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Supervised Injection Facilities and the Morality of Harm Reduction

photograph of discarded syringe on asphalt

This article has a set of discussion questions tailored for classroom use. Click here to download them. To see a full list of articles with discussion questions and other resources, visit our “Educational Resources” page.


People often support policies that lessen the harms others experience. For instance, proponents of abortion rights often argue that banning abortion does not eliminate abortions, it only makes them unsafe. Some high school sex education programs provide condoms to students to curb the spread of sexually transmitted diseases. Although traditionally alcohol is banned in homeless shelters, some have shifted to a “wet” model allowing residents to use alcohol and in some cases even prescribing alcohol. The rationale here being that it is easier to get one’s sobriety under control in a managed environment and when one has shelter at night.

More recently, some have considered the role harm reduction may play in addressing the U.S. opioid epidemic. According to the Centers for Disease Control, 93,655 Americans died of drug overdoses in 2020, a 30% increase from 2019, and a further 107,622 died of overdose in 2021. One of the leading contributors to this spike in deaths is the increased presence of fentanyl. Because of its potency, lower cost, and addictive potential, fentanyl is often mixed with other powdered drugs or sold in their place. As a result, people who unknowingly consume fentanyl may accidentally overdose, not realizing the strength of the drug they are consuming.

In response, policy makers have been taking measures to reduce the risk of harm fentanyl poses. For instance, although once labeled as “drug paraphernalia” lawmakers across the U.S. have worked to decriminalize fentanyl test strips, hoping to help drug users avoid fentanyl. Some have called for further steps including the creation of Supervised Injection Facilities (SIFs). At these facilities, individuals are permitted to bring in and consume drugs. They are then provided with the means to use these drugs as safely as possible; they receive clean needles, alcohol pads to sterilize injection sites, and medical staff remain on standby to monitor for potential signs of overdose. Additionally, staff can help secure access to resources such as addiction counseling and treatment. The idea is to reduce overall harm by ensuring that those who would otherwise use drugs in public are instead in a private, controlled space with access to resources which can help secure their long-term health. OnPointNYC, the organization running the SIFs, reports they have intervened in 848 overdoses on site and zero deaths have occurred in 68,264 uses.

SIFs, however, are not popular in the U.S. Although other locales have considered opening SIFs, New York City contains the only two officially operating in the U.S. – one in East Harlem and one in Washington Heights. However Representative Nicole Malliotakis of New York’s 11th District has called on the Justice Department to shut down “heroin shooting galleries that only encourage drug use and deteriorate our quality of life.” Pennsylvania’s state senate recently passed a bill banning SIFs by a 41-9 margin. Senator Christine Tartaglione, a Democrat from Philadelphia, stated that her “constituents do not want safe injections site in the neighborhood” and claimed that these sites “enable addiction… [and] we should be in the business of giving these folks treatments.”

These, and other potential objections, warrant further examination. For the purposes of this discussion, I want to consider arguments against harm reduction in the context of SIFs. However, in doing so, these reflections may lead to some insight about harm reduction arguments in other contexts.

One might object to SIFs because they appear to publicly endorse illegal behavior. Yet we may have reason to find this reason uncompelling – the law and morality often diverge. To oppose SIFs because the drugs consumed there are illicit is to merely pass the buck. Why should we regard the use of particular drugs morally objectionable? Why prefer a policy of abstention to moderation? Our focus is better placed on arguments that target SIFs themselves.

The claims by public figures quoted earlier suggest that SIFs fail to prevent harm and instead increase it. There seem to be two purported reasons for this. First, that SIFs enable or even promote drug addiction. Second, that SIFs lead to a deterioration of the surrounding area, encouraging drug users to occupy it, which leads to drug dealing, public drug use, and further threats to the local community.

The available data, however, does not support these arguments. Researchers have found that SIFs lead to lower rates of overdose and decreases in infectious disease rates among drug users. So, SIFs appear to lessen harm to addicts, at least in the short term. Further, SIFs do not seem to impact local crime rates, and, at worst, have no impact on public drug use and needle litter (though there is some evidence that they reduce both).

There is an intuitive argument that these facilities will deteriorate neighborhoods by drawing in drug dealers – the supply may seek out the demand. However, support for this claim is primarily anecdotal. Further, while narcotics arrests have increased in New York neighborhoods with SIFs, these areas now have additional police presence outside of SIFs. It’s at least plausible that an increased police presence is the cause of additional arrests.

Further, there seems to be little, if any, data on the long-term effects of SIFs for overcoming addiction. Perhaps more clarity on long-term consequences of SIFs will come as their impacts are further researched. But currently there seems to be little evidence suggesting they are harmful. They seem to benefit addicts, at least in the short term, and there does not appear to be conclusive evidence that they harm the surrounding community.

But perhaps considering only the consequences misses the point. As I have argued elsewhere, sometimes the consequences of a policy do not seem to matter in the face of other moral objections. Consider, for instance, someone arguing that making cannibalism illegal just produces additional harms – it pushes the market for human meat into the underground, making regulation and oversight impossible, harming both the producers and consumers of human meat. Thus, this person concludes that legalizing cannibalism and regulating human meat consumption would make things safer.

These points, however, fail to resonate as objections to prohibiting cannibalism. This is because harm is just one factor (if even a factor) behind cannibalism’s illegality. Part of the reason why we have laws is to express our attitudes towards a behavior. In this case, eating human flesh simply seems deeply morally wrong to us.

Following this logic, the opponent of SIFs could argue that there is something morally objectionable in drug use, even if SIFs do reduce harm in the long run. That explanation could come in various forms. For instance, in the Groundwork of the Metaphysics of Morals, Immanuel Kant argues that someone who refuses to develop their talents acts immorally by disrespecting her own humanity – she has a potential that she is ignoring in favor of seeking pleasure. Alternatively, one might ground an objection to drug use in virtues. Given the long-term risks associated with drug use, one who regularly uses may fail to demonstrate the virtue of prudence. Thus, one might argue that, if drug use is morally wrong, then facilitating it via SIFs would make one complicit in wrongdoing.

Even if one can give a compelling argument that drug use is in some way immoral (although this may be difficult given the disease model of addiction) there are hurdles this explanation must overcome. Namely, it is unclear whether these concerns are the proper basis of legislation. The government has, at best, a limited prerogative to promote virtue, at least in a society with robust individual rights to self-determination. Further, given the sheer scale of deaths from drug overdoses in the United States, it seems more plausible that reducing harms by participating in or facilitating wrongdoing is a lesser evil than continuing with a status quo that results in tens of thousands of deaths a year. And even still, it is not clear that facilitating a wrong behavior for the sake of minimizing harm is itself wrong.

Opponents of SIFs seem to have two rhetorical options available to them. They may argue that SIFs do not, in fact, reduce harm. But this claim has a tenuous relationship to current data. Alternatively, they may argue that even if they do reduce harms, SIFs are ultimately unjustifiable for moral reasons. There is more flexibility in developing arguments of this nature, but there are still serious theoretical difficulties one must resolve even if they can give a plausible argument for drug use’s immorality. Perhaps this is why opponents of SIFs couch their arguments in terms of the consequences of SIFs, even when they lack the data to support these claims.

Ultimately, if OnPoint’s figures are accurate, SIFs show great promise at limiting deaths from overdose. Even if this is their only benefit, this alone should make us pause before rejecting them. While they may only address the symptoms of the opioid crisis in the U.S., we have compelling moral reason to minimize harms while solving the underlying problems behind addiction.

