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Lawrence Blum [48]Lawrence A. Blum [10]
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Lawrence Blum
University of Massachusetts, Boston
  1. Stereotypes And Stereotyping: A Moral Analysis.Lawrence Blum - 2004 - Philosophical Papers 33 (3):251-289.
    Stereotypes are false or misleading generalizations about groups, generally widely shared in a society, and held in a manner resistant, but not totally, to counterevidence. Stereotypes shape the stereotyper’s perception of stereotyped groups, seeing the stereotypic characteristics when they are not present, and generally homogenizing the group. The association between the group and the given characteristic involved in a stereotype often involves a cognitive investment weaker than that of belief. The cognitive distortions involved in stereotyping lead to various forms of (...)
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  2. Moral Perception and Particularity.Lawrence Blum - 1991 - Ethics 101 (4):701-725.
    Most contemporary moral philosophy is concerned with issues of rationality, universality, impartiality, and principle. By contrast Laurence Blum is concerned with the psychology of moral agency. The essays in this collection examine the moral import of emotion, motivation, judgment, perception, and group identifications, and explore how all these psychic capacities contribute to a morally good life. Blum takes up the challenge of Iris Murdoch to articulate a vision of moral excellence that provides a worthy aspiration for human beings. Drawing on (...)
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  3. Moral Perception and Particularity.Lawrence A. Blum - 1994 - Cambridge University Press.
    Most contemporary moral philosophy is concerned with issues of rationality, universality, impartiality, and principle. By contrast Laurence Blum is concerned with the psychology of moral agency. The essays in this collection examine the moral import of emotion, motivation, judgment, perception, and group identifications, and explore how all these psychic capacities contribute to a morally good life. Blum takes up the challenge of Iris Murdoch to articulate a vision of moral excellence that provides a worthy aspiration for human beings. Drawing on (...)
     
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  4. Gilligan and Kohlberg: Implications for Moral Theory.Lawrence A. Blum - 1988 - Ethics 98 (3):472-491.
  5.  83
    Iris Murdoch and the Domain of the Moral.Lawrence A. Blum - 1986 - Philosophical Studies 50 (3):343 - 367.
    In The Sovereignty of Good Iris Murdoch suggests that the central task of the moral agent involves a true and loving perception of an- other individual, who is seen as a particular reality external to the agent. Writing in the 1960s she claimed that this dimension of morality had been "theorized away" in contemporary ethics. I will argue today that 20 years later, this charge still holds true of much contemporary ethical theory.
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  6. Racialized Groups.Lawrence Blum - 2010 - The Monist 93 (2):298-320.
    In the past decade, debates about the status and character of ‘race’ within philosophy have been dominated by philosophers of language, of biology, and of science, and metaphysicians. I here propose a viewpoint on the race debate arising from within social philosophy and the sociohistorical study of race.
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  7.  92
    Moral Exemplars: Reflections on Schindler, the Trocmes, and Others.Lawrence A. Blum - 1988 - Midwest Studies in Philosophy 13 (1):196-221.
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  8. Racism: What It Is and What It Isn't.Lawrence Blum - 2002 - Studies in Philosophy and Education 21 (3):203-218.
    The words ‘racist’ and ‘racism’ have become so overused that they nowconstitute obstacles to understanding and interracial dialogue about racial matters. Insteadof the current practice of referring to virtually anything that goes wrong or amiss withrespect to race as ‘racism,’ we should recognize a much broader moral vocabulary forcharacterizing racial ills – racial insensitivity, racial ignorance, racial injustice, racialdiscomfort, racial exclusion. At the same time, we should fix on a definition of ‘racism’ thatis continuous with its historical usage, and avoids (...)
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  9.  20
    Racialized Groups: The Sociohistorical Consensus.Lawrence Blum - 2010 - The Monist 93 (2):298-320.
    Among race scholars, there is a general consensus that (1) groups thought to be races in the 19th/20th century do not possess the characteristics attributed to them in classic racial ideology, (2) such groups are nevertheless intergenerational collectivities with distinctive social and historical experiences, and (3) those experiences were and are deeply shaped by the false beliefs of classic racial ideology. The groups of whom this consensus is true are felicitously called “racialized groups,” terminology preferable to “social construction,” “classic racial (...)
