At the contemporary stage in the development of humanity, an increasing number of problems, affecting both individuals and society as a whole and having in the past had a local character, are acquiring in the 1970s and 80s—an epoch of ever-accelerating scientific and technical progress and further socio-economic development—a global character, touching to one degree or another the interests of all countries and peoples. Such problems cause anxiety for wide circles of the public and are attracting the (...) increasing attention of scientists, government figures, and political activists. The prospects for humanity and society on the threshold of the third millenium depend upon how fruitful the scientific analysis of global problems and the efficiency of practical measures will be. (shrink)

In this thesis, I investigate two challenges for Act Consequentialism which arise in situations where many agents together can make a difference in the world. Act Consequentialism holds that agents morally ought to perform those actions which have the best expected consequences. The first challenge for Act Consequentialism is that it often asks too much. This problem arises in situations where agents can individually make a difference for the better, e.g. by donating money to charities that fight extreme poverty. Act (...) Consequentialism here often requires agents to make immense sacrifices which threaten to compromise agents future ability to do more good, reduce agents to a drastically simple lifestyle, and amount to taking up the slack left by others. The second challenge is that Act Consequentialism often asks too little. This problem arises both in situations where agents can not make any difference for the better, e.g. by stopping to pollute the environment, and in situations where they can not make any difference whatsoever, e.g. when they individually vote or protest against a morally bad but widely supported policy. Act Consequentialism is subject to the above challenges because it only considers the differences that individuals can make on their own. A natural response is to adopt a form of Collective Consequentialism which considers the difference that agents can make together. I investigate how far Act Consequentialism can deal with each of the above challenges, and how far these challenges require us to adopt Collective Consequentialism. (shrink)

How can what is of value associated with our human world exist and best flourish embedded as it is in the physical universe? Or, as we may put it, how can the God-of-Cosmic-Value exist and best flourish embedded as it is in the God-of-Cosmic-Power? This, I argue, is our fundamental problem – fundamental in both intellectual and practical terms. Here, I tackle the practical aspect of the problem. I consider briefly five global problems – climate change, war, population (...) growth, world poverty, habitat destruction and extinction of species – and argue that, in order to solve them it is essential to bring about a revolution in universities round the world so that the basic aim becomes wisdom and not just knowledge. I conclude by indicating recent developments which suggest the revolution may already be underway. (shrink)

"This book presents the collectives views of the participants at that Symposium and puts forward their practical suggestions, based on personal experience of the problems of developing regions, on how more effective strategies may be achieved” -- Back cover.

In his book, 21 Lessons for the 21st century, the historian Yuval Noah Harari devoted a chapter to the question of whether traditional religions could provide any guidance in solving the momentous global problems confronting us today. He drew the rather negative conclusion that they do not have any constructive contribution to make in solving these problems. This article made an original contribution to scholarly research by, from the perspective of Christian Ethics, subjecting this recently expressed view (...) of Harari to critical scrutiny and by exploring the guidance the Christian church could offer in solving global problems we are faced with today, such as nuclear war, ecological collapse and technological disruption. These research objectives were realised by addressing four questions: does the church have a responsibility to provide guidance in this regard? What is the nature of the guidance the church ought to provide? What are the factors hindering the church in providing such guidance? Which conditions need to be fulfilled for the church to provide meaningful guidance? The answers provided to these questions were substantiated by drawing on the findings of published Christian ethical and social scientific research. The conclusion drawn from the article is that the church could today provide meaningful moral guidance in solving global problems. It should then, however, depart from an unbiased understanding of the message of the Bible and effectively deal with certain hindrances preventing it from providing adequate moral guidance. (shrink)