Is NIMBYism Immoral?

photograph of high cedar fencing on neighborhood homes

Why can’t we make significant strides in combating homelessness? Why does the construction of adequate housing in high-demand regions persistently falter? Why are we unable to execute the extensive setup of wind farms and solar plants? Why does the emergence of next-generation nuclear power plants seem a distant dream? Among the complex array of answers that emerge, one frequent, simple response often floats to the top: “NIMBY-ism.”

The acronym “NIMBY,” which stands for “Not In My Back Yard,” is a phrase emblematic of certain residents who vehemently oppose development projects in their local areas. Their opposition, interestingly, is not necessarily premised on any deep-seated issues with the project itself. Rather, it is the development’s proximity to their home that evokes their protest. The term NIMBY has an unsurprisingly pejorative tone. It conjures an image of an individual prioritizing personal comforts over the common good. NIMBY tends to paint a picture of selfishness — an individual who comprehends the potential advantages of a project for the broader community and could even endorse it enthusiastically, provided it happened elsewhere. Picture a resident who resists a development project for fear it may reduce the exclusivity of their neighborhood, cause a slight dip in their property value, or result in the tiniest disruption to their everyday routine.

This portrayal often transforms NIMBYism into a moral failing — an ethically suspect character-type indicative of a lack of empathy and commitment to collective responsibility. Indeed, many philosophers suggest that the cornerstone of morality is impartiality — an unbiased concern for the rights and well-being of all individuals. This view implies that moral violation occurs when a person fails to act with such impartiality, demonstrating inequitable concern for others.

Can anything be said in defense of NIMBY sentiment? Is it possible that some NIMBYs could be misunderstood “NIABYs,” defenders of the principle: “Not in Anyone’s Backyard”? There can be instances where opposition to development springs from genuine impartial concerns about preserving local community values, upholding neighborhood aesthetics, or ensuring environmental and cultural preservation. The impartial NIABY opposes development in any area where these values are at stake, not merely in their own. This perspective, in contrast to NIMBYism, doesn’t seem selfish and doesn’t appear to violate the impartiality central to morality.

But what about the true NIMBYs? Aren’t they necessarily morally deficient? Well, the moral demand for strict impartiality isn’t always clear-cut. We wouldn’t demand a parent care equally about the well-being of a stranger’s child as they do their own. Likewise, we wouldn’t expect someone to invest the same effort for anybody as they would for a dear friend. Thus, some level of partiality — varying degrees of care contingent on the significance and the special nature of relationships — might not just be morally permissible but could even be an aspect of having good moral character, of being connected to others in the right kind of way.

Viewed through a generous lens, NIMBYism could be seen in a similar light. Just as it seems socially acceptable for most of us to contribute to a friend’s healthcare costs (despite the fact that our dollar could have more impact donating to highly effective charities), perhaps it is also acceptable to care particularly about the welfare of one’s own community and its residents. After all, people share deep and meaningful connections with their communities, akin to their ties with friends and family members.

This defense of NIMBYism, however, has its limits. Even if morality can accommodate a degree of partiality, there comes a point when the needs of the wider community must be taken into account. NIMBYs still might be taking their partiality too far, just as a parent might inappropriately overprioritize the well-being of their own child above the well-being of others.

If morality does allow for some degree of partiality, if it makes space for special concern for specific relationships, then perhaps the issue with NIMBYism lies elsewhere. Perhaps NIMBYism’s ultimate problem lies more in the realm of justice. Certain people and communities are strategically positioned to leverage existing zoning and development laws to block local development. Areas populated by educated, wealthy, and time-rich residents have an apparent advantage here, thereby nudging undesirable development towards areas with fewer resources to resist effectively. This inevitably creates disparities in the distribution of developmental benefits and burdens.

So, if this perspective on NIMBYism holds water, then perhaps the typical moral condemnation of NIMBYs is misguided. But what’s the appropriate alternative? One solution could be a reform of development and zoning laws to ensure a level playing field amongst communities. If it’s morally permissible for all of us to harbor special care for our own communities, then it becomes crucial to have a political system that equally enables all of us to express that special care.

Social Equality with Jessica Flanigan

Social or relational egalitarians believe that humans should treat one another as equals. They’ll often point to democracy as the most realistic means of achieving their political goals in an egalitarian way. And this makes sense in theory. Everyone gets a vote, everyone gets an equal say. My guest today argues that democracy might not actually be the most equitable way of making decisions in a society. Jessica Flanigan is a philosopher at the Jepson School of Leadership Studies at the University of Richmond, and she says that egalitarians might want to rethink their commitment to democracy.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Jessica Flanigan, “Social Equality and the Stateless Society

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Gin Boheme” by Blue Dot Sessions

Borough” by Blue Dot Sessions

Moral Education in an Age of Ideological Polarization: Teaching Virtue in the Classroom

photograph of apple on top of school books stacked on desk

The Program for Character and Leadership at Wake Forest University was recently awarded $30.7 million by Lilly Endowment Inc. to create a national higher education network focused on virtue formation. Approximately $7 million will go towards further strengthening the program at Wake Forest, while $23 million will be earmarked for funding initiatives on character at other colleges and universities.

While this project is a big win for Lilly, which supports “the causes of community development, education and religion,” it also raises pressing questions about the role of the moral virtues within higher education. In the wake of the Unite the Right Rally in Charlottesville, Virginia, professor Chad Wellmon wrote in The Chronicle of Higher Education that the University of Virginia could not unambiguously condemn the demonstrations. This is because universities, Wellmon wrote, “cannot impart comprehensive visions of the good,” making them “institutionally incapable of moral clarity.” On Wellmon’s view, universities should focus solely on the life of the mind, leaving profound moral questions to churches, political affiliations, and other civic organizations.

Supporting this vision of the university, many conservatives have complained that higher education is insufficiently neutral when it comes to moral and political values. In rejecting courses on Black history deemed to lean too far left, Florida Governor Ron DeSantis claimed that citizens “want education, not indoctrination.”

If higher education ought to remain neutral and eschew a deep moral vision, however, then how is it possible for universities to stay true to their mission while, like Wake Forest, simultaneously engaging in character education?

One thing that can be said is that institutions of higher education already do engage in virtue education. Due to their commitment to help their students think well, colleges and universities encourage their students to be curious, open-minded, and intellectually humble. As even Wellmon acknowledges, forming the life of the mind requires robust intellectual virtues, including “an openness to debate, a commitment to critical inquiry, attention to detail, and a respect for argument.”

Along with these intellectual virtues, higher education also supports a number of civic virtues as well. Because colleges and universities are tasked with preparing students to be responsible citizens, they often aim at promoting civility, tolerance, and civic engagement. These virtues equip graduates to contribute within liberal democracies, coupling their intellectual development with civic preparation.

The obvious objection to these examples is that the virtues in question are not moral virtues. Intellectual and civic virtues may be well within the purview of higher education, but should professors really take it upon themselves to teach compassion, courage, generosity, integrity, and self-control?

While these might seem strange in context of the modern university, it is interesting to note that higher education does emphasize at least one moral virtue – the virtue of honesty. Regardless of the institution, academic honesty policies are ubiquitous, forbidding cheating, plagiarism, and other forms of academic dishonesty. We have, then, at least one obvious example of a moral virtue being promoted at the university level. If the moral virtues generally seem so out of place at colleges and universities, then why does honesty get a pass?

