Social Ethics

A combination of social forces has thrown marriage into question in westernised societies at the end of the millennium. This uncertainty creates space for new ways of thinking about marriage. In this context, we examine the idea of marriage as friendship. We trace its genealogy in the work of Mary Wollstonecraft, John Stuart Mill and Harriet Taylor and then subject it to critical scrutiny using some of Michel de Montaigne’s ideas. We ask how applic- able the ideal of higher friendship (...) is to marriage and what might be gained and lost by a synthesis of marriage and friendship. Grounding the discussion in historical sources is valuable because the topic is so little explored in the contemporary philosophical literature. This approach also allows any enduring value in these historical texts to be elicited. (shrink)

Para abordar el miedo desde el Coaching, hay primero que definir qué es el Coaching. Según la Internacional Coach Federation (ICF), e Coaching profesional consiste en una relación profesional continuada que ayuda a obtener resultados extraordinarios en la vida, profesión, empresa o negocios de las personas. Mediante el proceso de Coaching, el cliente (coachee) profundiza en su conocimiento, aumenta su rendimiento y mejora su calidad de vida.

International agricultural development as practiced by U. S. sponsored research groups in developing countries has emphasized technical questions of production, ignoring more fundamental social and economic issues that underline rural poverty and hunger. Rethinking the role of U. S. development assistance will require transcending the view that the only way to impact agriculture in the Third World is by increasing the intensity of land use in high potential agricultural areas. The challenge is to find ways of how to further increase (...) agricultural productivity so that the rural poor significantly benefit, while at the same time conserving and regenerating the resource base. U. S. scientists must realize that this is only possible by improving the access of resource-poor farmers to land, water, other natural resources, as well as to equitable credit, markets, appropriate technologies, etc. Solidarious collaboration will emerge from the U. S. siding with progressive governments and/or community-based initiatives that promote political change aimed at securing farmers' control over resources and inputs, and changing the structural conditions and policies that perpetuate poverty. (shrink)

Does our responsibility extend to deeds that have been performed in our name? Is our modern understanding of responsibility in need of revision? Arendt holds that it is not necessary to revise our conception of responsibility since there are two forms of responsibility: a moral and a political one. Margalit, in turn, argues that our conception of responsibility is too narrow. We are not only morally responsible for the deeds we have performed or neglected to perform but also for the (...) deeds carried out in our name. I believe neither position to be entirely coherent: Arendt is mistaken to argue that collective responsibility is free from moral expressions and Margalit conflates political with moral responsibility and confuses guilt with shame. The article concludes that moral responsibility is distinct from collective responsibility, even though the former retains elements of the latter. (shrink)

In 1994, the Argentine Inland Revenue service investigated a case of suspected tax evasion that became more newsworthy when it was discovered that $37 million bribes were paid by IBM Argentina, the subsidiary of Armonk, New York-based International Business Machines Corp. The bribes were paid to Argentine government officials to land a $250 million contract to modernize the state-owned Banco de la Nación Argentina, which was and still is the country’s largest bank. The IBM IN ARGENTINA series introduce the legal (...) and ethical dilemmas that managers face when the moral standards at the host country appear to be lower than at those at home and highlight the consequences that managers may suffer when they perform illegal/immoral activities on behalf of the firm. Intended audience, teaching objectives, research methods, and sample questions are briefly discussed in this summary. (shrink)

abstractThe discretionary powers of welfare state professionals are in tension with the requirements of the democratic Rechtsstaat. Extensive use of discretion can threaten the principles of the rule of law and relinquish democratic control over the implementation of laws and policies. These two tensions are in principle ineradicable. But does this also mean that they are impossible to come to grips with? Are there measures that may ease these tensions? We introduce an understanding of discretion that adds an epistemic dimension (...) to the common structural understanding of discretion . Accordingly we distinguish between structural and epistemic measures of accountability. The aim of the former is to constrain discretionary spaces or the behaviour within them while the aim of the latter is to improve the quality of discretionary reasoning. The focus in this article is on epistemic measures that are internally related to the main characteristic of accountability, namely justified use of discretionary power. (shrink)

the arguments in their favour are weak. Arguments based on reciprocity fail to explain why only means-tested public benefits should be subject to work requirements, and why unpaid dependant care work should not count as satisfying citizens’ obligations to reciprocate. Argu- ments based on promoting the work ethic misattribute recipients’ nonwork to deviant values, when their core problem is finding steady employment consistent with supporting a family and meeting dependant care responsibilities. Rigid work requirements impose unreasonable costs on some of (...) the poor. A welfare system based on a rebuttable presumption that recipients will work for pay, conjoined with more generous work supports, would promote justice better than either unconditional welfare or strict requirements [1]. (shrink)

In this paper I explore and reject the claim that an anthropocentric ethic necessarily excludes recognition of the intrinsic value of nature. Part One reviews thereasons for attributing intrinsic value to nature and considers how a teleological view of nature can transform the role of the moral subject and the nature of moral judgment. Following Tim Hayward, I argue that anthropocentrism does not entail “speciesism” and can accommodate the extension of moral consideration to non-human nature, thus reconstituting an anthropocentric ethic. (...) In Part Two, I apply these principles to Kant’s notion of natural purposiveness. I argue that Kantian ethics, a paradigm of anthropocentric ethics, cannot be considered speciesist because nature must be evaluated from the perspective of the highest good. I conclude that the highest good requires the promotion of a form of sustainable development that includes strong ecological values. (shrink)

