What is the nature of evil action? My thesis is that perpetrators and victims of evil inhabit an asymmetrical relation of power; the strength of the more powerful party lies in its ability to exploit the other’s fundamental vulnerability, and the weaker party is vulnerable precisely insofar as it is directly dependent on the more powerful party for the satisfaction of its fundamental needs. The fundamental vulnerabilities that are exploited correspond to features essential to our humanity (ontological), moral personhood (personal), (...) and individuality (characteristic). These kinds of vulnerabilities are both constituted by and engender fundamental needs and give rise to direct dependencies on others to satisfy or to refrain from interfering with the satisfaction of fundamental needs. The unambiguous exploitation by the more powerful agent on whom the vulnerable directly depend is characteristic of evil action. Although I do not claim that the exploitation of ontological, personal, and characteristic vulnerabilities necessarily results in evil, it does typify it. (shrink)

In this article I seek a more complete understanding of evil action. To this end, in the first half of the article I assess the conceptual strengths and weaknesses of the most compelling theories of evil action found in the contemporary philosophical literature. I conclude that the theories that fall under the category I call ‘‘Nuanced Harm Accounts’’ successfully identify the necessary and sufficient conditions of the concept. However, necessary and sufficient conditions are not coextensive with significant features, and Nuanced (...) Harm Accounts are incomplete even if they are correct. In order to supplement them, in the second half of the article I examine the normative relation that obtains between perpetrators and victims of evil and find them to be parties to a relation of asymmetrical power in which the vulnerability of the weaker party is exploited by the stronger party for its advantage, pleasure, or otherwise to achieve its aims. Moreover, the parties in the relation reciprocally enable each other’s role relative to one another. The strength of the more powerful party emerges out of the states of vulnerability of the victims, and the victims are vulnerable relative to the power(s) of the perpetrator. (shrink)

The Evil-god challenge attempts to undermine classical monotheism by contending that because belief in an omnipotent, omniscient, omni-malevolent God (the Evil-god hypothesis) is similarly reasonable to belief in an omnipotent, omniscient, omnibenevolent God (the Good-god hypothesis), the onus is on the classical monotheist to justify their belief in the latter hypothesis over the former hypothesis. This thesis explores the Evil-god challenge by detailing the history and recent developments of the challenge; distinguishing between different types of Evil-god challenge; responding to several (...) prominent objections to the challenge; and applying the challenge to philosophical arguments for the existence of God. I also evaluate the efficacy of parallel arguments as a whole, with a view to determining the parameters of the Evil-god challenge by laying out exactly which theistic positions are irrevocably undermined by it. I conclude that the Evil-god challenge effectively damages several arguments for the existence of God and, in cases where it does not straightforwardly do so, it nevertheless reduces the Good-god theist’s belief to one or more intuitions. (shrink)

We propose in this essay the idea that education for citizenship in Colombia, through citizen competences embody ways of positive political subjectivity that silence moral evil that characterize the democracy in which we live and silence the voice of those who are influenced for that discourse that is called Citizen Competence. To argue this such proposition we assign to a secular philosophical perspective of evil, and, through an analysis of the document “Estándares básicos de competencias ciudadanas” we propose the possibility (...) of narrate evil in the school as an exercise of construction of senses about the experience of evil that allow to identify, through the voice of boys, girls and young, the micro physical ways in which it influence in political subjectivity of those who are educated as citizens in the school, and allow us to rescue the contributions that situated experience can offer to the effort of educate citizens facing the imperfect democracy in wich we live. (shrink)