deliberative iterations, human co-belonging, and the recognition of pluralist and defensible thought. Based on analyses of (con)textual matters, such a philosophy of higher education summons university teachers and students to resist their predicaments autonomously, iteratively, and co-responsibly – that is, they are urged to act ethically. (shrink)

In our day and age, everyday life has become a receptacle of various spheres of human life and development. Its expansion and current role of the main reference point for the valuation of phenomena and processes can be seen in the media, various branches of the economy, politics, education, religion, science, art, new technologies, etc. Therefore, the question that we seek to answer in our article is the following: what is the role of democratic politics and educational practice in the (...) context of the modern appreciation of everyday life as the most essential locus of human life? (shrink)

ABSTRACT In this paper, we are juxtaposing the notions of cosmopolitanism and koinopolitanism, to sketch a theoretical perspective in which local productions of knowledge, as a binding force of local communities, can meet more abstract regimes of knowing and more global concerns of democratic elites. We see this issue as politically significant in light of the current problems with democracy which we interpreted as resulting, among other factors, form the lack of connections between those regimes of knowing. The crucial part (...) of our argument is that socially engaged art is capable of effectively building such connections, and we analyze community-based artistic interventions by Agnieszka Wołodźko in this perspective. (shrink)

Democracy as a regime and as a way of life requires strong ethical-political sensibilities and enabling social preconditions to the creation of which education may be especially conductove. The related normative tasks that we expect from education to carry out are daunting as such. However, they become even more difficult to fulfil in the contemporary contexts of exacerbated adversities. Democracy and democratic education have fallen into various crisis and are facing multiple challenges; this worry is shared by many educational theorists. (...) Thus, today, there is an urgent call to rethink the relationship between education and democratization. This special issues reponds to that call with educational-philosophical papers that explore yet undertheorized dimensions of the connection of civic education and democratic development. (shrink)

By considering the position of education as a pharmakon, highlighting its potential positive and negative effects on societies by its technical unfolding, the article proposes to explore the political and pedagogical role that public and collective performances can have within the public sphere as political devices for promoting and enacting radical democracy. To this end, it analyzes a contemporary collaborative artistic practice, the performance ‘Un Violador en Tu Camino’ (‘A rapist in your path’) by the feminist collective LASTESIS from Chile, (...) through two main philosophical perspectives: Bernard Stiegler (1952 – 2020), and his approach to technology, to art, and education in human societies; and Oliver Marchart, coming from his conceptualization of art and activism through the notion of conflictual aesthetics. (shrink)

Many political and economic forces are driven by the desire to eliminate democratic plurality in today’s political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple from the global neoliberal capitalist regime and secondly embrace some form of postcapitalist and posthumanist orientation guided by (...) a new attractor, a teleological approach anchored in a new telos of superhumanity. Democracy without a telos of superhumanity is a democracy in name only. It is time to lay our teleophobia aside and propose a strong teleological account in the vein of a Buddhist no-self doctrine at the heart of the onto-politico-economy. (shrink)

While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will delve into three potential educational spaces -memorials, museums, and libraries- that are commonly found in Western democracies. We will explore the significance and scope of each of these spaces and discuss their respective ethical, political, and aesthetic responsibilities. Additionally, we will examine how they possess agency and can influence the educational (...) process, recognizing that even non-human entities, such as nature itself, can play an important role in shaping our understanding of civic education. (shrink)

Ancient philosophical schools developed and discussed perspectives and practices on the emotion of anger useful in contemporary philosophical practice with clients, groups, and organizations. This paper argues the case for incorporating these insights from four main philosophical schools (Platonist, Aristotelian, Epicurean, and Stoic) sets out eight practices drawn from these schools, and discusses how these insights can be used by philosophical practitioners with clients.

