Ann Cudd

This paper investigates an aspect of the question of whether capitalism can be defended as a morally legitimate economic system by asking whether capitalism serves progressive, feminist ends of freedom and gender equality. I argue that although capitalism is subject to critique for increasing economic inequality, it can be seen to decrease gender inequality, particularly in traditional societies. Capitalism brings technological and social innovations that are good for women, and disrupts traditions that subordinate women in materially beneficial and socially progressive ways. Capitalism upholds the ideology of individual rights and the ideal of mutual advantage. By institutionalizing mutual advantage through the logic of voluntary exchange, progressive capitalism promotes the idea that no one is to be expected to sacrifice their interests with no expectation of benefit. Thus capitalism opposes the traditional, sexist ideal of womanly self-sacrifice

Virginia Held argues that feminism has a distinct contribution to make to morality, one that will transform theory and society by beginning from the experiences of women and children. Her main thesis is that the mother-child relation should be taken as the primary moral relation and the model, at least initially, for all other relations in society. She spends the first four of the ten chapters of this book arguing for the distinctness of feminist moral theory; then chapters 5-7, chapter 10, and the epilogue discussing the difference that taking the mother-child relationship as the paradigm for morality would make to theory and society; chapters 8 and 9 criticizing what she takes to be her major nonfeminist competitors, especially contractualist liberal theory. Regrettably, none of these projects are, I think, particularly successful or enlightening in their failure.

This paper is about teaching progressive ideas where fundamentalist and conservative views are prominent among the students. I take up two questions: What should we take our task as feminist teachers to be? How should it be carried out? I explore three teaching strategies that a progressive teacher might use in a hostile conservative climate: the whole truth strategy, the dismissal strategy, and the bridge strategy. I reject the first two of these and argue that the third is most likely to be effective and also best exemplifies the value of academic freedom.

This paper presents Sen's theory of agency, focusing on the role of commitment in this theory as both problematic and potentially illuminating. His account of some commitments as goal-displacing gives rise to a dilemma given the standard philosophical theory of agency.Eithercommitment-motivated actions are externally motivated, in which case they are not expressions of agency,orsuch actions are internally motivated, in which case the commitment is not goal-displacing. I resolve this dilemma and accommodate his view of commitment as motivation by developing a broader descriptive theory of agency, which recognizes both agent goal-directed and goal-displacing commitments. I propose a type of goal-displacing commitment, which I call ‘tacit commitment’, that can be seen to fit between the horns. Tacit commitments regulate behaviour without being made conscious and explicit. This resolution suggests a means of bridging the normative/descriptive gap in social-scientific explanation.

This work offers a timely philosophical analysis of interrelated normative questions concerning immigration and citizenship in relation to the global context of multiple nation states. In it, philosophers and scholars from the social sciences address both fundamental questions in moral and political philosophy as well as specific issues concerning policy. Topics covered in this volume include: the concept and the role of citizenship, the equal rights and representation of citizens, general moral frameworks for addressing immigration issues, the duty to obey immigration law, the use of ethnic, cultural, or linguistic criteria for selective immigration, domestic violence as grounds for political asylum, and our duty to refugees in general. The urgency of the need to discuss these matters is clear. Several humanitarian crises involving human migration across national boundaries stemming from war, economic devastations, gang violence, and violence in ethnic or religious conflicts have unfolded. Political debates concerning immigration and immigrant communities are continuing in many countries, especially during election years. While there have always been migrating human beings, they raise distinctive issues in the modern era because of the political context under which the migrations take place, namely, that of a system of sovereign nation states with rights to control their borders and determine their memberships. This collection provides readers the opportunity to parse these complex issues with the help of diverse philosophical, moral, and political perspectives.

This paper is about teaching progressive ideas where fundamentalist and conservative views are prominent among the students. I take up two questions: What should we take our task as feminist teachers to be? How should it be carried out? I explore three teaching strategies that a progressive teacher might use in a hostile conservative climate: the whole truth strategy, the dismissal strategy, and the bridge strategy. I reject the first two of these and argue that the third is most likely to be effective and also best exemplifies the value of academic freedom.

Feminist Theory: A Philosophical Anthology addresses seven philosophically significant questions regarding feminism, its central concepts of sex and gender, and the project of centering women’s experience. Topics include the nature of sexist oppression, the sex/gender distinction, how gender-based norms influence conceptions of rationality, knowledge, and scientific objectivity, feminist ethics, feminst perspectives on self and autonomy, whether there exist distinct feminine moral perspectives, and what would comprise true liberation. Features an introductory overview illustrating the development of feminism as a philosophical movement Contains both classic and contemporary sources of feminist thought, including selections by Mary Wollstonecraft, John Stuart Mill, Simone de Beauvior, Kate Millett, bell hooks, Marilyn Frye, Martha Nussbaum, Louise Antony, Sally Haslanger, Helen Longino, Marilyn Friedman, Catharine MacKinnon, and Drucilla Cornell.

Political philosophy and feminist theory have rarely examined in detail how capitalism affects the lives of women. Ann Cudd and Nancy Holmstrom take up opposing sides of the issue, debating whether capitalism is valuable as an ideal and whether as an actually existing economic system it is good for women. In a discussion covering a broad range of social and economic issues, including unequal pay, industrial reforms and sweatshops, they examine how these and other issues relate to women and how effectively to analyze what constitutes 'capitalism' and 'women's interests'. Each author also responds to the opposing arguments, providing a thorough debate of the topics covered. The resulting volume will interest a wide range of readers in philosophy, political theory, women's studies and global affairs.