ABSTRACTThe concept of poverty is understood differently by people across the globe. Despite this conceptual limitation, higher economic growth in the last few decades in many countries has helped reduce extreme global poverty. The growth process has been supported by globalization. The number of global poor is, however, still quite large and more than the entire population of USA, UK, France and Russia. Their numbers have gone up by 100 million in Sub Sahara region in last three decades. (...) While removal of extreme poverty is clearly vital, it cannot be considered sufficient for a dignified life. The crux of human dignity is development and it must provide every individual access to education, healthcare, nutrition, habitat, and exercising of democratic rights in accordance with the rule of law. While helping reduce poverty, globalization has also led to some morally unsustainable consequences. There is huge and rapidly increasing inequality of wealth and income in most nations. There are now new opportunities for corruption which are being exploited by multinationals. These corrupt practices are resulting in illicit flow of about one trillion Dollars every year. For a more ethical society, effective measures are needed for controlling corruption for improving quality of life. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...) class='Hi'>global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

The article by Academician P. L. Kapitsa published below is devoted to problems of the utmost importance, which have come to be termed "global." The Twenty - fifth Congress of the CPSU pointed to the need to study them scientifically and solve them practically, emphasizing that they touch on the interests of humanity as a whole and will exercise an increasingly marked influence on the lives of every people and on the entire system of international relations. In their (...) social philosophical aspects they have been discussed more than once in the pages of Voprosy filosofii. Discussions of these problems took place at the round tables entitled "Man and His Environment" [See translation in our Fall-Winter 1974 number. — Ed., Soviet Studies in Philosophy], "Social Philosophy Problems of Demography," and "Science and Global Problems of Our Time," and numerous articles have been published in such series as "Science and Social Progress," "The Peace Program and the Dialectics of International Relations" [See translation in our Fall 1975 issue. — Ed., Soviet Studies in Philosophy], and "Man — Society — Nature." The editors of the journal, guided by the directives of the Twenty-fifth Party Congress on the need for further investigation of such global problems of our time, are inclined to continue the discussion of them in the future; another round table devoted to these problems is being planned now. The article by Academician P. L. Kapitsa, it seems to us, will provide fruitful stimuli for discussion at this round table, which will probably be published in several installments. As the author himself emphasizes, certain positions in his article are debatable and require discussion. The journal invites philosophers, demographers, economists, and representatives of the natural sciences to take part in discussions of the problems posed. Certain questions examined in Kapitsa's article are also treated in articles by Howard L. Parsons, A. D. Ado, and Iu. A. Kirshin published in this issue of the journal. (shrink)

Violence in the world, explosive population growth, uneven and unfair distribution of wealth, destruction of the environment and/or the ineffectiveness of supranational political and economic tools and institutions and other problems are more and more achieving global character. The growth of number, frequency and intensity of global problems and threats is a reality. In the same time it represents a big challenge: How to find a generally acceptable, adequate global solution? The majority of political and (...) intellectual leaders around the world acknowledge concept of sustainable development/sustainable living as the most important tool for protecting the biosphere and for securing reasonable development for the future. The development and implementation of the sustainable living concept is driven by the effort to reach – as much as possible – the ideals of humanism and the harmony between man and nature, based on the respect of life. Values compatible with a sustainable way of living are a set of values, the implementation of which promote the shift towards sustainable future. These values are not completely new. Just the opposite. They create the core of the common heritage of humankind, since the oldest religious cultures. The submitted study tries to map the recent developments of values compatible with the sustainable way of living problematic from both Czech, Slovak and thinkers from abroad perspectives in the wider framework of relevant international activities. (shrink)

Many of us believe that we can and do have individual obligations to refrain from contributing to massive collective harms – say, from producing luxury greenhouse gas (GHG) emissions; however, our individual actions are so small as to be practically meaningless. Can we then, justify the intuition that we ought to refrain? In this paper, we argue that this debate may have been mis-framed. Rather than investigating whether or not we have obligations to refrain from contributing to collective action, perhaps (...) we should ask whether we have reason to do so. However, this framing brings challenges of its own, and so we close by asking what problems are generated if we focus on these questions of ‘contributory ethics’. (shrink)

Since the appearance of private property and the state, the attention of thinkers of many generations has been focused without interruption on questions of war and peace. Most, however, have been unable to explain these sociohistorical phenomena. A truly scientific theory of war and peace has been established only by the founders of Marxism-Leninism.

