48 research outputs found
Introduction to the Special Issue: In the Unjust Meantime
No full textThis introduction by guest-editors Barrett Emerick and Scott Wisor to the special issue reflecting on the work of Alison Jaggar includes summaries of the six anonymously peer-reviewed articles and three invited articles
Love and Resistance: Moral Solidarity in the Face of Perceptual Failure
No full textIn this paper I explore how we ought to respond to the problematic inner lives of those that we love. I argue for an understanding of love that is radical and challenging—a powerful form of resistance within the confines of everyday relationships. I argue that love, far from the platitudinous and saccharine view, does not call for our acceptance of others’ failings. Instead, loving another means believing in their potential to grow and holding them to account when they fail. I argue that loving others means meeting them where they are and working to understand the role that oppressive ideologies, coupled with cognitive biases, play in generating and entrenching their problematic mental states. I then argue that we ought not disengage with our loved ones or write them off as lost causes, nor should we accept that we will simply “agree to disagree.” Instead, we should stand in moral solidarity with our loved ones and press them to become better while simultaneously understanding that such moral growth is usually a slow and painful process—often, the project of a lifetime
Love, Activism, and Social Justice
No full textThis paper analyzes the relationship between love and social justice activism, focusing in particular on ways in which activists rely on either the union account of love (to argue that when one person is oppressed everyone is oppressed), the sentimentalist account of love (to argue that overcoming injustice is fundamentally about how we feel about one another), or love as fate (to argue that it is in love’s nature to triumph over hatred and injustice). All three accounts, while understandable and attractive, are seriously problematic, as they tend either to obscure important differences in the ways that various groups are socially situated or to enable inaction by trusting that justice is inevitable. Alternative, deeper interpretations of each account (and their relationships to activism) are explored
The Influence of Literature in 1960s British Popular Music: Approaches to Popular Composition
No full textThere is a noticeable influence of literature and literary techniques in the popular music songs of the countercultural period in Britain (1965-71). These dates, as noted by Jonathon Green, characterize the beginning of the UK countercultural movement of the 1960s, culminating with the 1971 trial of the OZ magazine, which Green regards as marking the end of the period (1999).
There are three main questions that this project explores. In what ways did songwriters of the era use literature as an inspiration in the compositional process? How can literary influenced songwriting techniques be used and extended in contemporary popular composition? How useful are these techniques and the extensions of these techniques in the compositional process?
This project investigates the influence of literature on the songwriters of the era by analysing relevant song examples and subsequently inventing systematic forms that songwriters today can use as a basis for composition. A portfolio of original compositions is included, which demonstrates various approaches to composition that abide by the systematic forms, which stem from the literary influence of the 1960s songwriters. This project makes a contribution to our knowledge and understanding of popular music, as the influence of literature, especially the application of literary techniques in the compositional process, is a subject that has not been researched previously in any great depth. The abundance of available literary techniques and the possibilities for the invention of techniques is an exciting prospect when applied to popular composition.
After highlighting certain issues such as the homogeneity of songwriters and poets, a brief contextual background is given concerning 1960s counterculture and popular music. A taxonomy of systematic forms is created, into which are placed literary influenced techniques used by songwriters such as Syd Barrett and John Lennon, illustrated by a number of examples. Explanations of the original compositions included in the portfolio highlight the attributes of various songwriting approaches and conclusions are drawn that look into the differing levels of constraint and artistic intuition and how these factors affect the compositional process
The Violence of Silencing
No full textI argue that silencing (the act of preventing someone from communicating, broadly construed) can be an act of both interpersonal and institutional violence. My argument has two main steps. First, I follow others in analyzing violence as violation of integrity and show that undermining someone’s capacities as a knower can be such a violation. Second, I argue that silencing someone can violate their epistemic capacities in that way. I conclude by exploring when silencing someone might be morally justifiable, even if doing so is an act of violence
Trust in the Classroom
No full textPaolo Freire argued that trust is essential to what he called the “problem-posing” model of education. This chapter builds on that insight and explores different ways that trust plays out in the classroom, focusing on three different types. The first type of trust is from teacher to student – trusting that students will show up prepared and ready to do the work together. The second type of trust is from student to teacher – trusting that the method and design of the course (from the assignment structure to story arc of the topics and texts) will be coherent and worthwhile. The final type of trust is that which emerges holistically, in which what Freire called the teacher-student and student-teachers build a trustful epistemic community together
The Limits of the Rights to Free Thought and Expression
No full textIt is often held that people have a moral right to believe and say whatever they want. For instance, one might claim that they have a right to believe racist things as long as they keep those thoughts to themselves. Or, one might claim that they have a right to pursue any philosophical question they want as long as they do so with a civil tone. In this paper I object to those claims and argue that no one has such unlimited moral rights. In Part 1 I explore the value of the freedoms of thought and expression. In Part 2 I argue against the unlimited moral right to free expression, focusing in particular on the special obligations and moral constraints that obtain for academics. In Part 3 I argue against the unlimited moral right to free thought
