Frank Cunningham

(? - 2022)

In memory of Professor Louise Marcil, from the University of Montreal, who died prematurely in April 1995, this special issue of Dialogue is dedicated to Equality. In addition to presenting the various contributions, the Introduction traces the main strands of Louise Marcil's work on equality. The impressive corpus of her writings on the subject is characterized throughout by sensitivity to the historical and conceptual complexity of egalitarian theories and policies and by a depth of scholarship, the richness of which defies classification into traditional philosophical schools. Moreover, far from being merely abstract scholarship, this work was clearly intended to strengthen actual egalitarian social projects, to which Louise Marcil was passionately committed. The contributions to this special issue of Dialogue have been selected in large part to reflect the diversity and scholarly standards of Louise Marcil's approach to equality as well as its engaged spirit

Along with the rest of his Critique de Ia Raison Dialectique, which it introduces, the “Question de Méthode” takes an important place in the development of Jean-Paul Sartre's philosophical and political thought. However, the Search is also a challenge to Marxists either to defend or abandon certain of their views, and as such I think it raises some crucial issues. It is the purpose of this essay not to produce a systematic critique of Sartre's influential work, but rather to explore and sharpen some principles of the methodology of historical materialism by critically examining a selection of interrelated misconceptions about Marxism exhibited in the Search and shared by many friends as well as foes of the historical materialist approach to the study of human society.

Considerations of social justice pertain to universities with respect to reserved spaces for applicants from disadvantaged groups, targeted hiring, differential student fees or faculty workloads and salaries, and similarly contested matters. This paper displaces debates over what constitutes just allocation of university resources from those over theories of justice in general to those about alternative visions of the proper goal of universities. To this end, educational and democratic theories of John Dewey are drawn on as an alternative to elitist conceptions and the implications of these competing viewpoints for specific justice-related issues are explicated.

This paper suggests that the truths of religion and democracy are, respectively, theocracy and moral relativism. Religion tends toward theocracy, the thesis that religiously influenced political norms should trump secular norms. Democracy tends toward moral relativism, the thesis that society lacks agreed upon standards by which the varying and conflicting moral views therein may be adjudicated. The conflict between religion and democracy is thus unavoidable: theocracy insists that any conflict with democracy be decided in favor of the religious principles in question; and the moral relativism engendered by democracy cannot be tolerated by religion. The recommendation is to act in accordance with principles that will ease the conflict by strengthening tendencies counter to the two, namely the principle of chaos (which mitigates the effects of religion) and the principle of order (which serves to mitigate the effects of democracy).