Lester Hunt

The phrase “gun control” has no very precise meaning. It typically refers either to prohibitions of or restrictions on gun ownership on the part of the civilian population. Such rules may apply either to guns in general or to some type of gun (such as handguns). More rarely, it can refer to legal restrictions, not on classes of weapons, but on classes of users, a sort of restriction that might be called “dangerous possessor gun control” (see Risk). In this case, the state denies the right of gun ownership to some class of the population deemed – perhaps due to youth, mental infirmity, or prior criminal behavior – to be insufficiently trustworthy. Dangerous possessor rules seem to be per se uncontroversial: though there is disagreement about which users are sufficiently untrustworthy, no one seems to deny that there should be some restrictions on who may own these weapons. The philosophical literature that has developed in the past two decades is focused mainly on legal restrictions on guns, and not on users.

Lester Hunt reviews Tara Smith's Viable Values: A Study of the Root and Reward of Morality. He finds it an excellent contribution to the ongoing discussion of Objectivist ethics. Especially noteworthy, he says, are Smith's treatment of the concept of intrinsic value, her use of the concept of flourishing, and her treatment of the relations between the interests of different people. Though the book provides no sustained discussion of casuistical applications, epistemological assumptions, or potentially interesting side-issues, it raises many provocative questions that will fuel further debate

I sometimes entertain my non-academic friends by telling them that, at the end of each course I teach, before I compute my students’ grades, I pause nervously while I wait to be graded by my students. This process can be described less paradoxically, but surely no more truthfully, as follows. In my department, and as far as I know all the departments at my university, each course ends with students anonymously filling out forms in which they evaluate the teacher and the course. The form includes several questions in which the student is asked to rate the teacher in various respects (such as clarity and organization, availability outside the classroom, and so forth) along a numbered scale (in our case, from one to five); they are also asked one very general question in which they are told to rate the instructor’s overall effectiveness. They are also invited to write comments on these matters. Mean scores (in effect, grades) are calculated for each question and published by the university. In addition, these student evaluations of teaching (often called SETs for short) are used each year by the committee that decides merit pay increases for faculty. When the faculty member is being considered for advancement to tenure or promotion to the rank of Full Professor, these evaluation forms are supplemented by faculty evaluation of teaching, in which faculty members visit the candidate’s classes and report on her or his effectiveness as a teacher. Except for these two once-in-a-lifetime events, the student evaluation forms are the only way in which we judge the quality of teaching. In other words, teaching is for the most part evaluated by students and not by faculty.