Martha Nussbaum

Tanto la filosofía como la literatura, en cuanto búsquedas de la verdad, de respuestas frente a un núcleo de preguntas vitales, recurren a una estructura formal que necesariamente es la expresión de una actitud frente a la vida. Se plantea que la forma literaria no puede separarse del contenido filosófico, pues es el resultado de una indagación que intenta dar respuestas a asuntos particulares sobre la vida humana, así como el contenido filosófico halla expresión en una estructura formal que transmite un sentido de la vida. La forma y el contenido no pueden separarse sin fracturar la visión de la vida que ofrecen tanto el texto literario como el texto filosófico. Sin embargo ¿cómo escribir, qué formas, qué estructuras, qué lenguaje utilizar para hablar de asuntos tan particulares como el amor? ¿Hasta dónde es posible escribir filosóficamente sobre la vida y sus interrogantes particulares? ¿Cuáles han sido los aportes de la literatura en la búsqueda de visiones alternativas frente a la experiencia humana? Tal es el punto de partida en la elaboración de este ensayo que intenta, por lo demás, concederle a la literatura y a sus formas de expresión, un lugar más central en el campo de la reflexión sobre el sentido de la vida y otros interrogantes importantes acerca de los asuntos humanos.

Los feministas han sostenido algunas veces que las teorías filosóficas de la justicia que provienen de la tradición liberal no pueden tratar adecuadamente las preocupaciones de las mujeres. Yo sostengo que de muchas maneras este argumento está errado: las mejores teorías liberales de la justicia proporcionan una base muy fuerte para pensar acerca de lo que requiere el respeto por la dignidad humana. Sin embargo, hay dos áreas pertinentes a la igualdad sexual en las cuales incluso las teorías liberales más fuertes hallan graves dificultades. La primera es el área de la necesidad y la dependencia. Ninguna de las teorías de la justicia y la moralidad que provienen de la tradición europea del contrato social logra introducir en la estructura social básica la preocupación por el cuidado en tiempos de dependencia asimétrica. El segundo problema que investigo es aquél de la distribución justa al interior de la familia. Centrándome en la teoría de John Rawls, sostengo que suc ompromiso liberal de ver a la familia como una esfera de elección personal protegida se halla en tensión con su afirmación de que la familia es parte de la "estructura básica" de la sociedad. Asimismo, la familia no existe por naturaleza, es siempre algo construido por la acción estatal. El Estado debería, por ende, asegurar que esta construcción se haga bien, de modo compatible con la justicia para mujeres y niños.

Bringing together a group of outstanding new essays on Aristotle's De Anima, this book covers topics such as the relation between soul and body, sense-perception, imagination, memory, desire, and thought, which present the philosophical substance of Aristotle's views to the modern reader. The contributors write with philosophical subtlety and wide-ranging scholarship, locating their interpretations firmly within the context of Aristotle's thought as a whole. The paperback edition includes an additional essay by M. F. Burnyeat.

This volume collects the notable published book reviews of Martha C. Nussbaum, a philosopher and high profile public intellectual who comments often on issues in philosophy, politics, gender equality, economics, and the law. Many of her engagements have been through the medium of the book review, which she has published prolifically in academic journals and in high profile venues like The New Republic and The New York Times for over 20 years. This volume collects 25 of what she considers to be her key reviews. The reviews date from 1986 and range to the present, and engage with authors like Roger Scruton, Allan Bloom, Charles Taylor, Judith Butler, Richard Posner, Catherine MacKinnon, and other prominent intellectuals of our time. Throughout, her views defy ideological predictability, heralding interesting work from unlikely sources, deftly critiquing where it is deserved, and generally providing a compelling picture of how intellectuals might engage with broad social concerns. Nussbaum will provide a new introduction that explains her selection, and provides her view of the role of public intellectuals.

Emotions shape the landscape of our mental and social lives. Like the “geological upheavals” a traveler might discover in a landscape where recently only a flat plane could be seen, they mark our lives as uneven, uncertain, and prone to reversal. Why and how? Is it because emotions are animal energies or impulses that have no connection with our thoughts, imaginings, and appraisals? In the passage from which my title is taken, Proust denies this, calling the emotions “geological upheavals of thought.” In other words, what changes the Baron’s mind from a flat plane into a mountain range is not some subterranean jolt, but the thoughts he has about Charlie Morel, a person who has suddenly become central to his well-being, and whom he sees as inscrutable, undependable, and utterly beyond his control. It is these thoughts about value and importance that make his mind project outward like a mountain range, rather than sitting inert in self-satisfied ease.

Since Rawls's Political Liberalism is by now the subject of a wide and deep philosophical literature, much of it excellent in quality, it would be foolhardy to attempt to say something about each of the major issues of the work, or to sort through debates that can easily be located elsewhere. I have therefore decided to focus on a small number of issues where there is at least some chance that a fresh approach may yield some new understanding of the text: Rawls's distinction between “reasonable” and “unreasonable” comprehensive doctrines; the psychological underpinnings of political liberalism; and the possibility that political liberalism might be extended beyond the small group of modern Western societies that Rawls's historical remarks suggest as its primary focus. I also include a discussion of the much-debated issue of civility and public reason, which could hardly be avoided given its prominence in the book's reception. This paper should therefore be read not as a comprehensive account of the work but as one person's attempt to grapple, very incompletely and imperfectly, with a book that is as great as any philosophy has seen on this topic of great human urgency

“It is no chance matter we are discussing,” said Plato’s Socrates, “but how one should live.” All the major ancient Greek and Roman traditions of philosophy held that it was no mere academic discipline, but an art of living, a study whose aim included the improvement of conduct. All held, in addition, that philosophy, properly practiced and properly integrated into the public life of a community, would improve the practice of political life. That public role was not the only role they saw for philosophy, but it was an important one.

People with cognitive disabilities are equal citizens, and law ought to show respect for them as full equals. To do so, law must provide such people with equal entitlements to medical care, housing, and other economic needs. But law must also go further, providing people with disabilities truly equal access to education, even when that is costly and involves considerable change in current methods of instruction. The central theme of this essay is what is required in order to give such people political and civil rights on a basis of genuine equality.

Higher education makes an importantcontribution to citizenship. In the UnitedStates, the required portion of the ``liberalarts education'' in colleges and universitiescan be reformed so as to equip students for thechallenges of global citizenship. The paperadvocates focusing on three abilities: theSocratic ability to critize one's owntraditions and to carry on an argument on termsof mutual respect for reason; (2) the abilityto think as a citizen of the whole world, notjust some local region or group; and (3) the``narrative imagination,'' the ability to imaginewhat it would be like to be in the position ofsomeone very different from oneself. The paperdiscusses the role of the ``liberal arts''curriculum in U.S. education and asks howEuropean universities, with their differentstructure, might promote these three abilities