The intellectual virtues find their place within the academic world because of the ways they promote the mission of higher education. The flourishing life of the mind requires the intellectual virtues, and so there are no complaints when professors help students form their intellectual characters.

But honesty also plays an important role in thinking well. If, every time a student encounters an intellectual challenge, they turn to cheating or plagiarism, they are missing out on an opportunity to do the difficult work of developing the intellectual virtues. Academic dishonesty short-circuits their ability to grow in the life of the mind, making it important for instructors to not only encourage the intellectual virtues, but to guide students towards honesty as well.

From this we can see that, while universities do not typically engage in moral education, this is not because they must always remain neutral on moral issues. Instead, universities simply do not see the other moral virtues as necessary for their mission.

But such an omission is not always well-motivated, as there are many moral virtues that are integral to the goals that universities have for their students. Consider, for example, the goal of helping students prepare for careers post-graduation. While employers might be looking for candidates that are open-minded and intellectually curious, they likely also hope to hire professionals with honesty, integrity, and self-control. Employers want doctors who are compassionate, professors who are humble, and lawyers who are just.

If college presidents, deans, and provosts see it as part of their mission to prepare students for the working world, then there is a place for character formation on campus. While some may contest that job training is not the most important mission of the university, it is nevertheless a significant one, making the task of developing morally virtuous teachers, nurses, and engineers a central mission of higher education.

This emphasis on moral virtue, of course, still allows universities to leave space for students to develop their own visions of what a good and meaningful life might look like. Emphasizing the moral virtues does not require compromising the ideological neutrality necessary for a diverse and challenging university experience. Instead, emphasizing character can only deepen and strengthen what higher education has to offer, teaching students to not only be good thinkers, but to be good people as well.

Phenomenology of Black Spirit with Biko Mandela Gray and Ryan J. Johnson

We’re reframing the philosophical canon today with Biko Mandela Gray and Ryan J. Johnson. Their new book, Phenomenology of Black Spirit, puts major Black thinkers in conversation with the work of the philosopher Hegel.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Biko Mandela Gray
  2. Ryan J. Johnson
  3. Phenomenology of Black Spirit
  4. Ethics and phenomenology
  5. Ronald Judy, Sentient Flesh: Thinking in Disorder, Poiēsis in Black
  6. More on Ella Baker

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Single Still” by Blue Dot Sessions

Cran Ras” by Blue Dot Sessions

Ethics in Focus with Elena Ruíz and Nora Berenstain

This episode is part of our Ethics in Focus series where we present full-length interviews with expert guests. This series features conversations about ethics for folks already familiar with the field of ethics. Today, I’m talking to the philosophers Elena Ruíz and Nora Berenstain about the criminalization of pregnancy in North America. We’re discussing their 2018 article “Gender Based Administrative Violence as Colonial Strategy.”

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Elena Ruíz and Nora Berenstain, “Gender-Based Administrative Violence as Colonial Strategy
  2. Leanne Simpson, “Land as pedagogy: Nishnaabeg intelligence and rebellious transformation
  3. John Locke, “Second Treatise of Government
  4. Shannon Speed, Incarcerated Stories
  5. Cate Young, “This Is What I Mean When I Say ‘White Feminism’
  6. Katherine Stewart, The Power Worshippers
  7. Anthea Butler
  8. Horatio Robinson Storer
  9. Kimberlé Crenshaw
  10. Angela Y. Davis, Women, Race and Class
  11. Reproductive justice

Resources provided by Nora Berenstain and Elena Ruíz

  1. Freefrom National Abortion Access Fund for Survivors
  2. Indigenous Women Rising abortion fund
  3. Women’s Reproductive Rights Assistance Project
  4. Mariposa Fund
  5. Surkuna (Ecuador)
  6. Fondo Maria (Mexico)
  7. Agrupación Ciudadana por la Despenalización del Aborto (El Salvador)
  8. Lilith fund
  9. Abortions without borders
  10. Plan C
  11. Sister Song
  12. Women with a Vision
  13. National Network of Abortion Funds
  14. Third Wave Fund
  15. Survived and Punished

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Single Still” by Blue Dot Sessions

Cran Ras” by Blue Dot Sessions

Rules with Lorraine Daston

Lorraine Daston is Director emerita of the Max Planck Institute for the History of Science, and a visiting professor in the Committee on Social Thought at the University of Chicago. On today’s episode of Examining Ethics, we’re discussing her new book Rules: A Short History of What We Live By. She explains that regulations that seem to have little to do with morality–like spelling rules–are often tied to deep-seated values in a society.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Lorraine DastonRules: A Short History of What We Live By
  2. Thomas Kuhn, The Structure of Scientific Revolutions
  3. Ludwig Wittgenstein on rule following
  4. Immanuel Kant’s categorical imperatives
  5. 1908 National Spelling Bee

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Gin Boheme” by Blue Dot Sessions

Songe d’Automne” by Latché Swing from the Free Music Archive. CC BY-NC-SA 2.0 FR

Debating the Death Penalty: Judicial Override of Life Sentences

photograph of gavel and judge's seat in courtroom

In 1986, 18-year-old Ronda Morrison was shot in the back multiple times while working her job at Jackson Cleaners in Monroeville, Alabama. Under pressure from police, Ralph Meyers, who was facing charges for a different crime implicated Walter McMillan in the murder of Ms. Morrison. McMillan, however, insisted that he was hosting a fish fry at his home at the time of the crime and his account was supported by many witnesses who were present at the event. All of these witnesses were Black. Ultimately, McMillan was tried and convicted of aggravated murder by a jury comprising eleven white jurors and one Black juror. The jury recommended life in prison, but the state of Alabama at the time allowed judges to override the sentencing recommendations of juries. The judge in McMillan’s case ignored the jury’s recommendation and sentenced him to death. Despite the outcome of the trial, MacMillan was factually innocent of the murder. (And Myers later recanted his account of the events.) As a result of the appeals process, after spending six years on death row, McMillan was exonerated and released.

In 1975, Furman v Georgia effectively abolished the death penalty across the country. One dominant rationale for the decision was that there was strong evidence that the death penalty was not imposed in a consistent way – the manner by which it was meted out in practice provided evidence of strong racial bias. The court ruled that states must ensure that sentencing not be discriminatory or capricious.

In response to the Furman decision, four states passed legislation allowing for judicial override of jury sentencing recommendations: Alabama, Delaware Florida, and Indiana.

The initial rationale for passing these laws was to reduce the number of cases in which the death penalty was imposed. The idea was that judges could overturn jury recommendations of a sentence of death and instead impose a sentence of life in prison.

However, the legislation also gave judges the power to go in the other direction — to overturn a jury’s sentence of life in prison and instead impose death.

The primary concern with this kind of legislation is that it violates the defendant’s sixth amendment right to a trial by jury. In recent years, all of these states have, in principle, abolished the practice of judicial override of this type. In practice, however, Alabama still executes individuals who were sentenced to life by juries but death by the judge, even though it abolished judicial override in 2017.

This issue made news again earlier this month as the execution date of Kenneth Eugene Smith approached. In 1988, Smith was convicted of murder for hire; a preacher paid him $1000 dollars to kill his wife, Elizabeth Sennett. Smith stabbed her eight times in the neck and chest. The jury in his second trial voted 11-1 to impose a life sentence, and the judge took advantage of his ability to override this decision and impose the death sentence instead.

