Steve Tammelleo

The present paper shows that the clearest formulation of J. M. E. McTaggart's antipassage argument, that of D. H. Mellor in _Real Time II, is unsound when its premises are interpreted so that it is valid. This argument need mislead us no longer. The crucial item in the interpretation of the premises is the copula 'is', as in 'E is past'. The copula may be either tensed or tenseless. While this ambiguity of the copula has been noted before, its implications for McTaggart's argument had not been adequately exploited. This paper does that job

After a brief review of the literature on Student Evaluation of Teaching (SET), I employ a Foucauldian analysis to argue that student evaluations are forms of power that involve aspects of both discipline and governmentality. After examining how SETs are used to improve teaching, I identify some techniques that instructors use to respond to SET that undermine the legitimate interests of students or the educational institution. I endorse a hybrid model where a single global teaching question is used for summative purposes and fifteen or twenty additional questions are used for formative purposes. Finally, I argue that to resist the normalizing pressure of SET, instructors might, as Foucault suggested, return to the Hellenistic concept of the care of self. Through techniques of the care of self, it is my hope that instructors could cultivate a more robust subjectivity, a subjectivity less vulnerable to the normative power of student evaluations.

We develop a vision of consumer responsibility in purchasing decisions in light of the Coalition of Immokalee Workers’ boycotts. These boycotts succeeded in convincing large fast food companies and national supermarket chains to pay tomato growers a penny more per pound, to improve working conditions and wages for pickers. The C.I.W. efforts to generate consumer support eschewed claims associated with rule-based obligations in favor of appeals more typically associated with virtue and caring ethics. The strategies encouraged consumers to understand the plight of tomato pickers and to extend concern in an effort to improve the world. These strategies are associated more with encouragement to contribute to the social good rather than claims that in refusing to help, consumers would fail to fulfill an obligation. Insights from virtue ethics and caring ethics are offered as a model for a broader account of consumer social responsibility