Kwame Anthony Appiah

This paper responds to the four critiques of my book Experiments in Ethics published in this issue. The main theme I take up is how we should understand the relation between psychology and philosophy. Young and Saxe believe that “bottom line” evaluative judgments don’t depend on facts. I argue for a different view, according to which our evaluative and non-evaluative judgments must cohere in a way that makes it rational, sometimes, to abandon even what looks like a basic evaluative judgment because we have changed our minds about the facts. This leads me to qualify Tiberius’s claim that our moral judgments always derive, in part, from fundamental evaluative “justificatory stopping points,” arguing that even these can themselves be adjusted in the light of scientific understanding. Weinberg and Wang object to my use of Kant’s distinction between the perspective of the senses and the perspective of the understanding, because they identify it with a distinction between scientific and philosophical worlds. I argue that a distinction of perspectives isn’t a distinction between worlds and that, in any case, the distinction is not between science and ethics. Finally, in responding to Machery’s objections to a couple of my proposals, I return to the suggestion that a coherentist epistemology is required to deal with the relations between science and ethics.

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.

If "slavery" is defined broadly to include bonded child labor and forced prostitution, there are upward of 25 million slaves in the world today. Individuals and groups are freeing some slaves by buying them from their enslavers. But slave redemption is as controversial today as it was in pre-Civil War America. In Buying Freedom, Kwame Anthony Appiah and Martin Bunzl bring together economists, anthropologists, historians, and philosophers for the first comprehensive examination of the practical and ethical implications of slave redemption. While recognizing the obvious virtue of the desire to buy the freedom of slaves, the contributors ask difficult and troubling questions: Does redeeming slaves actually increase the demand for--and so the number of--slaves? And what about cases where it is far from clear that redemption will improve the material condition, or increase the real freedom, of a slave? Buying Freedom includes essays by the editors and by Dean Karlan and Alan Krueger, Carol Ann Rogers and Kenneth Swinnerton, Arnab Basu and Nancy Chau, Stanley Engerman, Jonathan Conning and Michael Kevane, Jok Madut Jok, Ann McDougall, Lisa Cook, Margaret Kellow, John Stauffer, and Howard McGary.

A literary historian might very well characterize the eighties as the period when race, class, and gender became the holy trinity of literary criticism. Critical Inquiry’s contribution to this shift in critical paradigms took the form of two special issues, ”Writing and Sexual Difference,” and “‘Race,’ Writing and Difference.” In the 1990s, however, “race,” “class,” and “gender” threaten to become the regnant clichés of our critical discourse. Our object in this special issue is to help disrupt the cliché-ridden discourse of identity by exploring the formation of identities and the problem of subjectivity.Scholars in a variety of disciplines have begun to address what we might call the politics of identity. Their work expands on the evolving, anti-essentialist critiques of ethnic, sexual, national, and racial identities, particularly the work of those post-structuralist theorists who have articulated concepts of difference. The calls for a “post-essentialist” reconception of notions of identity have become increasingly common. The powerful resurgence of nationalisms in Eastern Europe provides just one example of the catalysts for such theorizing.Kwame Anthony Appiah, author of Assertion and Conditionals, Truth in Semantics, and Necessary Questions, has also published a novel, Avenging Angel, and a collection of essays, In My Father’s House. His most recent contribution to Critical Inquiry was “Is the Post- in Postmodernism the Post- in Postcolonial?”. Henry Louis Gates, Jr., is coeditor of Transition, a quarterly review, and the author of Figures in Black, The Signifying Monkey, and Loose Canons. His latest contribution to Critical Inquiry was “Critical Fanonism”.