In the modern world, risks are complex and systemic, and their effects are interconnected with the transformations in different layers of social systems. Global issues are not necessarily reflected in local contexts, and public perceptions of risks may differ significantly from expert assessments. The aim of the article is to reveal the differences between the opinions of the Lithuanian population and experts on economic, environmental, technological, geopolitical and social risks, and to compare the differences between the opinions of local (...) experts and Lithuanian public and the assessments of experts from the Global Risk Reports. The article presents the results of a representative survey of the Lithuanian population and an online survey of municipal experts. The results of the study show that expert and population perceptions quite often coincide, especially in the case of social and economic threats. The biggest discrepancies, when the experts assessed the risks as higher than the population, were revealed in the cases of COVID-19, floods, forest fires, energy disruptions, and the mines from war legacy. Public identified higher risks than experts in the case of traffic accidents, illegal tracking of persons, illegal use of bank accounts/cards, Astravets NPP, and increase in prices. In the perception of risks of Lithuanian population and municipal experts in 2020–2021 economic and social risks dominated, and global risks with long-term effects, such as ecological or geopolitical, were not reflected in the local perceptions. (shrink)

In the presented article, studying climate changes as one of the global problems that concern the countries of the world, as well as the impact of anthropogenic factors on the living world, preventing the consequences they cause to the environment, taking measures on a global scale in order to minimize these effects, and cooperating in this direction is one of the main priority issues in the modern era. as mentioned. It is noted that there are conflicting views (...) on the approach to the problem. The scientific community investigating the topic of climate change is divided into two fronts. The first front is based on the fact that climate change is an empty claim made by a group of stakeholders, especially developed countries, to prevent the speed of progress in developing countries. The second front, which includes well-known environmental scientists of the world, tries to explain with its scientific reasoning and research that climate change is the most serious problem facing humanity. In the article, the causes of climate change, its social consequences, and the ways to eliminate the problem are analyzed. Here, the mentioned problem is approached with the method of historical comparison and double comparison, and the necessity of global cooperation in solving the problem is emphasized. Today, the leading countries responsible for the fate of the world must be sincere in their efforts to eliminate the factors that cause climate change, think in one way, speak in one way, and act in one way. Imitation of action will not allow to achieve the declared goals, it can lead the world to irreversible disasters. More effective educational measures should be taken for the ecological education, morality, and culture of the human race. It is an imperative to form an international organization that is responsible for the fate of the world, formed on representative bases, based on the principle of objective, honest, social justice, guided by international law, and has the practical imperative power of the decisions it will make. Protection of the world house is possible with the joint effort of every inhabitant of this house. (shrink)

The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities (...) around the world have failed to help humanity solve these global problems; even worse, they have made the genesis of these problems possible. Modern science and technology, developed in universities, have made possible modern industry and agriculture, modern hygiene and medicine, modern power production and travel, modern armaments, which in turn make possible much that is good, all the great benefits of the modern world, but also all the global crises that now threaten our future. What has gone wrong? The fault lies with the whole conception of inquiry built into universities around the world. The basic idea is to help promote human welfare by, in the first instance, acquiring scientific knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems, and promote human welfare. But this basic idea is an intellectual disaster. Judged from the standpoint of promoting human welfare, it is profoundly and damagingly irrational, in a structural way. As a result of being restricted to the tasks of acquiring and applying knowledge, universities are prevented from doing what they most need to do to help humanity solve global problems, namely, engage actively with the public to promote action designed to solve global problems. We need urgently to bring about a revolution in universities around the world, wherever possible, so that their central task becomes to help humanity learn how to solve the climate crisis and other problems of living, local and global, so that we may make progress towards a good, civilized world. Almost every branch and aspect of the university needs to change. (shrink)

