Bob Brecher

The chapter argues that communitarianism is the ‘postmodern bourgeois liberalism’ that Rorty, probably the leading avowedly epistemological, rather than political, or merely political, communitarian, describes himself as espousing. Proceeding by way of a detailed discussion of Philip Selznick’s definitive ‘Social Justice: a Communitarian Perspective’-- in which he seeks ‘to reaffirm, and to clarify if I can, the communitarian commitment to social justice’ -- I show that rooted in the particular as communitarianism is, it cannot but reflect the values, beliefs and attitudes of the particular “community” in which it is variously found. Selznick's communitarianism, like any other, offers itself as a complement to, as well as a correction of, liberal principles: it could not do otherwise, since the institutional frameworks within which its values are to be realized are those of the modern nation-state and market econonmy. Communitarianism turns out to be the practice of postmodern liberalism

This is a collection of 15 papers from “philosophers, social scientists, and academic lawyers” concerned with “the field of bioethics itself”, “bioethics’s role in contemporary society”, and “specific issues”, including some—such as the role of the pharmaceuticals—not often addressed in such collections. They have all been commissioned for the volume either by or through the Social Philosophy and Policy Foundation, located in the USA, on whose behalf Cambridge University Press has published it in the UK. Perhaps, then, it is not surprising that it …

Education has always occupied a contradictory position in society, expected to ensure compliance and continuity and yet to encourage critique and renewal. Since the early 1980s, however, successive UK governments have directly mobilised education, and higher education in particular, as an ideological tool in the task of embedding neo-liberalism as ‘common sense’. Modularisation has been in the vanguard, first in the universities, more latterly at secondary level. The effect has been disastrous: here as elsewhere, choice has become depressingly fetishised; knowledge, and with it learning, have been fragmented and commodified; academics, like others, have been de-professionalised; and students, like the rest of us, have been transformed into clients or customers. The details of the history and impact of all this are too close to readers’ experience to require elaboration here: its significance, however, has been too little considered. In particular, the question of how we allowed it to come about is one worth asking – if only so that we can learn from our complicity. Since, however, that judgement depends on the negative view of modularisation just outlined, I start by giving a summary argument for such an evaluation (section 1). I then offer some remarks about the specifically ideological character of modularisation (section 2) as an introduction to some initial reflections on our complicity in this aspect of the neo-liberals’ efforts to make universities safe in their attempt to ensure that the future belongs to them (section 3). Finally I offer a brief suggestion about what we might yet do to overcome the disaster (section 4)

Triage-like procedures for solving the problems of rationing cannot work. And anyway, why should health- and medical workers carry the can for the economic and political decisions of their managers and our politicians? To foist rationing decisions onto them is a political con-trick, a deliberate attempt to deflect managerial and political responsibility elsewhere. Those on the front line should simply toss a coin; expalin to patients’ friends and relatives that that’s what they’re doing and why; and go public that that's what they're doing

The ‘Kantian ideal’ is often misunderstood as invoking individual autonomy rather than rational self-legislation. Le Morvan and Stock’s otherwise insightful discussion of ‘Medical learning curves and the Kantian ideal’, for example, draws the mistaken inference that that ideal is inconsistent with the realities of medical practice. But it is not. Rationally to be a patient entails accepting its necessary conditions, one of which is the ineliminable existence of medical learning curves. Their rational necessity, therefore, offers no grounds against a Kantian understanding of how morality might function in the practgice of medicine