97 found
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  1. Family Values: The Ethics of Parent-Child Relationships.Harry Brighouse & Adam Swift - 2014 - Princeton University Press.
    The family is hotly contested ideological terrain. Some defend the traditional two-parent heterosexual family while others welcome its demise. Opinions vary about how much control parents should have over their children's upbringing. Family Values provides a major new theoretical account of the morality and politics of the family, telling us why the family is valuable, who has the right to parent, and what rights parents should—and should not—have over their children. Harry Brighouse and Adam Swift argue that parent-child relationships produce (...)
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  2. Democracy and proportionality.Harry Brighouse & Marc Fleurbaey - 2008 - Journal of Political Philosophy 18 (2):137-155.
  3. Legitimate parental partiality.Harry Brighouse - 2008 - Philosophy and Public Affairs 37 (1):43-80.
    Some of the barriers to the realisation of equality reflect the value of respecting prerogatives people have to favour themselves. Even G.A. Cohen, whose egalitarianism is especially pervasive and demanding, says that.
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  4. Equality, priority, and positional goods.Harry Brighouse & Adam Swift - 2006 - Ethics 116 (3):471-497.
  5.  99
    On Education.Harry Brighouse - 2005 - Routledge.
    What is education for? Should it produce workers or educate future citizens? Is there a place for faith schools - and should patriotism be taught? In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range of activities (...)
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  6. Parents' rights and the value of the family.Harry Brighouse & Adam Swift - 2006 - Ethics 117 (1):80-108.
  7. Civic education and liberal legitimacy.Harry Brighouse - 1998 - Ethics 108 (4):719-745.
  8. School Choice and Social Justice.Harry Brighouse - 2002 - British Journal of Educational Studies 50 (3):402-403.
    Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's rights include a right to personal autonomy. The book argues that school reform must always be evaluated from the perspective of social justice and applies the theory, in particular, to school choice proposals. It looks at the parental choice schemes in Milwaukee, Wisconsin, and in England and Wales, and argues that (...)
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  9. Educational equality versus educational adequacy: A critique of Anderson and Satz.Harry Brighouse & Adam Swift - 2009 - Journal of Applied Philosophy 26 (2):117-128.
    Some theorists argue that rather than advocating a principle of educational equality as a component of a theory of justice in education, egalitarians should adopt a principle of educational adequacy. This paper looks at two recent attempts to show that adequacy, not equality, constitutes justice in education. It responds to the criticisms of equality by claiming that they are either unsuccessful or merely show that other values are also important, not that equality is not important. It also argues that a (...)
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  10.  38
    Measuring Justice: Primary Goods and Capabilities.Harry Brighouse & Ingrid Robeyns (eds.) - 2010 - Cambridge University Press.
    This book brings together a team of leading theorists to address the question 'What is the right measure of justice?' Some contributors, following Amartya Sen and Martha Nussbaum, argue that we should focus on capabilities, or what people are able to do and to be. Others, following John Rawls, argue for focussing on social primary goods, the goods which society produces and which people can use. Still others see both views as incomplete and complementary to one another. Their essays evaluate (...)
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  11. What rights (if any) do children have.Harry Brighouse - 2002 - In David Archard & Colin M. Macleod (eds.), The Moral and Political Status of Children. Oxford University Press. pp. 31--52.
    According to the interest theory of rights, the primary function of rights is the protection of fundamental interests. Since children undeniably have fundamental interests that merit protection, it is perfectly sensible to attribute rights, especially welfare rights, to them. The interest theory need not be hostile to the accommodation of rights that protect agency because, at least in the case of adults, there is a strong connection between the protection of agency and the promotion of welfare. Children have welfare rights (...)
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  12. Egalitarianism and equal availability of political influence.Harry Brighouse - 1996 - Journal of Political Philosophy 4 (2):118–141.
  13.  61
    The Political Philosophy of Cosmopolitanism.Gillian Brock & Harry Brighouse (eds.) - 2005 - New York: Cambridge University Press.
    In a period of rapid internationalization of trade and increased labor mobility, is it relevant for nations to think about their moral obligations to others? Do national boundaries have fundamental moral significance, or do we have moral obligations to foreigners that are equal to our obligations to our compatriots? The latter position is known as cosmopolitanism, and this volume brings together a number of distinguished political philosophers and theorists to explore cosmopolitanism: what it consists in, and the positive case which (...)
