Erica Preston-Roedder

The distinctive experiences of multiracial people have been underexplored in philosophy. For instance, it is not uncommon for a multiracial person to anticipate or encounter racial denials. A racial denial occurs when a person’s assertion of their racial identity, e.g. “I am Black,” is challenged or called into doubt. While monoracial individuals can generally assert their race without being challenged (e.g. “I am Black” or “I am White”), a multiracial person may be met with the rejoinder, “You aren’t really Black” or “You aren’t really White.” Utilizing Miranda Fricker’s work on epistemic injustice, this essay argues that some racial denials arise because our existing racial vocabulary has gaps, and that these gaps can be traced to unjust origins. Ultimately, this essay’s aim is threefold. First, it aims to understand the nature of racial denials. Second, it demonstrates that attending to the lives multiracial people can yield important insights into race and epistemic injustice. Third, by focusing on multiracial experience, this essay aims to redress — in a limited way — the marginalization of multiracial lives within philosophical theory.

Can we learn about philosophical practice, and philosophical teaching, by examining an apparently very different discipline—improvisational theater? The short answer: yes! In particular, a consideration of improvisational theater reveals four values—play/playfulness, physicality, ensemble, and inclusivity—all of which have a role in philosophical practice and pedagogy. First, we can think of philosophy as a form of intellectual play, where theatrical techniques demonstrate that play can deepen the focus of our students. Second, philosophical teaching can be done in ways that productively utilize physicality in order to maintain focus or allow students to express their ideas through their bodies. Third, philosophical practice, and teaching, should aim to establish ensemble, which can be understood as a social configuration which establishes equality in terms of mutual dependence and responsiveness. Finally, inclusivity in the philosophical classroom can be heightened through the use of appropriately adapted improvisational techniques. In addition to laying the conceptual groundwork to understand the connection between improvisational theater and philosophy, this essay includes a number of specific exercises for instructors who wish to introduce these techniques to the classroom.

In the United States, roughly 1 out of 4 births takes place at a hospital certified as Baby-Friendly. This paper offers a multi-disciplinary perspective on the Baby-Friendly Hospital Initiative (BFHI), including empirical, normative, and historical perspectives. Our analysis is novel in that we trace how medical practices of “quality improvement,” which initially appear to have little to do with breastfeeding, may have shaped the BFHI. Ultimately, we demonstrate that a rich understanding of the BFHI can be obtained by tracing how norms of gender/motherhood interact with, and are supplemented by, other normative, historical, and institutional realities. We conclude with suggestions for practical revisions to the BFHI.

Imagine that someone recovers relatively quickly, say, within two or three months, from grief over the death of her spouse, whom she loved and who loved her; and suppose that, after some brief interval, she remarries. Does the fact that she feels better and moves on relatively quickly somehow diminish the quality of her earlier relationship? Does it constitute a failure to do well by the person who died? Our aim is to respond to two arguments that give affirmative answers to these questions. The first argument, which is developed by Dan Moller in “Love and Death”, states that recovering relatively quickly from grief over the deaths of people who are close to us is deeply regrettable, in one respect, because it means that these people were relatively unimportant to us. The second, which derives from some classic literary discussions of grief, states that such a recovery is regrettable because it amounts to abandoning the person who died. Responding to these arguments promises to dissolve certain anxieties about whether we do well by the people we love when they die. Beyond this, it promises to help us better understand what it means to cultivate good relationships with these people during their lives.

We begin, in section 2, with a brief sketch of a cluster of assumptions about human desires, beliefs, actions, and motivation that are widely shared by historical and contemporary authors on both sides in the debate. With this as background, we’ll be able to offer a more sharply focused account of the debate. In section 3, our focus will be on links between evolutionary theory and the egoism/altruism debate. There is a substantial literature employing evolutionary theory on each side of the issue. However, it is our contention that neither camp has offered a convincing case. We are much more sanguine about recent research on altruism in social psychology, which will be our topic in section 4. Though we don’t think this work has resolved the debate, we will argue that it has made illuminating progress – progress that philosophers interested in the question cannot afford to ignore.

The approach to generative grammar originating with Chomsky (1957) has been enormously successful within linguistics. Seeing such success, one wonders whether a similar approach might help us understand other human domains besides language. One such domain is morality. Could there be universal generative moral grammar? More specifically, might it be useful to moral theory to develop an explicit generative account of parts of particular moralities in the way it has proved useful to linguistics to produce generative grammars for parts of particular languages? Should moral theorists attempt to develop a theory of moral universals that is analogous to the theory of universal grammar in linguistics? Can moral theorists develop a “principles and parameters” account of possible moralities inspired by the principles and parameters approach to language in current linguistics? Could there be a “minimalist” program for moral theory inspired by the minimalist program in linguistics? In this chapter we offer a preliminary account of some analogies, focusing on clarifying issues, making distinctions, and considering how—in a general way—such analogies might yield a fruitful research program for moral theory. There are two main parts to our discussion, one focusing on an analogy between generative grammar and moral theory, the other focusing on analogies between universal grammar and theories of moral universals. In the first part, we say a little about the background and say how we are going to understand morality and moral theory. We describe certain aspects of generative grammar and how claims about generative grammars are tested, allowing for a distinction between “competence” and “performance”. We then try to say what a corresponding “generative moral grammar” would be and how it would be tested. We next discuss a number of objections to the analogy between moral theory and generative grammar and indicate possible responses. In the second part, we discuss certain universal constraints on grammars and consider whether there might be similar constraints on moralities. Then we discuss how linguists describe core aspects of languages in terms of principles and parameters and consider what aspects of moralities might be described in similar terms. After that we make some brief remarks about minimalism.

We first describe recent empirical research on racial cognition, particularly work on implicit racial biases that suggests they are widespread, that they can coexist with explicitly avowed anti-racist and tolerant attitudes, and that they influence behavior in a variety of subtle but troubling ways. We then consider a cluster of questions that the existence and character of implicit racial biases raise for moral theory. First, is it morally condemnable to harbor an implicit racial bias? Second, ought each of us to suspect ourselves of racial bias, and therefore correct for it in ordinary activity, such as grading student papers?

The concept of valuing plays an important role in the way we think about people’s attitudes toward the things they care about most. We invoke this concept in sentences like: I value your friendship. We need to find a leader who truly values political equality. To live a good life, one must always return to the things one values most. Yet there also seem to be cases in which a person has a strong desire for a particular object but in which we would not say that he or she ‘values’ this object. Thus, consider the typical heroin addict. It would sound wrong to say of such a person