Hope as a virtue is an acquired disposition, shaped by reflection; as a civic virtue it must serve the good of the community. Ernst Bloch and Lord Buddha offer help in constructing such a virtue. Using a taxonomy developed by Darren Webb I distinguish open hope from goal-oriented hope, and use each thinker to develop the former. Bloch and Buddha are very different. But they share a metaphysics of change, foundational for making any sense of hope.Buddhism would seem to repudiate (...) hope; it is a source of suffering. Seen more deeply, however, Buddhism offers material for a carefully limited virtue of hope: the habits of noticing good and acknowledging transience. This disposition, acquired through Buddhist practice among other ways, shields one against despair. The habit also frees up energy that would otherwise be wasted. Ernst Bloch gives us insight into how to use that energy, teaching us to value the yearning implicit throughout culture. Open hope becomes a civic virtue when it concerns civic matters; it can be threatened by hyperbolic discourse in political life. (shrink)

Abstract: Bringing children to have respect for others is generally regarded as a central task of moral and social education. In this article one particular view of what ?respect for others? means and how it is justified is examined critically and found to be unsatisfactory. This view states that ?respect for others? follows logically from the proper conceptualization of ?person?, and claims, as a consequence, that in bringing children to respect others moral educators would be engaged primarily in a cognitive (...) task (ie helping children to acquire the proper concept of a ?person') ?? and would not have to resort to the conditioning of attitudes or the use of extrinsic motivation. This view is unsatisfactory, it is argued, as it does not give a correct account of the logical relationship between ?person? and ?respect? ?? and the conclusion is drawn that it has not been shown that moral and social education can be primarily cognitive, in this particular respect. Neither has it been shown that conditioning of attitudes is unnecessary. (shrink)

This article compares Enright's cognitive-developmental model of forgiveness (Enright et al., 1989, 1991, 1992, 1994) with a model of forgiveness based on communication between the wronged and the wrongdoer. While unilateral forgiveness is unconditional and is a process which happens wholly within the person who has suffered an injustice, negotiated forgiveness requires of the wrongdoer (1) confession; (2) ownership; and (3) repentance for their actions. Unilateral forgiveness is built upon the principle of identity; in contrast, negotiated forgiveness begins with, and (...) extends Piaget's principle of ideal reciprocity. Enright's highest stage of forgiveness reasoning is one in which considerations of social context are transcended; in the model of negotiated forgiveness, such understanding of context is central. Whereas unilateral forgiveness is a wholly intraindividual phenomenon, negotiated forgiveness is quintessentially social and dynamic. Using the example of truth and reconciliation commissions, the article examines the implications for the relationship between justice and forgiveness, according to each model. (shrink)

Abstract One of the greatest achievements ensuing from contemporary commitments to multiculturalism has been a greater awareness of the indignity of ethnocentrism. However, an inadequate understanding of how to avoid ethnocentrism may lead to moral paralysis. In this paper, it is argued that extolling the voices of others does not necessarily imply denigrating our own and that respecting diversity is the only genuine antidote for ethnocentrism.

The book contains original essays by distinguished moral and political philosophers on the topic of the moral and political status of children. It covers the themes of children's rights, parental rights and duties, the family and justice, and civic education.

As a consequence of the collapse of a building in Barcelona, in December 1990, it was discovered that a large number of dwellings, mainly in Barcelona but also in other towns of Catalonia, were affected by a structural defect known as aluminosis, consisting of a deterioration of the reinforced concrete manufactured using aluminous cement, which considerably reduced its strength and that of the steel embedded in the concrete. This brought to light a series of economic, social, political and also moral (...) problems, such as the use of the aluminous cement itself — a quality product but which requires careful handling —, the lack of regulation concerning the product and its use in construction, the poor state of repair of the buildings affected, the careless manner in which they had been built, the lag in technical knowledge, the financial situation of the people affected by the aluminosis, etc.This document provides a full account of the events and their historical, technical, economic and legal background, paying particular attention to the ethical problems created by the situation. (shrink)

The "Cost of Basic Needs" (CBN) approach to drawing consumption-based poverty lines is widely applied and lays credible claim to being the best practice for estimating poverty measures. Unfortunately, a growing mass of evidence indicates that poverty estimates obtained under the CBN approach are often demonstrably utility inconsistent. Here, we introduce an information theoretic approach for estimating utility-consistent poverty lines. An example of the approach is provided for the case of Mozambique. The approach represents a powerful addition to the poverty (...) analyst's tool kit and enhances the attractiveness of the CBN approach for practical poverty measurement problems. (shrink)

The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students’ own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages (...) which subtly encourage a popularist form of relativism.We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others. (shrink)

Summary The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion. Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students? own involvement. We point out many of the insights of Stenhouse's approach, but also some of (...) its disadvantages which subtly encourage a popularist form of relativism. We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others. (shrink)