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  14. Putting Educational Equality in its Place.Harry Brighouse & Adam Swift - 2008 - Educational Policy and Finance 3 (4):444-466.
  15. Moral and political aspects of education.Harry Brighouse - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
  16.  14
    Educational goods: values, evidence, and decision making.Harry Brighouse - 2018 - Chicago: University of Chicago Press. Edited by Helen F. Ladd, Susanna Loeb & Adam Swift.
    We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education—what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop for their own (...)
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  17. Neutrality, Publicity, and State Funding of the Arts.Harry Brighouse - 1995 - Philosophy and Public Affairs 24 (1):35-63.
  18. What's wrong with privatising schools?Harry Brighouse - 2004 - Journal of Philosophy of Education 38 (4):617–631.
    Full privatisation of schools would involve states abstaining from providing, funding or regulating schools. I argue that full privatisation would, in most circumstances, worsen social injustice in schooling. I respond to James Tooley's critique of my own arguments for funding and regulation and markets. I argue that even his principle of educational adequacy requires a certain level of state involvement and demonstrate that his arguments against a principle of educational equality fail. I show, furthermore, that he relies on an over-optimistic (...)
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  19.  57
    Family values reconsidered: a response.Harry Brighouse & Adam Swift - 2018 - Critical Review of International Social and Political Philosophy 21 (3):385-405.
  20.  84
    Should We Teach Patriotic History?Harry Brighouse - 2003 - In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford University Press.
    Harry Brighouse’s essay concludes Part I of the book by taking up one aspect of the task of clarifying the role of common education, by applying it to the teaching of patriotism in public schools. He asks whether liberal and cosmopolitan values are compatible with a common education aimed at fostering patriotic attachment to the nation. He examines numerous arguments recently developed to justify fostering patriotism in common schools from a liberal–democratic perspective, and finds them all wanting. However, even if (...)
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  21.  74
    Political equality in justice as fairness.Harry Brighouse - 1997 - Philosophical Studies 86 (2):155-184.
  22.  7
    Is There Any Such Thing as Political Liberalism?Harry Brighouse - 2017 - Pacific Philosophical Quarterly 75 (3-4):318-332.
  23. Educational justice and socio-economic segregation in schools.Harry Brighouse - 2007 - Journal of Philosophy of Education 41 (4):575–590.
    Sociologists exploring educational injustice often focus on socio-economic segregation as a central measure of injustice. The comprehensive ideal, furthermore, has the idea of socio-economic integration built into it. The current paper argues that socio-economic segregation is valuable only insofar as it serves other, more fundamental values. This matters because sometimes policy-makers will find themselves facing trade-offs between increasing integration and promoting the other, more fundamental values that underpin the value of integration.
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  24.  25
    Strong Gender Egalitarianism.Erik Olin Wright & Harry Brighouse - 2008 - Politics and Society 36 (3):360-372.
    Perhaps the most intractable aspect of gender inequality concerns inequalities within the family around the domestic division of labor, especially over child care and other forms of caregiving. These enduring gender inequalities constitute a significant obstacle to achieving “strong gender egalitarianism”—a structure of social relations in which the division of labor around housework and caregiving within the family and occupational distributions within the public sphere are unaffected by gender. This article explores three kinds of publicly supported parental caregiving leaves that (...)
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  25.  28
    Educational Justice and Socio-Economic Segregation in Schools.Harry Brighouse - 2007 - Journal of Philosophy of Education 41 (4):575-590.
    Sociologists exploring educational injustice often focus on socio-economic segregation as a central measure of injustice. The comprehensive ideal, furthermore, has the idea of socio-economic integration built into it. The current paper argues that socio-economic segregation is valuable only insofar as it serves other, more fundamental values. This matters because sometimes policy-makers will find themselves facing trade-offs between increasing integration and promoting the other, more fundamental values that underpin the value of integration.
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  26. Justice.Harry Brighouse - 2005 - Philosophical Quarterly 55 (221):688-690.
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  27.  74
    Can Justice as Fairness Accommodate the Disabled?Harry Brighouse - 2001 - Social Theory and Practice 27 (4):537-560.
