•  2253
    An Argument Against Cloning
    with Jaime Ahlberg and Harry Brighouse
    Canadian Journal of Philosophy 40 (4): 539-566. 2010.
    It is technically possible to clone a human being. The result of the procedure would be a human being in its own right. Given the current level of cloning technology concerning other animals there is every reason to believe that early human clones will have shorter-than-average life-spans, and will be unusually prone to disease. In addition, they would be unusually at risk of genetic defects, though they would still, probably, have lives worth living. But with experimentation and experience, ser…Read more
  •  1856
    What's wrong with privatising schools?
    Journal of Philosophy of Education 38 (4). 2004.
  •  1270
    Legitimate parental partiality
    Philosophy and Public Affairs 37 (1): 43-80. 2009.
    Some of the barriers to the realisation of equality reflect the value of respecting prerogatives people have to favour themselves. Even G.A. Cohen, whose egalitarianism is especially pervasive and demanding, says that
  •  834
    This paper is an engagement with Equality by John Baker, Kathleen Lynch, Judy Walsh and Sara Cantillon. It identifies a dilemma for educational egalitarians, which arises within their theory of equality, arguing that sometimes there may be a conflict between advancing equality of opportunity and providing equality of respect and recognition, and equality of love care and solidarity. It argues that the latter values may have more weight in deciding what to do than traditional educational egalitar…Read more
  •  590
    Civic education and liberal legitimacy
    Ethics 108 (4): 719-745. 1998.
  •  338
    What rights (if any) do children have
    In David Archard & Colin M. Macleod (eds.), The Moral and Political Status of Children, Oxford University Press. pp. 31--52. 2002.
    According to the interest theory of rights, the primary function of rights is the protection of fundamental interests. Since children undeniably have fundamental interests that merit protection, it is perfectly sensible to attribute rights, especially welfare rights, to them. The interest theory need not be hostile to the accommodation of rights that protect agency because, at least in the case of adults, there is a strong connection between the protection of agency and the promotion of welfare.…Read more
  •  74
    Should marxists care about alienation?
    Topoi 15 (2): 149-162. 1996.
    We have found that a sparse version of the claim that alienated labor is a bad thing can inform a political morality without turning that morality into one which makes more comment on people's ends than the liberal can accept. We have also seen that a modification of the ideas of alienation from our species being can play a limited role in a liberal political morality, but that the rational kernel of the critique from species alienation is already a familiar part of the liberal tradition. Howeve…Read more
  •  66
    Justice is the first virtue of social institutions, and of the institutions which regulate schooling no less than others. Education policy, just like social policy more generally, should be guided principally by considerations of justice and only secondarily by pragmatic considerations such as what compromises must be made with existing social forces opposed to justice in order to optimize the justice of the existing institutions. But of course, in an otherwise unjust society there are sharp lim…Read more
  •  61
    Justifying Patriotism
    Social Theory and Practice 32 (4): 547-558. 2006.
  •  55
    Political equality in justice as fairness
    Philosophical Studies 86 (2): 155-184. 1997.
  •  55
    On Education
    Routledge. 2005.
    What is education for? Should it produce workers or educate future citizens? Is there a place for faith schools - and should patriotism be taught? In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range of …Read more
  •  53
    On Alex Callinicos's Equality
    with Erik Olin Wright
    Historical Materialism 10 (1): 193-222. 2002.
  •  50
    Alan Wertheimer, Exploitation:Exploitation
    Ethics 110 (2): 448-450. 2000.
  •  48
    School Choice and Social Justice
    British Journal of Educational Studies 50 (3): 402-403. 2002.
    Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's rights include a right to personal autonomy. The book argues that school reform must always be evaluated from the perspective of social justice and applies the theory, in particular, to school choice proposals. It looks at the parental choice schemes in Milwaukee, Wisconsin, and in England and Wales, an…Read more
  •  47
    Can Justice as Fairness Accommodate the Disabled?
    Social Theory and Practice 27 (4): 537-560. 2001.
  •  36
    Political Equality and the Funding of Political Speech
    Social Theory and Practice 21 (3): 473-500. 1995.
  •  36
    The Political Philosophy of Cosmopolitanism (edited book)
    Cambridge University Press. 2005.
    In a period of rapid internationalization of trade and increased labor mobility, is it relevant for nations to think about their moral obligations to others? Do national boundaries have fundamental moral significance, or do we have moral obligations to foreigners that are equal to our obligations to our compatriots? The latter position is known as cosmopolitanism, and this volume brings together a number of distinguished political philosophers and theorists to explore cosmopolitanism: what it co…Read more
  •  36
    In 1990 at the Jomtein Conference in Thailand organised by UNESCO, UNICEF, UNDP and the World Bank the 157 governments present agreed to a Declaration, the World Declaration on Education for All that signalled their commitment to achieve Education for All (EFA) by 2000. EFA was not defined succinctly, but was laid out as comprising: universal access to education services ‘of quality’; equity with regard to removing disparities ‘in access to learning opportunities’ for certain groups (girls.
  •  34
    Harry Brighouse’s essay concludes Part I of the book by taking up one aspect of the task of clarifying the role of common education, by applying it to the teaching of patriotism in public schools. He asks whether liberal and cosmopolitan values are compatible with a common education aimed at fostering patriotic attachment to the nation. He examines numerous arguments recently developed to justify fostering patriotism in common schools from a liberal–democratic perspective, and finds them all wan…Read more
  •  33
    Justice
    Polity. 2005.
    The book also includes extensive discussions of the nature and purpose of political theorizing, and it asks whether theories of justice should take only social ...
  •  33
    Complex Egalitarianism: A Review of Alex Callinicos 'Equality' (review)
    with Erik Olin Wright
    Historical Materialism 10 (1): 193-222. 2001.
  •  33
    Why Should States Fund Schools?
    British Journal of Educational Studies 46 (2). 1998.
    In arguing for government withdrawal from funding and regulating schooling, James Tooley claims that equality of opportunity in education implies only that all deserve an adequate minimum education. However, he concedes the 'abstract egalitarian thesis' that all should be treated with equal concern and respect. I show that this thesis indeed implies educational equality, and that Tooley's arguments against educational equality rest on a misunderstanding of the foundations of egalitarianism.
  •  31
    In defence of educational equality
    Journal of Philosophy of Education 29 (3). 1995.
  •  29