James P. Sterba

Philosophers who hold that religious considerations should play some role in public debate over fundamental issues have criticized Rawls’s ideal of public reason for being too restrictive in generally ruling out such considerations. In response, Rawls has modified his ideal so as to explicitly allow a role for religious considerations in public debate (others, such as Robert Audi, have also offered accounts of public reason along similar lines). Nevertheless, some critics of Rawls’s ideal of public reason, such as Nicholas Wolterstorff, remain unsatisfied. In this paper, I will argue that once Rawls’s ideal of public reason is correctly interpreted, it will be possible to reconcile that ideal with much of the role its critics want religion to have in public debate

For a number of years now I have argued for a reconciliation of contemporary conceptions of justice. I have argued that a libertarian conception of justice with its ideal of liberty, a welfare liberal conception of justice with its ideal of fairness, a socialist conception of justice with its ideal of equality, a communitarian conception of justice with its ideal of the common good, and a feminist conception of justice with its ideal of androgyny can all be seen to support the same practical requirements, specifically the practical requirements that are usually associated with a welfare liberal conception of justice, namely, a right to welfare and a right to equal opportunity. Since most people endorse one or another of these conceptions of justice, to reach agreement in practice it should suffice to show them that all these conceptions support the same practical requirements of a right to welfare and a right to equal opportunity

Biocentrists are criticized (1) for being biased in favor of the human species, (2) for basing their view on an ecology that is now widely challenged, and (3) for failing to reasonably distinguish the life that they claim has intrinsic value from the animate and inanimate things that they claim lack intrinsic value. In this paper, I show how biocentrism can be defended against these three criticisms, thus permitting biocentrists to justifiably appropriate the salutation, “Let the life force (or better the ethical demands of life) be with you.”

Does feminism give a much-needed voice to women in a patriarchal world? Or is the world not really patriarchal? Has feminism begun to level the playing field in a world in which women are more often paid less at work and abused at home? Or are women paid equally for the same work and not abused more at home? Does feminism support equality in education and in the military, or does it discriminate against men by ignoring such issues as male-only draft registration and boys lagging behind in school? The only book of its kind, this volume offers a sharp, lively, and provocative debate on the impact of feminism on men. Warren Farrell--an international best-selling author and leader in both the early women's and current men's movements--praises feminism for opening options for women but criticizes it for demonizing men, distorting data, and undervaluing the family. In response, James P. Sterba--an acclaimed philosopher and ardent advocate of feminism--maintains that the feminist movement gives a long-neglected voice to women in a male-dominated world and that men are not an oppressed gender in today's America. Their wide-ranging debate covers personal issues, from love, sex, dating, and rape to domestic violence, divorce, and child custody. Farrell and Sterba also look through their contrasting lenses at systemic issues, from the school system to the criminal justice system; from the media to the military; and from health care to the workplace. A perfect book to get students thinking and debating, Does Feminism Discriminate Against Men? A Debate is ideal for courses in gender studies, sociology, psychology, economics, feminist philosophy, and contemporary moral issues. It is also compelling reading for anyone interested in the future of men and women.

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code. Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. -- Students learn how traditional ethical theories can be applied to practical problems . Introducing Ethics is a brief text that encourages students to determine how the common wisdom of traditional ethical theories can be applied to practical problems such as the distribution of income and wealth, torture, terrorism, and gay and lesbian rights. The text begins by challenging students to think about whether or not ethics is useful for making choices. It poses three questions: 1) Is morality determined by religion rather than reason? 2) Is everything relative? 3) Is it better to be an egoist? Then, after laying out Utilitarian ethics, Kantian ethics, and Aristotelian ethics, the author poses an additional three challenges focused on the traditional conceptions of ethics: the environmental challenge, the feminist challenge, and the multicultural challenge. Learning Goals Upon completing this book readers will be able to: Answer the question: Do I make ethical or moral choices well? Determine their own responses to ethical challenges Note: MySearchLab does not come automatically packaged with this text. To purchase MySearchLab, please visit: www.mysearchlab.com or you can purchase a ValuePack of the text + MySearchLab (at no additional cost): ValuePack ISBN-10: 0205903843 / ValuePack ISBN-13: 9780205903849.

In this paper, I endorse the decision of the Supreme Court of the U.S. in Bollinger v. Grutter (2003). I argue that the educational benefits of diversity are an important enough state interest to justify the use of racial preferences and that, especially due to the absence of race-neutral alternatives, this use of racial preferences is narrowly tailored to that state interest. However, I also indicate that I am willing to give up my support for diversity affirmative action in the U.S. for a $25 billion a year education program to put in place a quality educational system K through 12 for every child in the country. Unfortunately, I have yet to find any critics of affirmative action who are also willing to support such a program.