  28.  64
    Justice.Harry Brighouse - 2005 - Malden, MA: Polity.
    The book also includes extensive discussions of the nature and purpose of political theorizing, and it asks whether theories of justice should take only social ...
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  29.  25
    Educational Goods: Values, Evidence, and Decision‐Making—A Summary.Harry Brighouse, Helen F. Ladd, Susanna Loeb & Adam Swift - 2020 - Journal of Philosophy of Education 54 (5):1346-1348.
    Journal of Philosophy of Education, EarlyView.
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  30.  46
    Why Should States Fund Schools?Harry Brighouse - 1998 - British Journal of Educational Studies 46 (2):138 - 152.
    In arguing for government withdrawal from funding and regulating schooling, James Tooley claims that equality of opportunity in education implies only that all deserve an adequate minimum education. However, he concedes the 'abstract egalitarian thesis' that all should be treated with equal concern and respect. I show that this thesis indeed implies educational equality, and that Tooley's arguments against educational equality rest on a misunderstanding of the foundations of egalitarianism.
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  31.  46
    Nonideal Theorizing in Education.Harry Brighouse - 2015 - Educational Theory 65 (2):215-231.
    In this essay, Harry Brighouse responds to the collection of articles in the current issue of Educational Theory, all concerned with nonideal theorizing in education. First, he argues that some form of ideal theory is indispensable for the nonideal theorizer. Brighouse then proceeds to defend Rawls against some critics of his kind of ideal theorizing by arguing that a central feature that is often misconstrued as unduly idealizing — the full compliance assumption — in fact constrains utopianism. Next, he discusses (...)
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  32.  12
    Educational Equality and Justice.Harry Brighouse - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Blackwell. pp. 471–486.
    This chapter contains sections titled: Objections.
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  33.  23
    What’s Wrong With Privatising Schools?Harry Brighouse - 2004 - Journal of Philosophy of Education 38 (4):617-631.
    Full privatisation of schools would involve states abstaining from providing, funding or regulating schools. I argue that full privatisation would, in most circumstances, worsen social injustice in schooling. I respond to James Tooley’s critique of my own arguments for funding and regulation and markets. I argue that even his principle of educational adequacy requires a certain level of state involvement and demonstrate that his arguments against a principle of educational equality fail. I show, furthermore, that he relies on an over-optimistic (...)
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  34.  81
    Redistributing education among the less advantaged: A problem for principles of justice?Gina Schouten & Harry Brighouse - 2014 - Social Philosophy and Policy 31 (1):109-134.
  35. 10. Quentin Skinner, Reason and Rhetoric in the Philosophy of Hobbes Quentin Skinner, Reason and Rhetoric in the Philosophy of Hobbes (pp. 820-823).Susan Moller Okin, Geoffrey Cupit, Harry Brighouse, Joe Coleman & Martha C. Nussbaum - 1998 - In Stephen Everson (ed.), Ethics. Cambridge University Press.
  36.  59
    Against Nationalism.Harry Brighouse - 1996 - Canadian Journal of Philosophy, Supplementary Volume 22:365-405.
    A recent resurgence of interest within analytical political philosophy in the status of ethnic and national minorities coincides with the re-emergence of national identity as a primary organizing principle of political conflict, and with an increasing attentiveness to identity and recognition as organizing principles of political struggle. The recent theoretical literature within political philosophy has focused very much on recognizing the importance of national identity, and allowing attention to national sentiment to inform the design of social institutions.In this paper I (...)
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  37.  36
    A modest defence of school choice.Harry Brighouse - 2002 - Journal of Philosophy of Education 36 (4):653–659.
    This is a response to Samara Foster’s engaging critique of my book School Choice and Social Justice. In this response to her criticisms I clarify and try to correct some apparent misunderstandings of the book, but also take the opportunity to pose again a challenge to opponents of choice which neither she, nor other of my critics, has taken up.
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  38.  10
    A Modest Defence of School Choice.Harry Brighouse - 2002 - Journal of Philosophy of Education 36 (4):653-659.
    This is a response to Samara Foster’s engaging critique of my book School Choice and Social Justice. In this response to her criticisms I clarify and try to correct some apparent misunderstandings of the book, but also take the opportunity to pose again a challenge to opponents of choice which neither she, nor other of my critics, has taken up.