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  10.  98
    Recognition, Value, and Equality: A Critique of Charles Taylor’s and Nancy Fraser’s Accounts of Multiculturalism.Lawrence Blum - 1998 - Constellations 5 (1):51-68.
  11.  93
    Three Kinds of Race-Related Solidarity.Lawrence Blum - 2007 - Journal of Social Philosophy 38 (1):53–72.
    Solidarity within a group facing adversity exemplifies certain human goods, some instrumental to the goal of mitigating the adversity, some non-instrumental, such as trust, loyalty, and mutual concern. Group identity, shared experience, and shared political commitments are three distinct but often-conflated bases of racial group solidarity. Solidarity groups built around political commitments include members of more than one identity group, even when the political focus is primarily on the justice-related interests of only one identity group (such as African Americans). A (...)
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  12. Against Deriving Particularity.Lawrence Blum - 2000 - In Brad Hooker & Margaret Olivia Little (eds.), Moral Particularism. Oxford University Press. pp. 205--226.
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  13. High Schools, Race, and America's Future: What Students Can Teach Us About Morality, Diversity, and Community.Lawrence Blum & Gloria Ladson-Billings - 2012 - Cambridge MA: Harvard Education Press.
    In _High Schools, Race, and America’s Future_, Lawrence Blum offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students’ engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives. Blum, an acclaimed moral philosopher whose work focuses on issues of race, reflects with candor, insight, and humor on the challenges and surprises (...)
     
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  14.  92
    Kant's and Hegel's Moral Rationalism: A Feminist Perspective.Lawrence A. Blum - 1982 - Canadian Journal of Philosophy 12 (2):287 - 302.
  15.  87
    Political Identity and Moral Education: A Response to Jonathan Haidt’s The Righteous Mind.Lawrence Blum - 2013 - Journal of Moral Education 42 (3):298-315.
    In The Righteous Mind, Jonathan Haidt claims that liberals have a narrower moral outlook than conservatives?they are concerned with fairness and relief of suffering, which Haidt sees as individualistic values, while conservatives care about authority and loyalty too, values concerned with holding society together. I question Haidt?s methodology, which does not permit liberals to express concerns with social bonds that do not fit within an ?authority? or ?loyalty? framework and discounts people who support liberal positions but do not self-ascribe as (...)
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  16.  47
    Race, Community and Moral Education: Kohlberg and Spielberg as Civic Educators.Lawrence Blum - 1999 - Journal of Moral Education 28 (2):125-143.
    Literature on moral education has contributed surprisingly little to our understanding of issues of race and education. The creation of inter-racial communities in schools is a particularly vital antiracist educational goal, one for which public support in the United States has weakened since the 1970s. As contexts for antiracist moral education, such communities should involve racially plural groups of students learning about, and engaging in, common aims, some of which must be distinctly antiracist: an explicit concern to institute racially just (...)
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  17.  36
    Empathy and Moral Psychology: A Critique of Shaun Nichols's Neo-Sentimentalism.Lawrence Blum - 2011 - In Carla Bagnoli (ed.), Morality and the Emotions. Oxford University Press. pp. 170-193.
    Nichols’s view of empathy (in Sentimental Rules) in light of experimental moral psychology suffers from several deficiencies: (1) It operates with an impoverished view of the altruistic emotions (empathy, sympathy, concern, compassion, etc.) as mere short-term, affective states of mind, lacking any essential connection to intentionality, perception, cognition, and expressiveness. (2) It fails to keep in focus the moral distinction between two very different kinds of emotional response to the distress and suffering of others—other-directed, altruistic, emotions that have moral value, (...)
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  18.  33
    Three Educational Values for a Multicultural Society: Difference Recognition, National Cohesion and Equality.Lawrence Blum - 2014 - Journal of Moral Education 43 (3):332-344.
    Educational aims for societies comprising multiple ethnic, cultural and racial groups should involve three different values—recognizing difference, national cohesion and equality. Recognition of difference acknowledges and respects ethnocultural identities and in educational contexts also encourages mutual engagement across difference. National cohesion involves teaching a sense of civic attachment to a nation and to one’s fellow citizens of different groups and identities. ‘Multiculturalism’ has traditionally been understood to support the first value but not as much the second, a charge made by (...)