This paper proposes a problem-based approach to theorizing about global justice as opposed to what I call a paradigm-based approach. The latter confronts questions of global justice from an established ideal of justice normally constructed for the domestic context. The problem-based approach engages global justice issues without the presumption that that they must be accessible from an established (domestic) framework of justice. One advantage of the problem-based approach is that it does not foreclose engagement with practical matters (...) (by defining some issues, such as global equality, as non-problems); another is that it has a more reflective and revisionary approach to theorizing about justice (as when new challenges compel re-examination of our established theories of justice). (shrink)

Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a blatantly obvious (...) way, those institutions, organizations, corporations, businesses, endeavours, and activities of humanity that cause the crises and global problems we face, do so because of the aims they pursue (profit perhaps, or power, or heat and light for homes), and the methods adopted in pursuit of those aims – the philosophy in other words, built into the institution, organization, business, human activities, or whatever it may be. It is the philosophy of these institutions, organizations and activities that we need to change to put a stop to, or at least lessen the severity of, the crises we face, the global problems that confront us, above all the climate and nature crises. One institution has an especially crucial role in this respect: our universities. They are dominated in a multitude of ways by a particularly disastrous philosophy, a philosophy of inquiry which may be called knowledge-inquiry. This holds that the basic aim of the university is to acquire and apply knowledge. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems. But this philosophy of knowledge-inquiry is an intellectual disaster. As a result, universities are, in devastating and almost entirely unrecognized ways, humanitarian disasters too. Judged from the standpoint of helping to promote human welfare, the university shaped by the philosophy of knowledge-inquiry violates THREE of the four most elementary rules of rational problem solving conceivable in a wholesale, structural fashion, and it is this gross, wholesale, structural irrationality of the university, unnoticed by all but a few scientists and scholars, that is in part responsible for the creation of our grave global problems, and our current incapacity to learn how to solve them. The pursuit of knowledge, conducted in universities, within the framework of knowledge-inquiry over the decades and centuries, has produced much of great benefit to humanity. It has made the modern world possible. It has led to modern power production, modern industry and armaments, modern agriculture, modern hygiene and medicine, modern travel and communications, and the internet. But these very successes have also created many of our most serious current global problems: the climate crisis; the destruction of natural habitats, the catastrophic loss of wild life, and impending mass extinction of species (the nature crisis); the lethal character of modern war; the impact on the natural world of the rapid growth of the human population; the menace posed by nuclear weapons; pollution of earth, sea and air; threats to democracy caused in part by the internet and social media. All these grave global problems have been made possible by modern science and technology, pursued largely in universities within the framework of knowledge-inquiry. Nevertheless, it is not science and technology as such that are the problem, but science pursued in a way that is dissociated from a more fundamental task of the university to help humanity resolve conflicts and problems of living in increasingly cooperatively rational ways, so that progress may be made to a better world. Science and technology, pursued within the framework of knowledge-inquiry, create for some of us the power to act, but not the power to act wisely – not the power to learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways. For that, we need our institutions of learning, above all our universities, to take as their primary task to help humanity learn how to do it. In order to do that, the philosophy of inquiry put into practice by universities needs to be dramatically transformed. We urgently need to bring about a revolution in the overall aims and methods of academic inquiry – a revolution in the philosophy of the university, all around the world, wherever possible, so that the basic aim becomes to seek and promote wisdom, construed to be the capacity, active endeavour, and perhaps desire, to realize what is of value in life, for oneself and others, wisdom in this sense including knowledge, understanding and technological know-how, but much else besides, methods being dramatically modified too so as to help achieve the new academic aim. The basic task of the university would be, not to solve problems of knowledge, but rather to help people in the social world beyond the university to resolve conflicts and problems of living so that what is of value in life may be realized by everyone, insofar as that is possible. The pursuit of knowledge would be vital, but not intellectually fundamental. The intellectual and institutional revolution we so urgently need in our universities would affect every discipline and aspect of the university; it would dramatically affect both research and education, and the whole way the university is related