246 research outputs found
Human rights and public education
This article attempts a contrast to the contribution by Hugh Starkey. Rather than his account of the inexorable rise of human rights discourse, and of the implementation of human rights standards, human rights are here presented as always and necessarily scandalous and highly contested. First, I explain why the UK has lagged so far behind its European neighbours in implementing citizenship education. Second, a comparison with France shows that the latest UK reforms bring us up to 1789. Third, the twentieth-century second-generation social and economic rights are still anathema in the UK. Fourth, the failure to come to terms with Empire and especially the slave trade means that the UK’s attitude to third-generation rights, especially the right of peoples to self-determination, is heavily compromised. Taking into account the points I raise, citizenship education in the UK might look very different
The Diversity and Inclusivity Survey: Final Report
In 2018 Academic Placement Data and Analysis ran a survey of doctoral students and recent graduates on the topics of diversity and inclusivity in collaboration with the Graduate Student Council and Data Task Force of the American Philosophical Association. We submitted a preliminary report in Fall 2018 that describes the origins and procedure of the survey [1]. This is our final report on the survey. We first discuss the demographic profile of our survey participants and compare it to the United States general population, its doctoral students, and APA membership, finding several areas of underrepresentation (i.e. gender, race/ethnicity, socioeconomic, and veteran status). We then discuss the results of questions regarding diversity and inclusivity. We find, for instance, that participant comfort in philosophy depends on gender, sexuality, race/ethnicity, disability, and language status and that participants most often mentioned the theme of diversity when asked how philosophy could be more inclusive. Finally, we discuss the results of questions related to graduate program and placement. We find, for example, that underrepresented graduates are both less likely to recommend their graduate program to others and less likely to prefer an academic job. We close by making some recommendations for the APA and for the discipline based on our findings
Not bound but Committed: operationalising the Global Compact on Refugees
The Global Compact on Refugees is not legally binding, but it gives rise to commitments by the international community as a whole. It is also rooted in international refugee law, international human rights law and international humanitarian law. This article addresses how the GCR can not give rise to binding obligations in international law, yet provide for enhanced protection and assistance to refugees and hosting communities, and establish commitments for fairer and more predictable burden- and responsibility-sharing. It does this by reference to other non-legally binding international documents and rule of law. Additionally, the use of indicators to measure states' and other international actors' performance in operationalising the GCR necessarily provides a framework to measure commitments; coupled with greater humanitarian and development co-operation, commitments can be better facilitated even if the GCR is not legally binding. Burden- and responsibility-sharing is fulfilled through the emphasis on solutions, too
Does Westminster (Still) Represent the Westminster Model? An Analysis of the Changing Nature of the Uk's Political System
The Structure of Episodic Memory: Ganeri's ‘Mental Time Travel and Attention’
We offer a framework for assessing what the structure of episodic memory might be, if one accepts the Buddhist denial of persisting selves. This paper is a response to Jonardon Ganeri's paper "Mental time travel and attention", which explores Buddhaghosa's ideas about memory. (It will eventually be published with a reply by Ganeri)
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