Kathrin Von Allmen

Humans ought to do much more in order to remedy the severe harm caused by climate change. While there seems to be an overall consensus that governments and other national and international political agents need to resolve the problem, there is no agreement yet on the role and responsibility of individuals in this process. In this paper, I suggest an argument of integrity that offers strong pro tanto moral reasons for individuals to reduce their personal greenhouse gas emissions. Hourdequin (2010) has presented an argument of integrity to justify a corresponding obligation. In this paper, I argue that even though Hourdequin’s argument is appealing, it has important limitations. I advance the argument in light of the current literature so that it is not subject to these limitations and establishes an overall more comprehensive justification for why individuals ought to reduce their personal emissions.

Nation-states are seen as reasonable candidates to whom to assign remedial responsibilities for climate change harms. A natural question arises: Based on what justification should these responsibilities be assigned to states? Three prominent principles have been proposed: the “Polluter pays,” the “Beneficiary pays,” and the “Ability to pay.” However, each principle faces important objections when considered in isolation. Building on David Miller's multi-principle theory of remedial responsibility, I propose and justify an account of remedial responsibility for the case of climate change. I complement the account with a guiding algorithm that arranges these (and more) principles in a systematic way to make remedial responsibilities for climate change harms applicable. This guiding algorithm resolves the objections that arise when the principles are applied in isolation.

It is well known that there has been a steady and significant underrepresentation of women in philosophy on different professional levels. Numerous hypotheses explaining this underrepresentation have been suggested, but empirical analyses are not yet extensive. In particular, studies of the phenomenon in different countries are nonexistent. In this paper, we present findings from an exploratory study in which we analyze the interests, abilities, beliefs, attitudes, perceptions, and goals of bachelor’s students in a semester-long philosophy of science course at a major German university. We furthermore make the first attempt to compare women-only learning environments with mixed-gender learning environments. Our results suggest that while there are generally some gender differences regarding interests, abilities, beliefs, attitudes, perceptions, and goals of students in the classroom, most of the hypotheses we explore to explain dropout rates by gender differences cannot be supported. We conclude that possible factors leading to the underrepresentation of women in philosophy in Germany might be found in the social and institutional environment within which philosophy is taught.