to the rest of the social world. The revolution, from knowledge-inquiry to wisdom-inquiry would dramatically enhance the intellectual integrity and rationality of natural science, social inquiry, the humanities and technology, the character of these disciplines and the relationships they have with one another. University education throughout the university would be dramatically improved. And academic inquiry as a whole would do what, on the whole, it fails to do at present: it would help humanity resolve conflicts and problems of living in increasingly cooperatively rational and, as a result, increasingly successful ways, progress at last being made to a genuinely good, civilized world – a world in which there is peace, justice, liberal democracy, individual freedom, education, reasonable equality, sustainable prosperity and worthwhile opportunities in life, all of these for everyone, insofar as this is possible. Why, it may be asked, has academic philosophy not noticed that we urgently need to transform the current bad philosophy of inquiry of knowledge-inquiry into the far more intellectually rigorous and humanly valuable philosophy of wisdom-inquiry, so that we can begin to do what so far we have failed to do so lamentably: learn how to avoid impending disasters, and even make progress to a better world, something that seems at present almost unthinkable given the horrors of war, poverty, political enslavement of the 20th century, and the horrors of this century so far too? The answer is that academic philosophy is in a particularly pitiful state, as philosophers themselves, are just beginning to realize and lament. That is why academic philosophers are blind to the intellectual and humanitarian disaster of the bad philosophy that dominates universities today, and inconceivable to them to them that they might have, as a disciplinary task, to ensure academic inquiry implements a good philosophy of inquiry, and advocate and argue for change if it does not. Once upon a time, in Europe at least, philosophy was an intellectual power in the world. In the 17th century it created modern science which massively increased and improved our knowledge and understanding of the world, which in turn led to the Enlightenment, the industrial revolution, and the modern world. Philosophy was once so intellectually powerful and influential that it changed the course of history. But philosophy also made in the past three disastrous intellectual blunders: the post-Cartesian blunder, the post-Newtonian blunder, and the Enlightenment blunder. Never acknowledged and corrected by subsequent philosophy right down to the present, these unrecognized intellectual blunders rendered academic philosophy the esoteric, pathetic, and powerless discipline it is today, so that throughout the last century and, so far, throughout this one, academic philosophy has remained blind to the intellectual disaster of knowledge-inquiry, and thus failed entirely to take up its proper disciplinary task of warning fellow academics of the structural irrationality of the philosophy that prevails in the university, and of proposing what steps need to be taken to put things right. Instead of performing such an urgently needed philosophical task, so-called analytic philosophy was reduced to analysing the meaning of words. Since then, there has been hardly any discernible improvement, even if analysis of concepts no longer dominates the scene. Bad academic philosophy is indeed responsible for intellectual and humanitarian failures of the university. What the three past intellectual blunders of philosophy are, why their persistence so dramatically reduces academic philosophy to a triviality, and why, furthermore, this results in the failure of scientists and scholars to see what is so blatantly bad about the philosophy prevailing in universities around the world – the failure to see what so urgently needs to be done to put right what has been wrong for so long: all this is made clear in this book. A new kind of philosophy emerges during the course of the argument, critical fundamentalism, which has as its task to keep alive imaginative and critical – that is rational – thinking about our fundamental problem: How can our human world, the world we experience and live in – the world of living things, people, consciousness, free will, meaning and value – how can all of this exist and best flourish embedded as it is in the physical universe? That problem encompasses all others of life, science and thought. Critical fundamentalism tries to improve answers to aspects of this problem; but it also seeks to encourage everyone to think about the problem, from time to time, and think about how it interacts, in both directions, with more urgent particular and specialized problems of life and thought. Critical fundamentalism sets out to help improve bad philosophy wherever it is to be found: in social, political, commercial, legal, financial, and international life; and especially in academia, in institutions of learning, so that they become devoted to enhancing the capacity of people to learn how to achieve what is of genuine value in this brief life of a few decades if we are fortunate. Critical fundamentalism does everything it can to bring about the revolution in our universities we so urgently need. If taken up by mainstream philosophy, it might really have an impact, and begin to transform universities for the better, in both intellectual and humanitarian terms, and thus, enable humanity to learn how, after the grim failures and horrors of the last century and this one, to make progress to a better world. -/- . (shrink)