The right of a person to be tried and sentenced by a jury of their peers is a cornerstone of democracy. We do not want punishment to be exacted at the hands and in the interests of tyrants.

We value a process of rational deliberation and discourse that allows a group of people who share similar cultural and moral values to evaluate evidence and to engage in discourse to come to agreement on what conclusions the evidence supports. This process, we think, generates the best conclusions we could hope to reach. In theory, the deliberative procedure ensures fairness.

Unfortunately, the decisions a jury reaches do not always live up to the standards of procedural fairness. Individuals are prone to bias and that bias does not always, or even often, disappear when you get more people together. In fact, problems of bias can often intensify under these circumstances. A juror who might otherwise be leaning toward acquittal or toward a lighter sentence might be hopelessly influenced by peer pressure during deliberations.

It’s also true that there are no standards when it comes to the required intelligence levels and educational backgrounds of jurors. So, the same concerns some have about voters may also apply to jurors  — sometimes groups of people who don’t know much about the things they’re being asked to decide make very bad decisions. This is a heightened challenge when cases turn on highly technical evidence or on the finer points of the law.

It might be tempting, then, to think that the most serious and impactful decisions should be left to people who know the system best. Certainly, judges know the law; they’ve heard evidence of all types and presumably have refined methods for processing and interpreting it. They may not be subject to the same kinds of bias that one might expect to see in a group of jurors. If they see a person who might be sentenced to death as a result of racial bias, they can stop it before it happens. On this view, judges are like Plato’s philosopher kings, adept at reason and in a position to serve as a shield against the tyranny of the many, in this case, the jury. Of course, this is hopelessly idealized as well.

All human beings act in biased ways, and judges are no exception. Far from shielding us from tyranny, when judges make decisions unilaterally and in conflict with the decisions of the jury, they may simply be acting as tyrants.

Judges also often have political aspirations and are subject to elections. This means that they have good reason to desire that their decisions in any particular case are politically popular. This seemed to have played a role in the sentencing of both McMillan and Smith. It was common knowledge in McMillan’s community that he had affair with a white woman in an area and at a time during which people had deeply bigoted attitudes toward interracial relationships. For this reason, a death sentence for McMillan may well have been popular with local voters. In the Smith case, the sentence was imposed during a second trial granted after an appeal of the results of the first. In the first trial, Smith was sentenced to death by the jury and many members of the community were distressed that the sentence might change — they viewed a life sentence as a miscarriage of justice. After all, Smith was willing to take someone’s life for the paltry sum of $1000.

To meet their burden of proof, the prosecution must present evidence that convinces the jury beyond a reasonable doubt that the defendant is guilty.

We’d all like to think that jurors always take that standard seriously, but human beings are fallible. One of the reasons why a jury might opt for a life sentence instead of death is lingering doubt about the guilt of the defendant.

If it turns out that the jury got it wrong, a life sentence allows for a much greater possibility that the truth will come to light, and the innocent person will be exonerated. Death preempts that possibility permanently.

In another twist in this case with serious moral implications, on November 17th, the state of Alabama attempted to execute Smith. They tried, unsuccessfully, to find a vein and establish a line to administer drugs that would kill Smith. They prodded him with needles for an hour before finally giving up and calling off the execution for the night. This is the third time that this problem has occurred during an execution in the state, raising concerns about the competency of the people charged with killing human beings in the name of the state.

Critically, this case motivates reflection on one of the most important questions our country faces: should we abolish the death penalty outright? Death is the most extreme and irreversible punishment a society can impose. Ought we be imposing a sentence this severe when judges and juries can come to such dramatically different conclusions about whether it is appropriate in any given case? If we think that there are fundamental flaws with both jury and judicial sentencing, should we be willing to accept death as an outcome of an inescapably flawed system? If, on top of all of this, the ability to impose the death penalty humanely in practice is so often called into question by botched case after botched case, isn’t the death penalty obviously cruel and unusual?

Victims’ Rights with Lenore Anderson

Practical or applied ethics involves a lot of discussion about harm. And when we’re examining harm as it relates to crime, we tend to focus on victims. However, president of the Alliance for Safety and Justice Lenore Anderson argues that we need to take care that our discussion of harm isn’t centered on just one group of people. She’s here to discuss her new book In Their Names: The Untold Story of Victims’ Rights, Mass Incarceration, and the Future of Public Safety.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Lenore Anderson, In Their Names: The Untold Story of Victims’ Rights, Mass Incarceration, and the Future of Public Safety
  2. National Academies of Science, “The Growth of Incarceration in the United States
  3. Victims of crime in New Orleans jailed so they could provide testimony in court

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Single Still” by Blue Dot Sessions

Songe d’Automne” by Latché Swing from the Free Music Archive. CC BY-NC-SA 2.0 FR

Obedience with Pauline Shanks Kaurin

There’s perhaps no better example of an obedient person than a soldier. And yet, soldiers often thoughtfully disobey direct orders, and in some cases, are legally obligated to disobey the rules. Pauline Shanks Kaurin, who is a philosopher and professor of military ethics at the U.S. Naval War College joins us to explore the ethics of obedience. She’s discussing her book On Obedience: Contrasting Philosophies for the Military, Citizenry, and Community.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Pauline Shanks Kaurin, On Obedience: Contrasting Philosophies for the Military, Citizenry, and Community
  2. Mỹ Lai massacre
    1. Hugh Thompson
  3. Alasdair MacIntyreAfter Virtue
  4. Martin Luther King, Jr., “Letter from a Birmingham Jail
  5. Thomas Aquinas on unjust laws
  6. USS Theodore Roosevelt and COVID-19

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Gin Boheme” by Blue Dot Sessions

Calgary Sweeps” by Blue Dot Sessions

Emma Saunders-Hastings: Philanthropy and Democracy

Inquiries around the ethics of philanthropy might seem pretty cut-and-dry at first glance. Are the people receiving donations better off than they were before they received help? Even if the answer to that question is yes, political theorist Emma Saunders-Hastings argues that it’s not the only critical question we should be asking about philanthropy. On this episode of the podcast, we discuss her new book, Private Virtues, Public Vices: Philanthropy and Democratic Equality.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Emma Saunders-Hastings, Private Virtues, Public Vices: Philanthropy and Democratic Equality
  2. Bill and Melinda Gates Foundation
  3. Give Directly

Please note that the Prindle Institute does not endorse any of the organizations linked in the show notes.

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Gin Boheme” by Blue Dot Sessions

Songe d’Automne” by Latché Swing from the Free Music Archive. CC BY-NC-SA 2.0 FR

Care and Institutions with Elizabeth Lanphier

Clinical ethicist and professor of philosophy Elizabeth Lanphier joins the Examining Ethics podcast to discuss the relationship between care and justice, and what an ethic of care might look like in institutional settings.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Elizabeth Lanphier, “An Institutional Ethic of Care”
  2. Why we should care about ‘care ethics’
  3. More information about the basics of care ethics
  4. Virginia Held
  5. Justice versus care ethics
  6. Ideal and nonideal theory
  7. Margaret Urban Walker

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Gin Boheme” by Blue Dot Sessions

Songe d’Automne” by Latché Swing from the Free Music Archive. CC BY-NC-SA 2.0 FR

Book Bans, the First Amendment, and Political Liberalism

photograph of banned book display in public library

Book bans in public schools are not new in America. But since 2021, they have reached levels not seen in decades, the result of efforts by conservative parents, advocacy groups, and lawmakers who view the availability of certain books in libraries or their inclusion in curricula as threats to their values. In one study that looked at just the nine-month period between July 1, 2021 and March 31, 2022, the free expression advocacy organization PEN America found nearly 1,600 instances of individual books being banned in eighty-six school districts with a combined enrollment of over two million students. Of the six most-banned titles, three (Gender Queer: A Memoir, All Boys Aren’t Blue, and Lawn Boy) are coming-of-age stories about LGBTQ+ youth; two (Out of Darkness and The Bluest Eye) deal principally with race relations in America; and one (Beyond Magenta: Transgender Teens Speak Out) features interviews with transgender or gender-neutral young adults. 41% of the bans were tied to “directives from state officials or elected lawmakers to investigate or remove books.”

