Edward Sankowski

I argue that autonomy should be interpreted as an educational concept, dependent on many educative institutions, including but not limited to government. This interpretation will improve the understanding of autonomy in relation to questions about institutional and societal legitimate authority. I aim to make plausible three connected ideas. Respecting individual autonomy, properly understood, is consistent with an interest in institutions in social and political philosophy. Such interest, however, does require a broadening of questions about institutional and societal legitimacy. Individual autonomy can and should be re-conceived as a multi-institutional educational notion. We must appreciate the manifold institutional process. There are diverse questions about legitimacy as institutional and societal authority that generate normative demands binding on the individual. There is some uncertainty about which institutions do or should educate for autonomy. The shift to an educational, multi-institutional model of autonomy renders more questionable and probably de-emphasizes the role of blame and punishment as paradigmatically institutionalized expressions of respect for autonomy in educating for autonomy. Nonetheless, such an educational model does not eliminate concern about autonomy, blame and punishment. Rather, it broadens questions about the legitimacy of the normative function of various institutions, and of society as a whole.

Museums influence society’s ideas about canons in relation to art and the aesthetic. Such canons, as represented in museum exhibitions and collections, have sometimes been criticized for exclusion of artists from some groups. These artists include members of racial minorities, women, and others. It may be objected that there is a danger in some such criticism. Group membership might, it may be said, come to matter too much in choices by museums, rather than what should matter, producing and appreciating work of the highest artistic or aesthetic value.