This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent 'the last word' on the provision of learning and the enhancement of life chances and instead (...) we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. (shrink)

The Genetic Algorithm (GA) and Simulated Annealing (SA), two techniques for global optimization, were applied to a reduced (simplified) form of the phase problem (RPP) in computational crystallography. Results were compared with those of "enhanced pair flipping" (EPF), a more elaborate problem-specific algorithm incorporating local and global searches. Not surprisingly, EPF did better than the GA or SA approaches, but the existence of GA and SA techniques more advanced than those used in this study suggest that these techniques (...) still hold promise for phase problem applications. The RPP is, furthermore, an excellent test problem for such global optimization methods. (shrink)

Effective solutions to global warming will likely require coordinated national and international policies. But in the short term, individuals might choose to take actions or not take actions which will reduce their own contribution to global warming. Philosophers have argued that individual action to curb climate emissions is not morally inconsequential. A strong case can be made for individual causal responsibility for the production of the moral harms which would result from climate change. However, the nature of human (...) moral psychology is such that we can expect a lack of moral motivation to assume responsibility at the crucial moment of action. That is, moral agents face “the problem of failed intentions.” This paper assesses the moral value of specific techniques and technologies which promise to increase the ability of moral agents to fulfill their moral intentions. For instance, since individuals typically evaluate others’ actions as less moral than their own, social norming techniques which provide objective information about how one’s climate emissions compare to others can be an effective means of supporting moral action. (shrink)

How is legitimacy to be secured for constitution-like legal orders operating beyond the state? Some scholars recommend connecting aspects of global law to human rights adjudication and enforcement by adopting their preferred method for resolving conflicts, namely, proportionality analysis. Adopting a frame of analysis widely embraced by apex courts might generate the requisite regime legitimacy, it is argued. This turns out to be a strategy that is difficult to pursue in the realm of international investment law, a global (...) legal order made up of over 3,300 investment and regional treaties, enforced by private systems of dispute resolution, that incorporates standards of treatment familiar to national constitutional law. By undertaking an analysis of statements made by relevant actors in the field, principally investment lawyers and arbitrators, we learn that there is not that much interest in taking up proportionality analysis, despite the legitimacy problems that continue to dog the system. Whatever the purported advantages of turning to proportionality, it turns out that investment lawyers and arbitrators are not so interested in embracing logics other than one preoccupied with owing solicitude to foreign investors. This reluctance renders investment law a less legitimate, and therefore less sustainable, form of constitution-like global law. (shrink)

In Carr’s ethics, there is a link between the rise of the socialised nation and the crisis of laissez faire due to its loss of legitimacy among the lesser privileged. How far is this link in Carr’s ethics relevant today? There are two aspects to this relevance – theoretical and empirical. Theoretically, the article argues, Carr’s analysis is relevant to the statist-cosmopolitan debate on global justice. It highlights the political vacuum in which this debate operates in the absence of (...) a framework of rights and obligations under laissez faire. Consequently, statist and cosmopolitan arguments are implicit in their acceptance of the violence committed by the status quo and lack the legitimacy Carr deemed necessary for international justice in the age of the socialised nation. The article then turns to highlight the empirical relevance of this critique. Here, it argues that the resurgence of nationalism in world politics shows that the problem of legitimacy is especially pressing today. The article thus calls for the debate on global justice to engage more seriously with Carr’s analysis of the crisis of laissez faire – specifically the legitimacy problem it raises in the twenty-first century. (shrink)