The bans raise profound ethical and legal questions that expose unresolved issues in First Amendment jurisprudence and within political liberalism concerning the free speech rights of children, as well as the role of the state in inculcating values through public education.

What follows is an attempt to summarize, though not to settle, some of those issues.

First, the legal side. The Supreme Court has long held that First Amendment protections extend to public school students. In Tinker v. Des Moines Independent Community School District, a seminal Vietnam War-era case about student expression, the Court famously affirmed that students in public schools do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” Yet student expression in schools is limited in ways that would be unacceptable in other contexts; per Tinker, free speech rights are to be applied “in light of the special characteristics of the school environment.”

Accordingly, Tinker held that student speech on school premises can be prohibited if it “materially and substantially disrupts the work and discipline of the school.”

The Court has subsequently chipped away at this standard, holding that student speech that is not substantially and materially disruptive — including off-campus speech at school-sponsored events — can still be prohibited if it is “offensively lewd and indecent” (Bethel School District No. 403 v. Fraser), or can be “reasonably viewed as promoting illegal drug use” (Morse v. Frederick). In the context of “school-sponsored expressive activities,” such as student newspapers, the permissible scope for interference with student speech is even broader: in Hazelwood School District v. Kuhlmeier, the Court held that censorship and other forms of “editorial control” do not offend the First Amendment so long as they are “reasonably related to legitimate pedagogical concerns.”

Those cases all concerned student expression. A distinct issue is the extent to which students have a First Amendment right to access the expression of others, either through school curricula or by means of the school library. Book banning opponents generally point to a 1982 Supreme Court case, Board of Education, Island Trees Union Free School District No. 26 v. Pico, to support their argument that the First Amendment protects students’ rights to receive information and ideas and, as a consequence, public school officials cannot remove books from libraries because “they dislike the ideas contained in those books and seek by their removal to prescribe what shall be orthodox in politics, nationalism, religion, and other matters of opinion.”

There are, however, three problems with Pico from an anti-book banning perspective. First, those frequently cited, broad liberal principles belong to Justice Brennan’s opinion announcing the Court’s judgment. Only two other justices joined that opinion, with Justice Blackmun writing in partial concurrence and Justice White concurring only in the judgment. Thus, no majority opinion emerged from this case, meaning that Brennan’s principles are not binding rules of law. Second, even Brennan’s opinion conceded that school officials could remove books from public school libraries over concerns about their “pervasive vulgarity” or “educational suitability” without offending the First Amendment. This concession may prove particularly significant in relation to books depicting relationships between LGBTQ+ young adults, which tend to include graphic depictions of sex. Finally, Brennan’s opinion drew a sharp distinction between the scope of school officials’ discretion when it comes to curricular materials as opposed to school library books: with respect to the former, he suggested, officials may well have “absolute” discretion. Thus, removals of books from school curricula may be subject to a different, far less demanding constitutional standard than bans from school libraries. In short, Pico is a less-than-ideal legal precedent for those seeking to challenge book bans on constitutional grounds.

The question of what the law is is, of course, distinct from what the law should be. What principles should govern public school officials’ decisions regarding instructional or curricular materials and school library books?

A little reflection suggests that the Supreme Court’s struggle to articulate clear and consistent standards in the past few decades may be due to the fact that this is a genuinely hard question.

Political liberalism — the political philosophy that identifies the protection of individual liberty as the state’s raison d’être — has traditionally counted freedom of expression among the most important individual freedoms. Philosophers have customarily offered three justifications for this exalted status. The first two are broadly instrumental: according to one view, freedom of expression promotes the discovery of truth; according to another, it is a necessary condition for democratic self-governance. An important non-instrumental justification is that public expression is an exercise of autonomy, hence intrinsically good for the speaker.

The instrumental justifications seem to imply, or call for, a corresponding right to access information and ideas. After all, a person’s speech can only promote others’ discovery of truth or help others govern themselves if that speech is available to them. Simply having the unimpeded ability to speak would not contribute to those further goods if others were unable to take up that speech.

Yet even if the right of free speech implies a right to access information and ideas, it may be plausibly argued that the case for either right is less robust with respect to children. On the one hand, children generally have less to offer in terms of scientific, artistic, moral, or political speech that could promote the discovery of truth or facilitate democratic self-governance, and since they are not fully autonomous, their speech-acts are less valuable for them as exercises of their autonomy. On the other hand, since children generally are intellectually and emotionally less developed than adults, and also are not allowed to engage in the political process, they have less to gain from having broad access to information and ideas.

Obviously, even if sound, the foregoing argument only establishes lesser rights of free speech or informational access for children, not no such rights. And the case for lesser rights seems far weaker for teenagers than for younger children. Finally, the argument may be undermined by the state and society’s special interest in educating the young, which may in turn provide special justification for more robust free speech and informational access rights for children. I will return to this point shortly.

All the states of the United States, along with the federal government, recognize an obligation to educate American children. To fulfill that obligation, states maintain public schools, funded by taxation and operated by state and local government agencies, with substantial assistance from the federal government and subject to local, state, and federal regulation. As we’ve seen, the Supreme Court has mostly used the educational mission of the public school as a justification for allowing restrictions on students’ free speech and informational access rights inasmuch as their exercise would interfere with that mission.

Thus, the Court deems student speech that would disturb the discipline of the school, or books that would be “educationally unsuitable,” as fair game for censorship.

This is not radically different from the Court’s approach to speech in other public institutional contexts; for example, public employees’ speech is much more restricted than speech in traditional public forums. The combination of the sort of considerations adduced in the last paragraph, together with idea that speech and informational access can be legitimately restricted in public institutions, may lead one to conclude that student expression and informational access in public schools can be tightly circumscribed as long as it is for a “legitimate pedagogical purpose.”

This conclusion would, I think, be overhasty. The overriding pedagogical purpose of the public school does not cleanly cut in favor of censorship; in many ways, just the opposite. Educating students for citizenship in a liberal democracy must surely involve carefully exposing them to novel and challenging ideas. Moreover, mere exposure is not sufficient: the school must also encourage students to engage with such ideas in a curious, searching, skeptical, yet open-minded way. Students must be taught how to thrive in a society replete with contradictory and fiercely competing perspectives, philosophies, and opinions. Shielding students from disturbing ideas is a positive hindrance to that goal. This is not to deny that some content restrictions are necessary; it is merely to claim that the pedagogical mission of the public school may provide reason for more robust student free speech and informational access rights.

But what about conservatives’ objections — I assume at least some of them are made in good faith — to the “vulgarity” of certain books, irrespective of their intellectual content? Their determination to insulate students from graphic descriptions of sex might seem quixotic in our porn-saturated age, and one might think it is no worse than that. In fact, insofar as these objections derive from the notion that it is the job of public schools to “transmit community values,” as Brennan put it in Pico, they raise an important and unresolved problem for political liberalism.

