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Sinclair A. MacRae [8]Sinclair Augustus Macrae [1]
  1.  12
    Toward a Shallow Interpretivist Model of Sport.Sinclair A. MacRae - 2017 - Journal of the Philosophy of Sport 44 (3):285-299.
    Deep ethical interpretivism has been the standard view of the nature of sport in the philosophy of sport for the past seventeen years or so. On this account excellence assumes the role of the foundational, ethical goal that justice assumes in Ronald Dworkin’s interpretivist model of law. However, since excellence in sports is not an ethical value, and since it should not be regarded as an ultimate goal, the case for the traditional account fails. It should be replaced by the (...)
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  2.  4
    Cheating as Wrongful Competitive Norm Violating.Sinclair A. MacRae - 2019 - Journal of the Philosophy of Sport 46 (3):339-354.
    ABSTRACTIn this article, I begin to develop and defend a reformed concept of ‘cheating’ as ‘wrongful competitive norm violating’. I then use this to reject Oliver Leaman’s view that cheating is som...
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  3.  29
    Competition, Cooperation, and an Adversarial Model of Sport.Sinclair A. MacRae - 2018 - Journal of the Philosophy of Sport 45 (1):53-67.
    In this paper, I defend a general theory of competition and contrast it with a corresponding general theory of cooperation. I then use this analysis to critique mutualism. Building on the work of Arthur Applbaum and Joseph Heath I develop an alternative adversarial model of competitive sport, one that helps explain and is partly justified by shallow interpretivism, and argue that this model helps shows that the claim that mutualism provides us with the most defensible ethical ideal of sport is (...)
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  4.  15
    Cheating as Wrongful Competitive Norm Violating.Sinclair A. MacRae - 2019 - Journal of the Philosophy of Sport 46 (3):339-354.
    ABSTRACTIn this article, I begin to develop and defend a reformed concept of ‘cheating’ as ‘wrongful competitive norm violating’. I then use this to reject Oliver Leaman’s view that cheating is som...
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  5.  11
    Rules in Games and Sports: Why a Solution to the Problem of Penalties Leads to the Rejection of Formalism as a Useful Theory About the Nature of Sport.Sinclair A. MacRae - 2020 - Journal of the Philosophy of Sport 47 (1):49-62.
    ABSTRACTBernard Suits and other formalists endorse both the logical incompatibility thesis and the view that rule-breakings resulting in penalties can be a legitimate part of a game. This is what Fred D’Agostino calls ‘the problem of penalties’. In this paper, I reject both Suits’ and D’Agostino’s responses to the problem and argue instead that the solution is to abandon Suits’ view that the constitutive rules of all games are alike. Whereas the logical incompatibility thesis applies to games in which players’ (...)
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  6.  3
    Rules in Games and Sports: Why a Solution to the Problem of Penalties Leads to the Rejection of Formalism as a Useful Theory About the Nature of Sport.Sinclair A. MacRae - 2019 - Journal of the Philosophy of Sport 47 (1):49-62.
    Bernard Suits and other formalists endorse both the logical incompatibility thesis and the view that rule-breakings resulting in penalties can be a legitimate part of a game. This is what Fred D’Ag...
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  7.  2
    The Conflicting Excellences of Oppositional Sports.Sinclair A. MacRae - 2020 - Sport, Ethics and Philosophy 15 (1):74-87.
    In this article I develop my argument for a shallow interpretivist theory of sport by showing that whereas it applies to all oppositional sports, the standard theory of sport for the past twenty ye...
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  8.  44
    The Cooperation Game.Sinclair A. MacRae - 2014 - Teaching Philosophy 37 (2):153-170.
    In this paper I explain how to play and administer a game that helps teach students a lesson about the value of cooperation and the role of ethics and the law in obtaining the conditions under which cooperating is reason­able. I also discuss several applications of this Cooperation Game, primarily in courses in social and political philosophy, introductory ethics, and the philosophy of law. The game can usefully be played with a range of groups of students from small tutorial sections (...)
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