We do not live in a just world. This may be the least controversial claim one could make in political theory. But it is much less clear what, if anything, justice on a world scale might mean, or what the hope for justice should lead us to want in the domain of international or global institutions, and in the policies of states that are in a position to affect the world order. By comparison with the perplexing and undeveloped state (...) of this subject, domestic political theory is very well understood, with multiple highly developed theories offering alternative solutions to well-defined problems. By contrast, concepts and theories of global justice are in the early stages of formation, and it is not clear what the main questions are, let alone the main possible answers. I believe that the need for workable ideas about the global or international case presents political theory with its most important current task, and even perhaps with the opportunity to make a practical contribution in the long run, though perhaps only the very long run. (shrink)

Global Media Ethics is the first comprehensive cross-cultural exploration of the conceptual and practical issues facing media ethics in a global world. A team of leading journalism experts investigate the impact of major global trends on responsible journalism. The first full-length, truly global textbook on media ethics; Explores how current global changes in media promote and inhibit responsible journalism; Includes relevant and timely ethical discussions based on major trends in journalism and global media; Questions (...) existing frameworks in media ethics in light of the impact of global media; Contributors are leading experts in global journalism and communication. (shrink)

This article introduces the concept of transformational creativity, which is creativity that is deployed to make a positive, meaningful, and potentially enduring difference to the world. Transformational creativity is compared to transactional creativity, which is creativity deployed in search of a reward, whether externally or internally generated. The article also discusses different kinds of transactional and transformational creativity. For example, some transactional creativity is inert, meaning that it never comes to fruition. Transformational creativity can be directed inward, outward, or both (...) ways. The article also discusses pseudo-transformational creativity, which is offered by the creator as making the world a better place, when in fact its goal is to improve the lot of the person who is pseudo-transformationally creative. Many charismatic leaders are pseudo-transformational autocrats. It is concluded that, at this point in time, the world desperately needs the work of transformationally creative individuals. (shrink)

Environmental disasters, such as the recent oil spill caused by the sinking of the Prestige off the coast of Spain, constitute problems that call for scientific analysis and political decisions. They open up, moreover, a spectrum of questions that call for an analysis from the perspective of a broadened conception of bioethics.

Abstract: In this brief article, I claim that the Contribution Principle invoked by Christian Barry as a key principle for determining who owes what to the global destitute is mistaken as a definitive principle and unjustified as a provisional principle for dealing with global poverty. This principle assumes that merely causing, or contributing to the cause of, a state of affairs may be sufficient to have a special responsibility to bear the costs that this state of affairs entails. (...) I argue that an agent will only have such a special responsibility if he or she has caused a state of affairs (for example, acute destitution) by violating a duty not to do so. Therefore, the Contribution Principle is mistaken. Finally, I tackle two possible responses to my argument. The first claims that states have a duty not to undertake actions that may cause, or contribute to the cause of, acute deprivations. The second claims that although the Contribution Principle may be mistaken as a definitive principle for dealing with global destitution, it is nonetheless correct as a provisional principle. (shrink)

Peter Singer’s groundbreaking call to action in 1972, “Famine, Affluence, and Morality,” drew philosophical attention to the topic of famine and the associated suffering or preventable death of many throughout the world. Yet despite the volume of philosophical work Singer’s paper inspired, it would still be easy to suppose that global poverty is not a problem for philosophers to take seriouslyin itselfbut is rather a particularly stark illustration or instance of a more general problem, whether in ethics or in (...) political philosophy. The aim of this paper is to argue that the philosophical landscape of global poverty is both sui generis and sufficiently complex that the topic should be considered not as an instance of a more general philosophical problem but as a distinct area of normative inquiry. (shrink)

