The Moral Habitat offers a new and systematic interpretation of Kant's moral and political philosophy. Herman introduces the idea of a moral habitat to examines the dynamic system of duties that exists between individuals and civic institutions.

In this article, I trouble the pedagogical practice of comforting discomfort in the social-justice classroom. Is it possible to support white students, for instance, and not comfort them? Is it possible to support white students without recentering the emotional crisis of white students, without disregarding the needs and interests of students of color, and without reproducing the violence that students of color endure? First I address the dangers of comforting discomfort and discuss Robin DiAngelo's notion of white fragility, which has (...) been used to explain the tendency of white people to flee discomfort rather than tarry with it. Employing Erinn Gilson's work on vulnerability, I argue that white fragility is not a weakness but an active performance of invulnerability. I conclude by arguing that developing vulnerability is a counter to white fragility, and that one way such vulnerability can be encouraged is through offering critical hope, which I maintain is a type of support that does not comfort. (shrink)

Clinician scientists have gained institutional support in the era of translational research, as the key solution to closing the ‘translational gap’ between biomedical research and medical practice. However, clinician scientists remain an ‘endangered species’ in search of a secure niche, while new grants and training programs attempt to counteract their measurable decline in numbers over the past decades. Our study asks how an occupational space for clinician scientists is currently situated between the politics of translation, professional dynamics, and the specialization (...) of academic disciplines. We interviewed clinician scientists, their adjacent professions—clinicians and biomedical researchers—, and contrast their views with expectations from the discourse on clinician scientists in the biomedical and policy literature. We identify professionalizable work and tasks that relate to, first, being able to speak the two languages of both clinic and research, second, translating patients’ needs and clinical experience for further research, and third, counteracting the trends towards specialization by providing an inclusive point of view. We find that clinician scientists are overburdened with fulfilling a hybrid role of simultaneously being clinicians and scientists. Based on these findings, we suggest a path for the future professional development of clinician scientists towards the role of a translator. (shrink)

In this book Barbara Marshall argues that the debates around both modernity and postmodernity neglect the role of women and significance of gender in the formation of contemporary societies.

This volume collects ten essays investigating some fundamental aspects of Kant's ethics, drawing wider conclusions for moral philosophy. Herman aims to undermine some received ideas about how Kantian ethics works and what it means in practice.

John Wilson, Barbara Cowell; The Democratic Myth, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 111–117, https://doi.org/10.1111/j.

This paper began in the startled realization that little if anything is said in Kant’s ethics about the more violent forms of immoral action. There are discussions of lying, deception, self-neglect, nonbeneficence—but apart from suicide, a great silence about the darker actions. At the least, this should be an occasion for curiosity. Although the degree of concern with acts of violence in contemporary ethics may be in its own way curious, it does not seem unreasonable to expect a moral theory (...) to provide an account of what is wrong with acts of violence. (shrink)

Contemporary scholars routinely argue colonialism and imperialism are indistinguishable. In this essay, I challenge this argument. While it is true the “colonial” and “imperial” overlap and intersect historically, I argue there is a central thread of modern colonialism as an ideology that can be traced from the seventeenth century to mid-twentieth century that was not only distinct from—but often championed in explicit opposition to—imperialism. I advance my argument in four parts. First, I identify key ways in which the colonial can (...) be distinguished from the imperial, including most importantly the specific kind of productive power inherent in colonialism. Second, I examine how colonialism and imperialism evolve in meaning and are redefined by both champions and critics, in relation to each other in the late nineteenth/early twentieth centuries. Third, I examine the historical moment when colonialism and imperialism fully conflate after WWII through the UN process of decolonization as the “salt water thesis” delimits colonialism to mean foreign racialized domination, and it thus becomes synonymous with imperialism. I conclude with an analysis of why the distinction still matters in both theory and practice. (shrink)

A common remedial response to a culture of racism, sexism, homophobia and other forms of oppression on college campuses has been to institute mandatory implicit bias training for faculty, staff and students. A critical component of such training is the identification of unconscious prejudices in the minds of individuals that impact behavior. In this paper, I critically examine the rush to rely on implicit bias training as a panacea for institutional culture change. Implicit bias training and the notion of implicit (...) bias it is grounded in is examined and the advantages and limitations of this approach is elaborated. An exclusive focus on implicit bias, it is argued, can protect ignorance rather than correct it. Similar to implicit bias, microaggressions is a concept that has played a role in campus diversity interventions. An examination of microaggression education demonstrates how it corrects for some of the pitfalls of relying on the concept of implicit bias to improve campus climate. The ambiguity that is characteristic of microaggressions, however, hints at the need to explore the type of “unknowing” that both implicit bias education and microaggression education attempt to remedy. Building on the recent scholarship around the idea of epistemic injustice, crucial insights can be gleaned about the significance of shifting the focus from lack of knowledge to a willful resistance to know. In the final section, some implications for improving campus climate are drawn out. (shrink)

This article draws insights from a case study examining unanswered health questions of residents in two polluted towns in an industrial region in southern France. A participatory health study, as conducted by the author, is presented as a way to address undone science by providing the residents with relevant data supporting their illness claims. Local residents were included in the health survey process, from the formulation of the questions to the final data analysis. Through this strongly participatory science process, the (...) townspeople offered many creative ideas in the final report for how the data could be used to assist in improving their health and environment and policy work is already in evidence, resulting from the study. Drawing from the literature on participatory science and expertise as well as from the initial outcomes of the local health study, I propose that SPS produces a form of knowledge justice. Understanding knowledge and its making as part of a social justice agenda aligns well with environmental justice frames. Through SPS, local residents have a hermeneutical resource to make sense of their embodied lives and augment their claims with strong data supporting actions for improving their health and environment. (shrink)