Alexandra Oprea

First, we argue that the appeal of effective altruism (henceforth, EA) depends significantly on a certain empirical premise we call the Heavy Tail Hypothesis (HTH), which characterizes the probability distribution of opportunities for doing good. Roughly, the HTH implies that the best causes, interventions, or charities produce orders of magnitude greater good than the average ones, constituting a substantial portion of the total amount of good caused by altruistic interventions. Next, we canvass arguments EAs have given for the existence of a positive (or “right”) heavy tail and argue that they can also apply in support of a negative (or “left”) heavy tail where counterproductive interventions do orders of magnitude more harm than ineffective or moderately harmful ones. Incorporating the other heavy tail of the distribution has important implications for the core activities of EA: effectiveness research, cause prioritization, and the assessment of altruistic interventions. It also informs the debate surrounding the institutional critique of EA.

Many philosophical accounts of manipulation are blind to the extent to which actual people fall short of the rational ideal, while prominent accounts in political science are under-inclusive. We offer necessary and sufficient conditions – Suitable Reason and Testimonial Honesty – distinguishing manipulative from non-manipulative influence; develop a ‘hypothetical disclosure test’ to measure the degree of manipulation; and provide further criteria to assess and compare the morality of manipulation across cases. We discuss multiple examples drawn from politics and from public policy with particular attention to recent debates about the ethics and politics of nudge.

There is widespread agreement among philosophers and legal scholars that the distribution of educational resources in the US is unjust, but little agreement about why. An increasingly prominent view posits a sufficientarian standard based on the requirements of democratic citizenship. This view, which I refer to as democratic sufficientarianism, argues that inequalities in educational resources or opportunities above the threshold required for democratic citizenship are morally unobjectionable if and only if all children are provided with an education sufficient to meet those demands. In the article, I argue that democratic sufficientarianism faces a democratic education dilemma. Either the philosopher specifies a precise and demanding threshold with antidemocratic implications, or she insists upon democratic equality irrespective of educational achievements, thereby undercutting the search for anything but a minimal educational threshold. As an alternative, I defend a new sufficientarian standard that is reflexive, education-specific, and democracy-compatible. This reflexive sufficientarian standard can act as a guide to democratic deliberation about education policy. The article also sketches possibilities for litigation on behalf of children who have received insufficient primary education.

Ryan Patrick Hanley makes two original claims about François Fénelon: that he is best regarded as a political philosopher, and that his political philosophy is best understood as “moderate and modern.” In what follows, I raise two concerns about Hanley’s revisionist turn. First, I argue that the role of philosophy in Fénelon’s account is rather as a handmaiden of theology than as an autonomous area of inquiry—with implications for both the theory and practice of politics. Second, I use Fénelon’s writings on the education of women as an illustration of the more radical and reactionary aspects of his thought. Despite these limits, the book makes a compelling case for recovering Fénelon and opens up new conversations about education, religion, political economy, and international relations in early modern political thought.