Susan Mendus

In What We Owe to Each Other, T.M. Scanlon says that any acceptable moral teory must answer what he calls the priority question: the question of why moral value should takes priority over other values, such as the values of love and friendship. In this essay I discuss Scanlon's answer to the priority question and contrast it with the answer offered by Christine Korsgaard in Sources of Normativity. I argue that each account contains important insights but that neither is completely satisfactory. However, by combining elements of the two accounts we can arrive at a richer understanding of the relationship between morality and other values, and a better explanation of the priority of the moral

In his book Terror in the Mind of God Mark Juergensmeyer writes: ‘Perhaps the first question that came to mind when televisions around the world displayed the extraordinary aerial assaults on the World Trade Center and the Pentagon on September 11th 2001, was why anyone would do such a thing. When it became clear that the perpetrators’ motivations were couched in religious terms, the shock turned to anger. How could religion be related to such violent acts?’. That question – ‘how can religion be related to violent acts?’ – is the question Susan Mendus addresses in this article. She discusses the concept of toleration; the specific problems associated, historically, with religious toleration and the differences between modern and historical understandings of religious belief. Her overall aim is to see whether the history of religious tolerance and intolerance can offer some lessons to us, now, in our attempts to secure political peace in the face of religious conflict and religious violence.

Most modern moral theories are impartialist in character. They perceive the demands of morality as standing in opposition to partial concerns and acting as constraints upon them. In this paper I argue that our partial concerns in general, and our love and concern for others in particular, are not ultimately at odds with the demands of morality, impartially understood, but are the necessary preconditions of our being motivated by impartial morality. If we are to care about morality, we must first care about people and things other than morality. If we are to be educated morally, we must first be educated in the emotions.

After MacIntyre contains original essays by leading moral and political philosophers who assess both the merits and limitations of Alasdair MacIntyre's work. Among the themes explored here are MacIntyre's historical arguments about the sources of the failure of modernity; the validity and relevance of his attempt to reinstate the ideas of Aristotle and Aquinas as central to any satisfactory moral understanding; the effectiveness of his critique of modern liberalism; and the adequacy of key concepts, such as tradition and practice, in his analyses and arguments. In addition, MacIntyre responds in a substantial essay to the issues raised by the other contributors.

I begin with the story told by Herman Melville in his short novel, Billy Budd.The year is 1797. Britain is engaged in a long and bitter war against France, and the British war effort has been threatened by two naval mutinies: the Nore Mutiny and the mutiny at Spithead. The scene is His Majesty’s Ship, the Indomitable, and the central character is Billy Budd, sailor. Billy Budd is a young man of exceptional beauty, both physical and moral, whose only flaw is a stammer. He is loved by all his fellow sailors except the master-at-arms, John Claggart. The incarnation of evil, Claggart recognises in Billy the incarnation of goodness, and is consumed by a jealousy which leads him to accuse Billy (falsely) of inciting the crew to mutiny. Alone with Claggart and the ship’s Captain, Edward Vere, Billy hears the lying charge against him. He is enraged, but his stammer prevents him from responding in words. He strikes Claggart, and the blow is fatal. Billy Budd, sailor, has killed the master-at-arms of one of His Majesty’s ships on active service, and the penalty for this is death.

This article addresses the question‘What is the justification of higher education in modern society?’ It takes issue with writers such as Alasdair Macintyre and Allan Bloom, who argue that the fragmentation of value characteristic of modernity has undermined the possibility of providing a coherent justification of higher education. Against MacIntyre and Bloom, I argue that we should understand education as a means of developing reflective consciousness in students, and that that will require fragmentation and the immanent conflict of traditions rather than a background of agreed values.

ABSTRACT Recent writings in feminist ethics have urged that the activity of caring is more central to women's lives than are considerations of justice and equality. This paper argues that an ethics of care, so understood, is difficult to extend beyond the local and familiar, and is therefore of limited use in addressing the political problems of the modern world. However, the ethics of care does contain an important insight: if references to care are understood not as claims about women's nature, but as reflections on the extent to which moral obligations are both unchosen and conflicting, then an ethics of care can supplement an ethics of justice, and can also provide a more realistic account of both men's and women's moral life.

Though several editions of Locke's Letter of Toleration art available, the unique value of this volume lies in the fact that it conbines both the text of the Letter and interpretative, critical essays. Several essays are reprints of the most important articles on the Letter , but there is also new material , specially commissioned for the volume and published here for the first time. Given the importance of Locke's Letter on Toleration , this volume will be welcomed by both students and teachers of political philosophy, the history of political thought, as well as philosophy and politics generally