Thaddeus Metz

In this paper, I explore the traditional religious account of what can make a life meaningful, namely, the view that one's life acquires significance insofar as one fulfils a purpose God has assigned. Call this view ‘purpose theory’. In the literature, there are objections purporting to show that purpose theory entails the logical absurdities that God is not moral, omnipotent, or eternal. I show that there are versions of purpose theory which are not vulnerable to these reductio arguments. However, I then contend that there is a problem facing purpose theory which no version can avoid. I argue that the best reason for holding a God-centred theory of life's meaning logically precludes the possibility of purpose theory being the correct version of it. More specifically, I argue that if a relationship with God is necessary for one's life to acquire meaning, this must be because God would have properties such as atemporality and simplicity, perfections which are incompatible with purposiveness. I conclude that religious thinkers have good reason to develop other theories of the way God could confer meaning on our lives.

In an article titled ‘The end of ubuntu’ recently published in this journal, Bernard Matolino and Wenceslaus Kwindingwi argue that contemporary conditions in (South) Africa are such that there is no justification for appealing to an ethic associated with talk of ‘ubuntu’. They argue that political elites who invoke ubuntu do so in ways that serve nefarious functions, such as unreasonably narrowing discourse about how best to live, while the moral ideals of ubuntu are appropriate only for a bygone, pre-modern age. Since there is nothing ethically promising about ubuntu for today’s society, and since elite appeals to it serve undesirable purposes there, the authors conclude that ubuntu in academic and political circles ‘has reached its end’. In this article, I respond to Matolino and Kwindingwi, contending that, in fact, we should view scholarly enquiry into, and the political application of, ubuntu as projects that are only now properly getting started.

The point of psychotherapy has occasionally been associated with talk of ‘life’s meaning’. However, the literature on meaning in life written by contemporary philosophers has yet to be systematically applied to literature on the point of psychotherapy. My broad aim in this chapter is to indicate some plausible ways to merge these two tracks of material that have run in parallel up to now. More specifically, my hunch is that the connection between meaning as philosophers understand it and therapy as psychotherapists ought to practice it is much closer than is suggested by the field of existential psychotherapy, which expressly addresses the topic of life’s meaning and appeals to ideas from classic philosophers such Søren Kierkegaard, Martin Heidegger, and the like. I instead proffer the claim that psychodynamic and humanistic therapy, clinical psychology, and counselling psychology as such, not a particular branch of them, are best understood as enterprises in search of meaning in life, in the way many present-day philosophers understand this phrase. In this chapter, I spell out what I mean by this bold hypothesis and provide some good reason to take it seriously.

In this article, I consider whether there are values intrinsic to development theory and practice that are dubious in light of a characteristically African ethic. In particular, I focus on what a certain philosophical interpretation of the sub-Saharan value of communion entails for appraising development, drawing two major conclusions. One is that a majority of the criticisms that have been made of development by those sympathetic to African values are weak; I argue that, given the value of communion, development should not be rejected because it is essentially, say, overly materialistic and scientistic, or insufficiently spiritual and local. The second conclusion, however, is that three criticisms of development are strong from the perspective of Afro-communalism and are particularly powerful when set in that context. I argue that development theory and practice are characteristically anthropocentric, individualist and technocratic, and that a reading of the sub-Saharan value of communion provides a unitary foundation for rejecting these features and for grounding an alternative, more relational approach to social progress and to what justice demands from the West in relation to Africa.

In this article, part of a symposium devoted to Hennie Lötter’s Poverty, Ethics and Justice, my aims are threefold. First, I present a careful reading of Lötter’s original and compelling central conception of the nature of poverty as the inability to ‘obtain adequate economic resources….to maintain physical health and engage in social activities distinctive of human beings in their respective societies’. After motivating this view, particularly in comparison to other salient accounts of poverty, I, second, raise some objections to it, regarding relativistic implications that it has. Third, I propose another, more universalist conception of the nature of poverty, which is inspired by some of Lötter’s other remarks and which is all the stronger. According to this view, people are more poor, the less they can obtain adequate economic resources to pursue a wide array of finally valuable activities and states characteristic of human beings. I conclude by briefly pointing out how this view merits critical comparison with related views, such as Martha Nussbaum’s Capabilities Approach.