Substantial evidence has shown that involvement in peer-to-peer farming networks influences whether a farmer decides to try a new practice. Formally organized farmer networks are emerging as a unique entity that blend the benefits of decentralized exchange of farmer knowledge within the structure of an organization providing a variety of sources of information and forms of engagement. We define formal farmer networks as farmer networks with a distinct membership and organizational structure, leadership that includes farmers, and an emphasis on peer-to-peer (...) learning. This study complements existing ethnographic research on the benefits of organized farmer networking by examining farmers in one longstanding formal farmer network, Practical Farmers of Iowa. Using a nested, mixed-method research design, we analyzed survey and interview data to understand how participation and forms of engagement in the network are associated with the adoption of conservation practices. Responses from 677 farmers from a regular member survey disseminated by Practical Farmers of Iowa in 2013, 2017, and 2020 were pooled and analyzed. GLM binomial and ordered logistic regression results indicate that greater participation in the network, particularly through in-person formats, has a strong and significant association with greater adoption of conservation practices. Logistic regression results show that building relationships in the network is the most important variable for predicting whether a farmer reported adopting conservation practices as a result of participation in PFI. In-depth interviews with 26 surveyed member farmers revealed that PFI supports farmers to adopt by providing information, resources, encouragement, confidence building, and reinforcement. In-person learning formats were more important to farmers relative to independent formats because they were able to have side conversations with other farmers, ask questions, and observe results. We conclude that formal networks are a promising way to expand the use of conservation practices, particularly through targeted efforts to increase relationship building in the network through face-to-face learning opportunities. (shrink)

Rather than making another attempt at proposing a single and unifying theory of global health justice, this timely collection brings together, instead, scholars from a range of traditions to frame the issue more broadly, highlighting not only different perspectives but also key topics and debates. -/- The volume features chapters that offer both new theoretical approaches to global health justice, as well as fresh takes on existing frameworks. Others adopt a bottom-up approach to tackle specific problems, including the sexual rights (...) of children and adolescents, artificial intelligence (AI) in medicine, framing of neglected tropical diseases, securitization of health, and trademarks in global health. Brought together within one volume, the breadth of these chapters provides a unique and enlightening contribution to the wider Global Health field. -/- This important volume will be a fascinating read for students and researchers across Global Health, Bioethics, Political Philosophy, and Global Development. (shrink)

In some cases where we are faced with a decision of whether to prioritize identified lives over statistical lives, we have no basis for assigning specific probabilities to possible outcomes. Is there any reason to prioritize either statistical or identified lives in such cases? The ‘uncertainty argument’ purports to show that, provided we embrace ex ante contractualism, we should prioritize saving identified lives in such cases. The argument faces two serious problems. First, it relies on the principle of indifference, and (...) as such it leads to inconsistent assignments of epistemic probability to possible outcomes. Moreover, even if the uncertainty argument can be reformulated in order to avoid reliance on the principle of indifference, the uncertainty in such cases still undermines any judgment of which course of action – saving a statistical, or rather an identified life – involves the greater burden. The indeterminacy involved in the statistical group might be thought to undermine the argument that application of the principle of indifference leads to inconsistency in this case, but the thought that it does rests on a misunderstanding of the relationship between indeterminacy and reference. (shrink)

This book offers a unique analysis of the tension between the individual and society in educational contexts, and the role that citizenship and democratic education can play. It approaches the question from two different perspectives - the institutional and the interactional - and argues that any solution must answer the tension from both or it will necessarily fail. The answer is found through a political methodology that places education at the centre and concludes that a balance can be found if (...) we embrace the federated disestablishment of education and state and internally democratic schooling that aims to realise the emancipation of the political child. The book situates itself in the tradition of political philosophy that is education focused, identifying an unresolved tension between the individual and society in the works of Rousseau, Dewey, and Freire. It discusses the concept of authority as a primary issue persisting in this tension. It does so by exploring both interactional and institutional responses based on the idea of the free individual and cooperative associations. The author advocates an education system that creates the necessary space for the cultivation of the free individual and is run by the principles of internally democratic schooling. With a strong focus on citizenship and the role of education in the development of social-justice oriented citizens, this book will be of great interest to researchers, academics, and postgraduate students in the fields of philosophy of education, political philosophy, educational theory, and citizenship education. (shrink)

While love and personal relationships are the subjects of rich and sophisticated literatures, philosophical writing about the end of special relationships is much harder to come by. However, the end of special relationships is a significant part of our lives and gives rise to a number of philosophical questions. In this article, I explore the normative significance of the end of special relationships, with a particular focus on the case of breaking up in the context of committed romantic relationships. Specifically, (...) I address three questions. First, what does A do when A breaks up with B? Second, what normative effect will A’s breaking up with B have on the relationship-based duties, reasons, and permissions that are partly constitutive of A and B’s relationship? Third, how is the ability to break up consistent with the commitment that many longer-term romantic relationships involve? In response to the first and second questions, I argue that breaking up is a neglected example of a normative power and develop a tripartite account of the normative effects of exercising this power. In response to the third question, I develop an account of the nature and value of commitment within romantic relationships and show how the power to exit a relationship by breaking up is consistent with this form of commitment. (shrink)