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  19.  71
    Secularism, Multiculturalism and Same‐Sex Marriage: A Comment on Brenda Almond’s ‘Education for Tolerance’.Lawrence Blum - 2010 - Journal of Moral Education 39 (2):145-160.
    Although Almond argues that the contemporary West has lost touch with the value of tolerance, I argue that that value applied to those of different religions and sexual orientations is too minimal a standard for a pluralistic society. I suggest, in the spirit of the work of Charles Taylor and Tariq Modood, the more robust standard of respect and acceptance. In addition, I have criticised Almond?s privileging of parental values over school values, seeing in that privileging a failure to recognise (...)
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  20.  43
    Moral Development and Conceptions of Morality.Lawrence Blum - 1994 - In Moral Perception and Particularity. Cambridge University Press.
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  21.  48
    Race, National Ideals, and Civic Virtue.Lawrence Blum - 2007 - Social Theory and Practice 33 (4):533-556.
  22.  35
    A Truer Liberty: Simone Weil and Marxism.Lawrence A. Blum & Victor J. Seidler - 2009 - Routledge.
    Simone Weil — philosopher, trade union militant, factory worker — developed a penetrating critique of Marxism and a powerful political philosophy which serves an alternative both to liberalism and to Marxism. In A Truer Liberty , originally published in 1989, Blum and Seidler show how Simone Weil’s philosophy sought to place political action on a firmly moral basis. The dignity of the manual worker became the standard for political institutions and movements. Weil criticized Marxism for its confidence in progress and (...)
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  23.  11
    Race, National Ideals, and Civic Virtue.Lawrence Blum - 2007 - Social Theory and Practice 33 (4):533-556.
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  24. Empathy and Empirical Psychology: A Critique of Shaun Nichols's Neo-Sentimentalism.Lawrence Blum - 2011 - In Carla Bagnoli (ed.), Morality and the Emotions. Oxford University Press.
     
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  25.  65
    Recognition and Multiculturalism in Education.Lawrence Blum - 2001 - Journal of Philosophy of Education 35 (4):539–559.
  26.  8
    Recognition and Multiculturalism in Education.Lawrence Blum - 2001 - Journal of Philosophy of Education 35 (4):539-559.
  27.  57
    Mary G. Dietz / Peter Winch, Between the Human and the Divine: The Political Thought of Simone Weil / Simone Weil: "The Just Balance"[REVIEW]Lawrence Blum - 1992 - Philosophy and Phenomenological Research 52 (1):246-248.
  28. Racial Virtues.Lawrence Blum - 2007 - In Rebecca L. Walker & Philip J. Ivanhoe (eds.), Working Virtue: Virtue Ethics and Contemporary Moral Problems. Oxford University Press.
  29.  27
    Journal of Moral Education Referees in 2011.Hanif Akar, Annice Barber, Jason J. Barr, Mickey Bebeau, Roger Bergman, Marvin W. Berkowitz, Angela Bermudez, Augusto Blasi, Lawrence A. Blum & Tonia Bock - 2012 - Journal of Moral Education 41 (2):273-277.
  30.  22
    Journal of Moral Education Referees in 2009.Hanife Akar, Wolfgang Althof, James Arthur, Annice Barber, Roger Bergman, Marvin Berkowitz, Thomas Bienengräber, Lawrence Blum, Tonia Bock & Sandra Bosacki - 2010 - Journal of Moral Education 39 (2):263-266.
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  31.  35
    Journal of Moral Education Referees in 2008.Wolfgang Althof, Annice Barber, Yael Barenholtz, Victor Battistich, Clive Beck, Roger Bergman, Marvin Berkowitz, Antonio Bernal Guerrero, Melinda Bier & Lawrence Blum - 2009 - Journal of Moral Education 38 (2):251-254.
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  32.  18
    Journal of Moral Education Referees in 2007.James Arthur, Mickey Bebeau, Roger Bergman, Lawrence Blum, Tonia Bock, Sandra Bosacki, Daan Brugman, Neil Burtonwood, David Carr & Kaye Cook - 2008 - Journal of Moral Education 37 (2):275-277.