This article argues that a state-centered theory of global justice exhibits an epistemic problem of perspective, and that this worry exhibits a gendered character. Within a liberal domestic theory of justice, the public/private distinction has been repeatedly shown to be bad for women because it creates a domain for injustice that becomes invisible to public policy and the law. This article argues that state-centered theories of global justice create an analogous space that is cut off from questions of (...) global justice. The article therefore suggests that this way of framing questions of global justice is problematic, and is problematic for women in particular. Just as the public/private distinction in liberal domestic justice leaves cases of injustice outside the vision of the law, the hard distinction between the domestic (state) sphere and the international realm of justice leaves cases of injustice invisible to international law. For the question of global justice, the privileging of sovereignty and non-intervention compromises the ability of the theory to achieve its purported goal of universal justice. (shrink)

Do the demands of egalitarian justice extend to the international realm? Some believe that a positive answer follows from a simple line of reasoning: where a child happens to be born is a morally arbitrary fact; accordingly, it shouldn’t unduly influence her life prospects, as will inevitably be the case unless economic inequalities between countries are ironed out. I argue that this style of argument overlooks an important problem concerning the extent to which a person can unilaterally impose enforceable obligations (...) on others by choosing to have a child. I maintain that properly egalitarian duties of distributive justice only arise when this problem of unilateral imposition has been solved. I further argue that solving the problem requires robust political institutions that do not exist in the international context—institutions instantiating a version of what John Rawls calls pure procedural justice, to ensure that the aggregate result of individual reproductive choices is acceptable to all. (shrink)

This paper proposes an answer to what Sandler calls ‘the problem of inconsequentialism’; the problem of providing justification for the claim that individuals should engage in unilateral reductions of their personal consumption, even though doing so will make an inconsequential contribution to mitigating the harmful impacts of the global environmental problems that the aggregate of such consumption causes. I provide an answer to this problem by developing a virtue ethics-based argument that a limited but significant class of consumption (...) actions performed by typical consumers in rich, industrialised economies in the global North are moral wrongdoings, and the corresponding unilateral reductions in personal consumption are morally obligatory. I make this argument by drawing an analogy between a typical Northern consumer and a member of a golf club who has discovered that his club causes harm—by dumping used golf balls into a nature reserve—to which he inconsequentially contributes. I advance a moral evaluation of remaining a member of a harming group, based on the attitudes to the harm expressed by so remaining, and on Sandler’s virtue-grounded agent-relative target principle of right action. I examine a number of objections to this argument. I use Elizabeth Cripps’s notion of a ‘harming putative group’ to respond to the objection that the set of individuals whose aggregated consumption causes environmental problems is merely an arbitrary abstract set, membership of which is not justifiable grounds for moral evaluation. I then present two responses to the objection that withdrawal from this harming putative group—by refraining to perform those consumption actions which constitute membership—is unduly demanding. (shrink)

Many problems in environmental ethics are what have been called “global systemic problems,” problems in which what happens in one part of the world affects preservationist efforts elsewhere. Restoration of the Everglades is one such example. If global warming continues, the Everglades may well be flooded within the next quarter to half century and all restoration efforts will be for naught. Yet, the United States government is both pursuing restorationist efforts and withdrawing from the Kyoto (...) Protocol on emissions of greenhouse gases. One aspect of global systemic problems concerns whether there are interconnections between the preservationist obligations of the locals and the duties of others. There are three main lines of arguments for concluding that there are, indeed, interconnected obligations in such cases. First, the consequentialist case for imposing duties on locals assumes that others do not have inconsistent consequentialist obligations. In addition, a related consequentialist case can be made that when problems are systemic, others have positive supportive duties. Second, a weak principle of reciprocity supports the interconnectedness of obligations. Insistence that someone has an obligation that benefits you implies the duty not to act to undermine the efforts of that person to fulfill that obligation. Third, a weak principle of fairness—that it is only fair to expect one person to bear the burdens of producinga collective good if others have obligations to do their cooperative part—supports interconnected obligations with regard to global systemic problems. Because all three arguments point to the same conclusion, there is a very strong case for interconnected obligations as part of the solution to global systemic problems—problems that are all too prevalent in our world today. (shrink)