This entry begins by indicating respects in which the concept of life’s meaning has only recently become salient in English-speaking bioethical discussions and by clarifying what talk of ‘life’s meaning’ and cognate phrases mean, at least to most of the philosophers and bioethicists who have used them. This essay then addresses six major respects in which thought about what makes a life meaningful has influenced bioethics. The first four issues concern life and death matters for human beings, and specifically involve: euthanasia and physician-assisted suicide, reproductive ethics, life extension, and transhumanism. The other two topics are about respects in meaningfulness figures into somewhat ‘less vital’ medical contexts, concerning ways in which promoting health is conceived either as a way to advance meaning or as in competition with the latter value. This essay concludes by offering a brief bird’s-eye reflection on the state of the field.

Despite the historical origins of philosophy from a richly diverse tapestry of thinkers, which cuts across geopolitical, cultural and religious traditions, and despite interna- tionalising trends to develop both a more inclusive and authentic account of philo- sophical thinking, it remains largely unquestioned to equate philosophy of education with its western canon. These concerning biases are succinctly laid bare in Jackson and Kwak's (2025) editorial, 'Is philosophy of education western?' They are correct in their assertion that the persistent perspective of philosophy of education as western suggests that the world beyond Western Europe and North America appears insignificant, holding negative implications for the development of curricula, research, scholarly discourse, and educational practice and outcomes in the field globally. Jackson and Kwak (2025, p. 2) are also correct that the unfolding epistemic framing is not only a continuing marginalisation of 'non-western' thinkers and philosophies, but also expectations of the latter to be 'western facing in outlook, and a preparedness to 'sacrifice 'internally oriented explorations and articulations of thought from other positions! In this collective article, we seek to take Jackson (2025) thesis a step further - by acknowledging the colonial logic that has ensured the systemic subjugation, assimilation, or erasure of Indigenous and other 'non-western' philosophies, while also affirming philosophy of education as inclusively pluriversal. Our aim is not only to foreground marginalised voices and traditions, but also to restore the epistemic dignity of all philosophies. By bringing together the contributions in this article, we do not simply gesture toward 'alternative' knowledge systems as supplements to the dominant canon; rather, we affirm them as philosophies, constitutive of a genuinely pluriversal field of philosophy of education. [NB: An article composed of short contributions by several authors, Metz's section is titled 'What It Means to Be an African Philosophy of Education'.]

There is a deep tension between liberalism and retributivism. On the face of it, one cannot coherently believe liberalism about the fundamental purpose of the state and retributivism about the basic end of legal punishment, given widely held and well-motivated or what I call ‘standard’ conceptions of these views. My aims in this article are to differentiate the types of conflict between liberalism and retributivism, to identify the strongest and most problematic type of conflict between them, to demonstrate that existing strategies in the literature that might be invoked to resolve this conflict fail, and to present a new, conclusive way to resolve it. The solution lies in changing the standard conception of liberalism, which change, I argue, is warranted on independent grounds. Liberalism, up to now, has been conceived in a way that fails to best capture liberal intuitions. Upon improving our understanding of what liberal purposes essentially are, it becomes clear that retributive punishment is not merely logically consistent with them, but also partially constitutive of them.

The dominant conceptions of moral status in the English-speaking literature are either holist or individualist, neither of which accounts well for widespread judgments that: animals and humans both have moral status that is of the same kind but different in degree; even a severely mentally incapacitated human being has a greater moral status than an animal with identical internal properties; and a newborn infant has a greater moral status than a mid-to-late stage foetus. Holists accord no moral status to any of these beings, assigning it only to groups to which they belong, while individualists such as welfarists grant an equal moral status to humans and many animals, and Kantians accord no moral status either to animals or severely mentally incapacitated humans. I argue that an underexplored, modal-relational perspective does a better job of accounting for degrees of moral status. According to modal-relationalism, something has moral status insofar as it capable of having a certain causal or intensional connection with another being. I articulate a novel instance of modal-relationalism grounded in salient sub-Saharan moral views, roughly according to which the greater a being's capacity to be part of a communal relationship with us, the greater its moral status. I then demonstrate that this new, African-based theory entails and plausibly explains the above judgments, among others, in a unified way.

Routine testing is a practice whereby medical professionals ask all patients whether they would like an HIV test, regardless of whether there is anything unique to a given patient that suggests the presence of HIV. In three respects I aim to offer a fresh perspective on the debate about whether a developing country with a high rate of HIV infection morally ought to adopt routine testing. First, I present a neat framework that organises the moral issues at stake, bringing out the basic principles involved and exhibiting their logical relationships. Second, appealing to the Kantian principle of respect for the dignity of persons, I offer a thorough justification for routine testing when it serves as a gateway to anti-retroviral treatment (ART). Third, I present a respect-based defence of the controversial and novel thesis that routine testing is morally justified even if ART is unaffordable or otherwise unavailable.