Kwame Anthony Appiah

Anthony Appiah’s essay on liberal education in the United States begins by identifying a distinctive feature of classical liberalism – namely, that the state must respect substantial limits with respect to its authority to impose restrictions on individuals, even for their own good. Nevertheless, Appiah points out, the primary aim of liberal education is to ‘maximize autonomy not to minimize government involvement’. Most of the essays in this volume, including Appiah’s, are attempts to address the question of what the liberal commitment to maximize personal autonomy means when it comes to the teaching of what Appiah refers to as ‘identity-related claims’. The aim of this chapter is to suggest how one might begin to think about some questions in the philosophy of education, guided by the liberal thought that education is a preparation for autonomy, and to show that this tradition is both powerful enough to help with this difficult question and rich enough to allow answers of some complexity.

This article argues against the view that affirmative action is wrong because it involves assigning group rights. First, affirmative action does not have to proceed by assigning rights at all. Second, there are, in fact, legitimate “group rights” both legal and moral; there are collective rights—which are exercised by groups—and membership rights—which are rights people have in virtue of group membership. Third, there are continuing harms that people suffer as blacks and claims to remediation for these harms can fairly treat the (social) property of being black as tracking the victims of those harms. Affirmative action motivated in this way aims to respond to individual wrongs; wrongs that individuals suffer, as it happens, in virtue of their membership in groups. Finally, the main right we have when we are being considered for jobs and places at colleges is that we be treated according to procedures that are morally defensible. Morally acceptable procedures sometimes take account of the fact that a person is a member of a certain social group.

Idealization is a central feature of human thought. We build ideal models in the sciences, our politics is guided by pictures of impossible utopias, and our thinking about the arts and moral life is guided by images of how things might have been. In all these cases we sometimes proceed with a representation of the world that we know is not true or aim at a world we accept we cannot realize. This is the world of the "as if," which the philosopher Hans Vaihinger delineated at the turn of the century, in ways he traced back to Kant. In this book, I aim to explore idealization in aesthetics, ethics, and metaphysics, as well as in the philosophy of mind, of language, of religion, and of the social and natural sciences. No one could be an expert on all of these things, but sometimes in philosophy it helps to stand back and take a broader view. On the way I hope to illuminate many issues, large and small, but there is one over-arching lesson: our best chance of understanding the world must be to have a plurality of ways of thinking about it. This book is about why we need a multitude of pictures of the world. It is a gentle jeremiad against theoretical monism.