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  33. Altruism.Lawrence Blum - 1992 - In Lawrence C. Becker & Charlotte B. Becker (eds.), The Encyclopedia of Ethics. Garland Publishing. pp. 1--35.
     
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  34.  1
    Lawrence C. Becker, Reciprocity[REVIEW]Lawrence Blum - 1988 - Political Theory 16 (1):143-148.
  35.  79
    Joshua Cohen, Matthew Howard, & Martha C. Nussbaum (Eds.), Is Multiculturalism Bad for Women?[REVIEW]Lawrence Blum - 2001 - Ethics 111 (3):622-625.
  36. Community and Virtue.Lawrence Blum - 1998 - In Roger Crisp (ed.), How Should One Live?: Essays on the Virtues. Clarendon Press. pp. 231-250.
     
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  37. Community. Community and Virtue.Lawrence Blum - 1998 - In Roger Crisp (ed.), How Should One Live?: Essays on the Virtues. Clarendon Press.
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  38.  16
    “Cultural Racism”: Biology and Culture in Racist Thought.Lawrence Blum - 2020 - Journal of Social Philosophy (spring):1-20.
    Observers have noted a decline in the US in attributions of genetically-based inferiority (e.g. in intelligence) to blacks, and a rise in attributions of culturally-based inferiority. Is this “culturalism” merely warmed over racism (“cultural racism”) or a genuinely new way of thinking about racial groups? The question raises a larger one of the place of biology and culture in racist thought. I distinguish five different meanings of “biological” that are insufficiently distinguished—visible somatic characteristics, genetic characteristics, psychological characteristics regarded as grounded (...)
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  39.  16
    Freundschaft als moralisches Phänomen.Lawrence A. Blum - 1997 - Deutsche Zeitschrift für Philosophie 45 (2):217-234.
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  40.  43
    Global Inequality and Race.Lawrence Blum - 2002 - Philosophical Topics 30 (2):291-324.
  41.  12
    Latinos on Race and Ethnicity : Alcoff, Corlett, and Gracia.Lawrence Blum - 2010 - In Susana Nuccetelli, Ofelia Schutte & Otávio Bueno (eds.), A Companion to Latin American Philosophy. Wiley-Blackwell. pp. 269-282.
    This article explicates the views on both race and ethnicity of these three prominent Latinx philosophers, compares them (somewhat), and offers some criticisms. Corlett jettisons race as a categorization of groups, but accepts a form of racialization somewhat at odds with this jettisoning. Gracia adopts as a general principle that an account of both ethnicity and race should help us see aspects of reality that would otherwise be obscured; but this is at odds with his regarding the Latin American view (...)
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  42.  27
    Opportunity and Equality of Opportunity.Lawrence A. Blum - 1988 - Public Affairs Quarterly 2 (4):1-18.
  43. Prejudice.Lawrence Blum - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  44.  99
    Philosophy and the Values of a Multicultural Community.Lawrence Blum - 1991 - Teaching Philosophy 14 (2):127-134.
  45.  36
    Reflections on Brown Vs. Board of Education and School Integration Today.Lawrence Blum - 2019 - The Harvard Review of Philosophy 26:37-57.
    The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends demeaning messages (...)
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  46.  32
    Review of John M. Doris, Lack of Character: Personality and Moral Behavior[REVIEW]Lawrence Blum - 2003 - Notre Dame Philosophical Reviews 2003 (8).
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  47.  48
    Review of Michael Slote, The Ethics of Care and Empathy[REVIEW]Lawrence Blum - 2008 - Notre Dame Philosophical Reviews 2008 (3).
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  48.  11
    Reply To Byrne And Silliman.Lawrence Blum - 2003 - Social Philosophy Today 19:249-252.
  49.  3
    Reply To Byrne And Silliman.Lawrence Blum - 2003 - Social Philosophy Today 19:249-252.
  50.  11
    Review of The Color of Mind: Why the Origins of the Achievement Gap Matter for Justice. [REVIEW]Lawrence Blum - 2018 - Educational Theory 68 (6):701-708.
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