The Concept of Rights, Misc

The theory of justice that Hugo Grotius developed in De Jure Belli ac Pacis (The Law of War and Peace, 1625) set itself against a certain reading of Aristotle, according to which justice is conceived of as a mean between taking too much and taking too little. I argue that we can best understand the implications of Grotius' mature conception by considering the ends to which he had deployed this Aristotelian notion in his earlier work. Grotius came to perceive that (...) his earlier understanding of justice too easily ruled out the sorts of humanitarian concerns that could have a moderating effect. (shrink)

Je décris dans ce livre un projet alternatif de société. Une société dite « digressive » serait basée sur le principe de n’en imposer aucun à autrui : principe paradoxal dont je démontre qu’il est équivalent à la maximisation globale des choix individuels ainsi qu’au combat contre toute forme d’aliénation. Loin d’être stérile, ce principe pourrait, je l’affirme, avoir des applications très concrètes dans la tenue des activités humaines. La société digressive est un manifeste pour une société post-certitude, une réponse (...) pragmatique aux dogmes et monopoles en tout genre. (shrink)

This paper is a copy of Digressive Society’s conclusions. In the book Digressive Society, I describe a society that would be based on the principle that no one is allowed to impose a principle on others. This paradoxical principle is, as I demonstrate, equivalent to the global maximisation of individual choices as well as the combating of all forms of alienation. A digression should be understood in the positive sense, it is distancing ourselves from an initial intention, deviate from a (...) pre-established or expected discourse. This book is, I hope, a productive attempt to develop a system at the crossroads of critical theory, existentialism, libertarianism, and anarchism: a system founded not on any preconceived notion of justice or human rights, but rooted in the ambiguous nature of human existence. (shrink)

This paper has four aims. First it distinguishes two kinds of philosophical accounts of the ‘formal’ features of rights: models and theories. Models outline the ‘conceptually basic’ types of rights (if indeed a given model deems there to be more than one), their differences, and their relationships with duties, liabilities, etc. Theories of rights posit a supposed ultimate purpose for all rights and provide criteria for determining what counts as ‘a right’ in the first place. Second, the paper argues that (...) Monistic rights models (ones positing only a single basic type of right) are under-inclusive. They wrongly exclude and cannot explain relevant data, i.e., ordinary and legal linguistic practices. The third aim is to show that certain Pluralistic models are over-inclusive in terms of what they count as ‘rights’. Fourth, the paper begins to touch upon, but does not provide, criteria for determining what counts as ‘a right’. Two candidate factors will be addressed. (shrink)

Confronting persistent and widening inequality in educational opportunity, advocates have regarded the right to education as a linchpin for reform. In the forty years since the Supreme Court relegated that right to the domain of state constitutional law, its power has surged and faded in litigation challenging state school finance systems. Like so many of the students it is meant to protect, however, the right to education has generally underachieved, in part because those wielding it have not always appreciated its (...) distinctive forms and function. Deconstructed, the right to education held by children has been formulated doctrinally as both a claim-right, imposing affirmative duties on the state to act, and an immunity, disabling certain state action. These two strands—oft-manifested as the claim-right to educational “adequacy” and an immunity entailing “equality” of educational opportunity—once considered irreconcilable, are actually interlocked by the right’s core historical function to protect children’s liberty and equality interests. And yet the right to education is ill equipped to fulfill its protection function. Education clauses in state constitutions do not fix the standards for mutually enforcing equality and adequacy. This encumbers already-reluctant courts in addressing educational disparities and emboldens legislative resistance when they do. Appreciating that the right to education has a protection function entailing equality and liberty interests nevertheless suggests that the right can be adjudicated in a way that unifies the demands and guarantees of substantive due process and equal protection. That union holds the potential to ameliorate the enforcement standards thereby reconstituting the right to education as a mainstay of reform. (shrink)