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  39.  18
    A Modest Defence of School Choice.Harry Brighouse - 2002 - Journal of Philosophy of Education 36 (4):653-659.
    This is a response to Samara Foster’s engaging critique of my book School Choice and Social Justice. In this response to her criticisms I clarify and try to correct some apparent misunderstandings of the book, but also take the opportunity to pose again a challenge to opponents of choice which neither she, nor other of my critics, has taken up.
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  40.  9
    Normative Case Studies and Thought Experiments: How They Differ and Why We Need Both.Harry Brighouse - forthcoming - Educational Theory.
    Thought experiments and normative case studies can play different and complementary roles in moral and political philosophizing. Thought experiments help us to sculpt and refine normative concepts and alert us to contradictions between intuitive judgments and basic principles, or among intuitive judgments, thus informing our reflective equilibrium about what fundamentally matters. Normative case studies assist us in judging how to trade off conflicting values in specified circumstances. Engaging with a sufficient number of well-wrought normative case studies can thus inform our (...)
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  41.  24
    Paying for Higher Education: Are Top-Up Fees Fair?Harry Brighouse - unknown
    This paper considers four institutional models for funding higher education in the light of principles of fairness and meritocracy, with particular reference to the debate in the UK over ‘top-up fees’. It concludes that, under certain plausible but unproven assumptions, the model the UK government has adopted is fairer and more meritocratic than alternatives, including, surprisingly, the Graduate Tax.
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  42. An Argument Against Cloning.Jaime Ahlberg & Harry Brighouse - 2010 - Canadian Journal of Philosophy 40 (4):539-566.
    It is technically possible to clone a human being. The result of the procedure would be a human being in its own right. Given the current level of cloning technology concerning other animals there is every reason to believe that early human clones will have shorter-than-average life-spans, and will be unusually prone to disease. In addition, they would be unusually at risk of genetic defects, though they would still, probably, have lives worth living. But with experimentation and experience, seriously unequal (...)
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  43.  13
    Against Nationalism.Harry Brighouse - 1997 - Canadian Journal of Philosophy 26 (sup1):365-405.
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  44.  11
    Education, Justice, Ideal Theory, and Non-ideal Theory.Harry Brighouse - 2014 - Philosophy of Education 70:15-20.
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  45.  53
    Political Equality and the Funding of Political Speech.Harry Brighouse - 1995 - Social Theory and Practice 21 (3):473-500.
  46.  15
    What's Wrong with Tuition‐Free Four‐Year Public College?Harry Brighouse & Kailey Mullane - 2024 - Educational Theory 73 (6):833-859.
    Advocates of tuition-free four-year public college make the argument for it too easy by asserting that it would be paid for out of taxes on the wealthy. Other uses of the revenues are possible. In this paper, Harry Brighouse and Kailey Mullane establish two criteria for comparing different uses of the revenues: the first criterion is, will the policy increase the overall level of educational goods?, and the second is, will the policy reduce inequalities of educational goods? Here, Brighouse and (...)
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  47.  47
    Family Ethics and Public Policy: Beyond the Medical Model.Harry Brighouse & Adam Swift - 2018 - American Journal of Bioethics 18 (11):56-58.
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  48.  86
    Justifying Patriotism.Harry Brighouse - 2006 - Social Theory and Practice 32 (4):547-558.
  49.  10
    Is There a Neutral Justification for Liberalism?†.Harry Brighouse - 2017 - Pacific Philosophical Quarterly 77 (3):193-215.
    Neutralist defenses of liberalism fail because they cannot account for essential features of an acceptable liberal theory: a firm guarantee for a sphere of individual liberty, an account of our interest in being able to revise our moral commitments, a wide range of applicability, and the possibility of legitimate government in the face of rejection by unreasonable citizens. A liberalism based on the value of autonomy can address the problems which motivate neutralists, while succeeding in providing for the essential features (...)
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  50.  21
    Children’s literature and philosophy: comments on Gareth B. Matthews, The Child’s Philosopher.Harry Brighouse - 2023 - Journal of Philosophy of Education 57 (2):575-581.
    This article looks at Maughn Rollins Gregory and Megan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher (2022), specifically considering how Matthews conceptualized philosophy and how he found philosophy in children’s literature.
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