Joshua Kissel

Professional and applied ethicists have evidenced the importance and efficacy of professional ethics education in universities, with some arguing that, in addition to advancing the development of professional ethics standards and individual moral responsibility, professional ethics education should itself be undertaken in an ethical fashion. This paper argues that theorizing ethics enculturation as a multidimensional and dialectical process allows educators and theorists to identify, examine, and redress morally objectionable forms of ethics education. To remain ethical, professional ethics enculturation must identify and avoid morally impermissible approaches that negatively impact those who undergo ethics enculturation and/or those whom the profession serves. Impermissible approaches include moral indoctrination, neglect, corruption, and injury, among others, and operate implicitly and explicitly in professional and educational contexts. Moreover, professional ethics enculturation must remain sufficiently bidirectional to ensure that both developing professionals become properly enculturated within the profession and that the profession is responsive to the needs and concerns of future generations of professionals.

Leftwing critiques of philanthropy are not new and so it is unsurprising that the Effective Altruism movement, which regards philanthropy as one of its tools, has been a target in recent years. Similarly, some Effective Altruists have regarded anti-capitalist strategy with suspicion. This essay is an attempt at harmonizing Effective Altruism and the anti-capitalism. My attraction to Effective Altruism and anti-capitalism are motivated by the same desire for a better world and so personal consistency demands reconciliation. More importantly however, I think Effective Altruism will be less effective in realizing its own ends insofar as it fails to recognize that capitalism restricts the good we can do. Conversely, insofar as anti-capitalists fail to recognize the similarity in methods which underlie Effective Altruism thinking about the world, it too risks inefficiency or worse, total failure in replacing capitalism with a more humane economic system. I first argue that Effective Altruism and anti-capitalism are compatible in principle by looking at similarities between Effective Altruist theory and some Marxist writing. I then go on to show that the theoretic compatibility can be mirrored in practice. I demonstrate this by considering and replying to objections to anti-capitalism as they might be raised by Effective Altruists and by replying to objections to Effective Altruism as they might be raised by anti-capitalists. I conclude by suggesting that their reconciliation would lead to better outcomes from the perspective of a proponent of either view. In short, an “Anti-Capitalist Effective Altruism” is not just possible, it’s preferable.

Elizabeth Anderson and Debra Satz continue in the tradition of Plato with their work on the role of education in a just society. Both argue that a just society depends on education enabling citizens to realize democratic or civic equality and that this equality depends on sufficiency in the distribution of educational goods. I agree that education is important to preparing democratic citizens, but I disagree about the plausibility of sufficiency here, especially in the educational context. My argument is two‐fold: I first reconsider a generic positional goods objection to educational inequality, I then argue that plausible sufficientarian replies to this objection fail insofar as they are premised on an impoverished conception of class and power that treats all statuses more like socio‐cultural traits when they should instead be referencing the material conditions someone has inside a social structure. One cannot bring an individual X into the halls of power and simultaneously have X represent or compensate those who are presently disadvantaged in the way that X had formerly been disadvantaged. In short, we should worry about the realistic possibility of securing and sustaining a civic‐minded elite because elites have the power and motivation to enrich themselves at the expense of the rest of us. For the sufficientarian story to work, we need more that explains the realistic possibility of a benevolent ruling elite, until then, democratic equality seems to be better realized by aiming for equal educations, adequacy isn't enough.