Many versions of political liberalism hold that the state should strive to be neutral between the competing moral perspectives that inevitably exist in an open society.

The basic idea is that for the sake of both political legitimacy and stability, the state ought to be committed to a minimal moral framework — for example, a bill of rights — that can be reasonably accepted from different moral perspectives, while declining to throw its weight behind one particular “comprehensive doctrine,” to use John Rawls’s phrase.

For example, it would be intuitively unacceptable if state legislators deliberated about the harms and benefits of a particular policy proposal in terms of whether it would please or enrage God, or of its tendency to help the public achieve ataraxia, the Epicurean goal of serene calmness. One explanation for this intuition is that such deliberation would violate neutrality in employing ideas drawn from particular comprehensive doctrines, whether secular or religious, that are not part of that minimal moral framework with which most of the public can reasonably agree.

If state neutrality is a defensible principle, it should also apply to public education: the state should not be a transmitter of community values, at least insofar as those values are parochial and “thick,” rather than universal and “thin.” Concerns about children’s exposure to graphic depictions of sex may be grounded in worries about kinds of harm that everyone can recognize, such as psychological distress or, for certain depictions, the idea that they encourage violent sexual fantasies that might later be enacted in the real world. But conservatives’ worries might also be based in moral ideas that don’t have much purchase in the liberal moral imagination — ideas about preserving sexual purity or innocence, or about discouraging “unnatural” sexual conduct like homosexuality. These ideas, which are evidently not shared by a wide swath of the public, do not have a place in public education policy given the imperative of state neutrality.

Unfortunately, while perhaps intuitively compelling, the distinction between an acceptably “minimal” moral framework and a “comprehensive doctrine” has proved elusive. For example, are views about when strong moral subject-hood begins and ends necessarily part of a comprehensive doctrine, or can they be inscribed in the state’s minimal moral framework? Even if state neutrality can be adequately defined, many also question whether it is desirable or practically possible. Thus, it remains an open question whether the transmission of parochial values is a legitimate aim of public education.

Public educators’ role in mediating between students and the universe of ideas is and will likely remain the subject of ongoing philosophical and legal debate. However, this much seems clear: conservative book bans are just one front in a multi-front struggle to reverse the sixty-year trend of increasing social liberalization, particularly in the areas of sex, gender, and race.

A “Rogue Court”?: Integrity and Majority Rule

photograph of curtain drawn to inner chamber

Ever since the decision in Dobbs was handed down, there’s been a great deal of ink spilled about the Supreme Court “going rogue.” Whatever image those words are meant to conjure, it can’t be that simply by contradicting popular opinion justices act wrongly. Indeed, to do its job and fulfill its essential function – safeguarding individual rights and acting as legal backstop and ultimate umpire for conflicting claims to basic protection – the High Court must be able to act in opposition to the majority’s will. We should all be relieved that when it comes to who receives a fair trial or who may cast a ballot, we don’t simply put the matter to a vote (or do we?).

We think that the fundamental liberties that citizens enjoy are not the kind of things that should expand and contract with the ebb and flow of favorable representation in Congress.

As Evan Arnet argued yesterday, sometimes the sausage that our legislature – held hostage by party politics – produces simply won’t do. Everything can’t depend on a mere up or down vote; some things must be guaranteed. Enter: The Supreme Court.

In no small part, our need for the High Court to chaperone the legislature stems from the fact that the masses are deeply misguided when it comes to the facts on the ground (see The New York Times’s recent moderated discussion with pro-life and pro-choice focus groups where multiple respondents on both sides thought that abortion was more physically dangerous than childbirth for a woman and estimated that 30-40% of abortions take place after the first trimester – when in reality it’s less than 10%). What we require is a final ruling made by legal experts standing above the political fray who see the matter clearly and can anticipate the legal implications that we mere mortals hardly perceive.

So rather than the common complaint about the justices being out of step with the court of public opinion, the real trouble with the Courts’ recent pronouncements must lie elsewhere

– perhaps in its shifting attitude toward the separation of church and state (Kennedy v. Bremerton School District), toward precedent (Dobbs), and toward interpretive consistency (Bruen).

These are all significant complaints to be sure, and each warrants careful consideration. But rather than taking up these criticisms in isolation, I’d like to point to an overarching picture that paints these seemingly disparate complaints as a constellation of related concerns. The public’s historic lack of trust in the Supreme Court may indicate, as Ronald Dworkin once suggested, that “Integrity is our Neptune” – a celestial body we discover only by first recognizing that it’s missing.

So, what is integrity? Simply put, integrity demands that the law be created and adjudicated in a consistent way. Dworkin insists that proper legal interpretation requires commitment to moral coherence. We should strive to comprehend our legislative and judicial history as one of continuity. Judging, Dworkin claims, is not unlike being a writer of a chain novel. You’re tasked with interpreting the major, minor, and latent themes running through the narrative to date and contributing to that tale in a way that does honor to what’s come before – you situate decisions so as to present our legal history in the best possible light.

Ultimately, integrity represents a compromise between the weightlessness of a living constitution and tyrannical rule of a dead hand from a bygone era.

Both of these can devolve into judicial activism and thus commit the gravest of grave sins: legislating from the bench – either by a complete reimagining of the Constitution and our legal history, or by an outright refusal to appreciate the needs of our evolving and ongoing story.

What makes integrity important? The Supreme Court’s legitimacy relies on appearances. We expect justices to rule according to the law and not their politics. The trouble is that it’s extremely difficult to disentangle the two. Do one’s legal convictions shape their political leanings, or does one’s politics dictate their judicial positions? Demonstrating that fidelity to law comes before party loyalty requires a kind of sacred devotion to impartiality and detached public justification (or perhaps simply a renewed commitment to better covering one’s tracks). For if judicial review – the power of unelected judges to strike down the popular will – is exposed as nothing more than partisan warfare by other means, then the game is lost and the lie of democratic representation is exposed. The emperor has no clothes.

How do we know when the clothes (integrity) aren’t there? Dworkin offers a thought experiment: Imagine a law that made abortion criminal for women born in even years but permissible for those born in odd ones. Such a policy might accommodate the 60/40 split in public opinion on the issue.

Allowing each of two groups to choose some part of the law of abortion, in proportion to their numbers, is fairer (in our sense) than the winner-take-all scheme our instincts prefer, which denies many people any influence at all over an issue they think desperately important.

Still, Dworkin thinks, there’s something that rubs us the wrong way about such a compromise. We seem to reject the Solomonic solution of simply cutting down the middle and giving both sides a little of what they want. So what explains our discomfort? Why is this kind of “fairness” not enough? Why do we turn our nose up at “checkerboard solutions” like this one?

Certainly, the decision to kick the abortion question to the state legislatures looks an awful lot like a checkerboard solution – and one that sits uncomfortably with both sides.

It’s hard to see how that ruling fits within our judicial history that treats similar rights (similar to either the right to reproductive autonomy or the rights of the fetus) as national concerns. Such a ruling appears a significant break with traditional practice.

