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Excerpts from Robert Nozick’s “Invariances” Necessary truths are invariant across all possible worlds, contingent ones across only some. No wonder necessity lures philosophers. It is the flame, the philosopher the moth. Our intuitions that certain statements are necessary do not powerfully support this claim when natural selection would produce strong intuitions of their self-evidence, even were these statements (only) contingently true. Contemporary philosophers who give great weight to intuitions need to offer some account of why such intuitions are reliable and are to be trusted. Of course, if the purpose of such philosophy is merely to codify and systematize the intuitions that (for whatever reason) are held, then a philosophy built upon intuitions will need no further basis. And it will have no further validity. You might think that an insight into metaphysical impossibility could save the physicists much useless work by thereby excluding something as physically possible. Things seem to have worked in the opposite direction, though. Driven by a need to explain strange data, physicists formulate theories that countenance what previously was held to be metaphysically impossible. . . The physical tail wags the metaphysical dog. Why is there an objective world? Within evolutionary cosmology scientific laws might be viewed as the heritable structure of a universe, akin to what in biology would be an organism’s genetic endowment. . . Suppose that the reproductive process of a universe produces transformed offspring universes that differ from their parent. The greater the transformations that a law is invariant under, and the wider their number, the greater is that law’s heritability. The vast majority of the universes that exist through the processes of evolutionary cosmology, therefore, will exhibit laws that are invariant under a wide range of significant transformations. Such invariance, we have seen, is exactly what constitutes objectiveness. Evolutionary cosmology gives us objective worlds.
Nearly a century before the advent of “multiculturalism,” Jane Addams put forward her conception of the moral significance of diversity. Each member of a democracy, Addams believed, is under a moral obligation to seek out diverse experiences, making a daily effort to confront others’ perspectives. Morality must be seen as a social rather than an individual endeavour, and democracy as a way of life rather than merely a basis for laws. Failing this, both democracy and ethics remain sterile, empty concepts.In this, Addams’ earliest book on ethics – presented here with a substantial introduction by Charlene Haddock Seigfried – she reflects on the factors that hinder the ability of all members of society to determine their own well-being. Observing relationships between charitable workers and their clients, between factory owners and their employers, and between household employers and their servants, she identifies sources of friction and shows how conceiving of democracy as a social obligation can lead to new, mutually beneficial lines of conduct.She also considers the proper education of workers, struggles between parents and their adult daughters over conflicting family and social claims, and the merging of politics with the daily lives of constituents. “The sphere of morals is the sphere of action”, Addams proclaims. It is not enough to believe passively in the innate dignity of all human beings. Rather, one must work daily to root out racial, gender, class, and other prejudices from personal relationships.
There is no other book like this one. Building Moral Communities fills a wide gap in the research literature on effective teaching strategies to build better social skills, conflict management competence, and deep understanding of history, literature, and social interactions and organization. Despite pleas for the infusion of more drama in classroom instruction, there is far too little authority in the form of methodologically sound and convincing research to back up the claims of drama specialists. This book is for those looking for that authority: researchers, advocates, teachers, policy makers, and doctoral students who want to look at responsible citizens. College teachers of such courses as social foundations of education, educational drama and the arts, drama across the curriculum, creative approaches to curriculum, current research method alternatives, instructional strategies, social policy issues in education, and character education will find this a valuable textbook. They will also find the descriptions of drama’s use in adult classes informative and useful. Although the focus of this book is on the effects of drama, teachers of all levels and subjects will find the rich and detailed descriptions of drama in action an illuminating guide for their own practice.
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