Just last week, Benjamin Rossi gestured at several potential futures for the current political compromise neither side finds tolerable. Pro-life advocates motivated by Body Count Reasoning (explained here by Dustin Crummett) are unlikely to be satisfied with half-measures. Meanwhile, pro-choice proponents decry the unequal burdens arbitrarily foisted upon residents of different states concerning a basic good: health. (Jim Harbaugh can encourage his players to encourage their partners to go ahead with an unplanned pregnancy and offer to adopt all those children all he wants, but the fact remains that pregnancy is not without risk and the decision to go forward is not simply about whether one has “the means or the wherewithal.”)

Unfortunately, whichever way the Dobbs fallout is eventually resolved is likely irrelevant to the larger problem. Unless and until we begin to conceive of our legislative and judicial history as a shared project of public justification, there will be no restoring public faith. Without courts committed to something like Dworkin’s idea of integrity, even term limits cannot save us.

Nasty, Brutish and Short with Scott Hershovitz

Joining me on the show today is the philosopher Scott Hershovitz, whose new book explores philosophy and ethics through the lens of questions raised by his own children. But as Scott explained to me, his sons Rex and Hank aren’t interested in philosophy just because they’ve been raised by a philosopher. In fact most children are natural philosophers.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Scott Hershovitz, Nasty, Brutish and Short: Adventures in Philosophy with My Kids
  2. St. Augustine on time
  3. Jane English, “Sex Equality in Sports
  4. Angela Schneider
  5. Phillipa Foot, “The Problem of Abortion and the Doctrine of the Double Effect
  6. Trolley problem
  7. René Descartes and dreams
  8. Chris Sununu and climate skepticism

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Capering” by Blue Dot Sessions

Hungaria” by Latché Swing from the Free Music Archive. CC BY-NC-SA 2.0 FR

African American Philosophy with John McClendon III and Stephen Ferguson II

John McClendon III and Stephen Ferguson II are like philosophical archaeologists, uncovering and analyzing the lost scholarship of Black thinkers from the last two centuries. Their book, African American Philosophers and Philosophy, is a fascinating exploration of the work of Black scholars who’ve historically been left out of mainstream philosophy. In my interview with them, we spoke about the value of recovering this scholarship from the archives, and also focused on important contributions to the field of ethics from African-American philosophers.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Stephen Ferguson II
  2. John McClendon III
  3. Charles Mills
  4. Francis Williams
  5. David Hume
  6. Charles Leander Hill
  7. Thomas Nelson Baker
  8. Angela Davis
  9. J.C. Price
  10. John Milton Smith
  11. Kwame Nkrumah

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Golden Grass” by Blue Dot Sessions

Pintle 1 Min” by Blue Dot Sessions

The Morality of Forgiving Student Debt

photograph of graduates at commencement

In March 2020, as the pandemic began, the federal government temporarily suspended student-loan payments and the charging of interest on student debt. Two years later, the suspension continues. There are now growing calls for student debt to be canceled entirely.

Forgiving student loans is a deeply controversial topic, as a few of our own writers have discussed. The policy raises difficult economic questions (would forgiving student loans beneficially stimulate the economy, or simply contribute to the already-high inflation?), political questions (would this be a political “winner” for the Democrats going into the midterms?), and also essentially moral questions.

Do the borrowers deserve forgiveness? Would forgiving existing loans be fair to those who have already paid off theirs? Would a government bailout of student loan borrowers be just when they tend to earn more than most taxpayers?

Both sides of the student loan forgiveness debate use the language of morality and justice to defend their views. On the anti-forgiveness side, it is common to hear expressions to the effect of “I paid mine. You pay yours.” How is it fair on those who worked hard, lived frugally, and repaid their loans that their lazier or less financially responsible counterparts get their loans bailed out by the government? It seems morally wrong to reward failure when it is the result of personal irresponsibility. Those who took out loans did so freely. Perhaps they ought to deal with the consequences themselves, rather than have those consequences shifted onto the taxpayer’s back.

Whether this is a convincing argument depends largely on whether you think those taking student loans are fully informed about the relevant information before making their decisions, and whether you think they are being financially exploited by the universities they are joining. If borrowers were exploited, then it seems just to forgive their debts.

First, some background. Student loan debt has grown rapidly over the past two decades, almost fourfold from $480 billion in 2006 to $1.73 trillion in 2021. Approximately 45 million Americans have student debt, an average of $39,351.

The U.S. Department of Education claims that 10 years is the ideal length of time to pay off a student loan. But, in reality, these loans take an average of 21 years to pay off. If you graduate at 22, you can be expected to be paying off your student loan into your mid-40s. And some student loans are far worse than that. The average Professional degree at a for-profit college takes a shocking 46 years to pay off — longer than most Americans are in the workforce. Even worse, some borrowers are unable to repay their debts. The default rate for the student loans owed to for-profit colleges is 52%, and 66% for African Americans.

The personal impact of crushing student loan payments can be severe and endure for decades. Given these possible long-term negative effects, perhaps the federal government shouldn’t be giving these student loans out in the first place.

The brain takes an average of 25 years to fully mature, but the life-changing decision to take a student loan is made by those as young as 18 years old. If these loans should have never been given, then forgiving them would be rectifying past exploitation.

Debt is also not solely the moral responsibility of the borrower; the provider bears some moral responsibility too. But federal student loans are available to almost all students with no requirements beyond meeting the program’s requirements. The government spends no time nor effort assessing whether the prospective student will be capable of repaying the loan, nor if the degree will be considered an asset. Both eligibility and interest rates are the same for the top-earning degrees (e.g., Petroleum Engineering, Operations Research & Industrial Engineering), and the lowest (e.g., Medical Assisting, Mental Health, Early Childhood Education), despite their vastly different risks of default. Is it really fair to give the burden of a student loan to a future low-paid Medical Assistant, on the same terms as a future Petroleum Engineer? If not, perhaps the federal government has failed to act responsibly in giving these loans in the first place, suggesting forgiveness is the moral choice.

But why should the government opt for forgiveness?

If you get into debt you cannot repay, our society has a system for escape: bankruptcy. It is a painful solution, but an essential one used by 1.5 million Americans each year. Isn’t this the solution to the student debt crisis? The problem is that this basic financial right is tightly restricted in the case of federal student debt. While some advocate changing bankruptcy law to include student debt, until those changes are enacted we are seemingly left with only one solution for those with non-repayable student loans: forgiveness.

Despite these considerations, there is also a strong case against student debt forgiveness. Student loans are not always exploitative. Used well, they can provide access to higher education to millions of Americans who could otherwise not afford it. In a world without student loans, we would expect fewer students from poor families to go to university. Most college students take student loans, and most are able to repay. The access to higher education that these loans can provide is often immensely valuable, both economically and personally.

Of course, an education is worth far more than its financial benefits, but even if we focus narrowly on the economic benefits of university education, those with a bachelor’s degree earn an average of $2.8 million over their careers, compared to $1.6 million for those with a high school diploma. In fact, every extra level of education is correlated with another boost to lifetime earnings. So, while some student loans are lifelong financial burdens, others act as financial life-rafts, leading borrowers to better lives in the broadest sense. Student loans can be irresponsible, exploitative and morally wrong, but they can also be transformative.

If student loans are neither inherently exploitative nor inherently beneficial, how can we assess blanket policies such as forgiveness? One way is to examine the effect of the policy through the lens of distributive justice — the question of what allocation of society’s wealth and resources would be equal, fitting, or otherwise just.

Congresswoman Ayanna Pressley appealed to the value of distributive justice in support of student loan forgiveness, calling it ‘a racial justice issue’, ‘a gender justice issue’, and ‘an economic justice issue’, and tweeting that “Black women are … the most burdened by student debt.” The implication is that Black women are unjustly disproportionately burdened by student debt, in part due to the existing racial wealth gap, and that forgiving this debt would make the country more just. Similarly, Senator Elizabeth Warren and Senate Majority Leader Chuck Schumer wrote that “Canceling student debt is one of the most powerful ways to address racial and economic equity issues. The student loan system mirrors many of the inequalities that plague American society and widens the racial wealth gap.”

Historically, Joe Biden has been fairly skeptical of such claims. In 2021, he told The New York Times, “The idea that you go to [the University of Pennsylvania] and you’re paying a total of 70,000 bucks a year and the public should pay for that? I don’t agree.” Despite the fact that Biden disagrees with Pressley, Warren, and Schumer, he too views the issue through the lens of distributive justice. But Biden believes distributive justice would not be served by a blanket policy of forgiveness. This explains the most recent proposals to be floated by members of the Biden administration, which consider much more limited and targeted debt forgiveness, aimed at those below a certain income threshold.

Biden has a point. Those who go to university earn, on average, significantly more than their high-school diploma holding counterparts. They also are much less likely to be unemployed; college graduates’ unemployment rate is now just 2%.

So how could it really help promote equality and distributive justice to bail out the debts of the high-earning university-educated elite?

Pushing this point further, the recent calls for student debt-forgiveness are seen by some as a disproportionately wealthy, powerful, and influential segment of society seeking to massively financially benefit themselves at the taxpayer’s expense. Is it right to force blue-collar taxpayers to bail out Harvard graduates? Megan Kelly recently put it like this: “There people are going to be… elite graduates… Why should I be paying for their education? I don’t want to!”

Congresswoman Alexandria Ocasio-Cortez has pushed back against these skeptical characterizations and defended the distributive-justice credentials of student loan forgiveness. She wrote that “Taking the school that someone went to college to is not really shorthand for the income of the family that they come from.” Martina Orlandi gives a similar argument here. The trouble with this argument is that when we talk about adults being wealthy, we aren’t generally talking about their parents’ wealth but their own. The first person in a family to have wealth is still wealthy, and we don’t think they should be taxed less because their parents were poor. Likewise, it is unclear why college graduates should have their debts forgiven because their parents were poorer than them.

At a recent town hall, Ocasio-Cortez provided a much stronger argument in defense of debt forgiveness as a vehicle for distributive justice, pointing out that most students from high-income families never take student loans: “if you are very wealthy, if you are a multimillionaire’s child, if you are Bill Gates’ kid, if you’re Jeff Bezos’s kid—Jeff Bezos isn’t taking out a student loan to send his kids to college.” If rich kids don’t take student loans and poor kids do, then it is clear that forgiving these loans should promote greater wealth equality.

To get a better grasp on these various conflicting claims about what distributive justice demands in relation to student loans, we need to look more closely at the statistics.

Black college students are indeed the demographic of students most likely to use federal student loans. However, Black Americans have significantly lower rates of college enrolment than White Americans. 29% of Black Americans aged 25 to 29 have undergraduate degrees, while 45% of White Americans do. Therefore, forgiving federal student debt would probably help narrow the racial wealth gap between college graduates, but it would most likely widen the racial wealth gap between Americans overall. Likewise, college students from the wealthiest families tend to take out fewer loans, while those from the poorest take out more. Forgiving student loan debt would, therefore, likely decrease wealth inequality between college graduates. But, in terms of income, the top 40% of households owe 60% of outstanding education debt and make 75% of the payments. The bottom 40% of households have only 19% of outstanding educational debt, and make only 10% of the payments. So forgiving student loans would likely increase the wealth inequality between Americans overall, even as it lowers wealth inequality between college graduates.

Intergenerational justice may provide a more convincing lens from which to defend student loan forgiveness. In 1970, the average in-state tuition for a public university was $394. In 2020 it was 25.8 times higher, at $10,560. Meanwhile, the federal minimum wage has risen by just 3.5 times. Instead of 5 hours of work per week paying for a year of tuition at an in-state university, it now takes 28 hours per week. The days of paying for college with a part time job are over. At the same time, employers now demand higher levels of education from their employees, putting this generation under immense pressure to take on educational debt to access the same jobs their parents worked with less education. In this context, student debt forgiveness can be seen as a way of mitigating the inequality between the generations — a way of transferring the nation’s wealth to younger Americans who have lacked the financial opportunities their parents had. Whether this is convincing or not likely depends on your view of government debt. Forgiving student debt would, effectively, nationalize the debt — add it to the total U.S. federal debt. But fiscal conservatives argue this would simply add to the burden of future taxpayers (i.e. young people and their children). If they are right, then student loan forgiveness could simply perpetuate generational injustice, rather than mitigate it.

Student loan forgiveness is a controversial topic for good reason. Student loans can be irresponsibly given and exploitative, but they can also be extremely beneficial. Forgiving them could reduce certain unjust inequalities in American society, but it could increase others. But this much is clear; the issue is not just political. It is also a debate about morality and about justice.

Phantom Patterns and Online Misinformation with Megan Fritts

We take in massive amounts of information on a daily basis. Our brains use something called pattern-recognition to try and sort through and make sense of this information. My guest today, the philosopher Megan Fritts, argues that in many cases, the stories we tell ourselves about the patterns we see aren’t actually all that meaningful. And worse, these so-called phantom patterns can amplify the problem of misinformation.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com.

Links to people and ideas mentioned in the show

  1. Online Misinformation and ‘Phantom Patterns’: Epistemic Exploitation in the Era of Big Data” by Megan Fritts and Frank Cabrera
  2. The Right to Know by Lani Watson
  3. Definition of the term “epistemic”
  4. Section 230 of the Communications Decency Act

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Golden Grass” by Blue Dot Sessions

Pintle 1 Min” by Blue Dot Sessions

 

Reconsidering Reparations with Olúfẹ́mi Táíwò

Reparations and climate change might at first glance seem unrelated. My guest Olúfẹ́mi Táíwò argues that they are inextricably linked, and that racial justice cannot happen without climate justice.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Reconsidering Reparations by Olúfẹ́mi Táíwò
  2. Brookings Institution racial wealth gap report
  3. Worldmaking after Empire, Adom Getachew

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Single Still” by Blue Dot Sessions

Chaunce Libertine” by Blue Dot Sessions

The Women Are Up to Something: Benjamin Lipscomb

Although they didn’t set out to, the British philosophers and friends Mary Midgley, Iris Murdoch, Elizabeth Anscombe and Philippa Foot revolutionized the field of ethics in the middle of the 20th century. Our guest today, the philosopher Benjamin Lipscomb, explores the unique friendship and work of four women who changed the face of moral philosophy in his book, The Women Are Up to Something: How Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch Revolutionized Ethics.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Newsreel clip from the opening of the show

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Single Still by Blue Dot Sessions

Entwined Oddity by Blue Dot Sessions

Seen and Not Heard: Jana Mohr Lone

Before Jana Mohr Lone became a philosopher, she was a lawyer who worked with families and children. She noticed that the legal system often robbed her clients of a voice. She watched with dismay as children were disempowered again and again. In her current practice as a philosopher, she’s dedicated to using philosophy to help young people experience the power of their own voices. She joins us to discuss her book, Seen and Not Heard: Why Children’s Voices Matter.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Teaching children philosophy with Arnold Lobel’s “Frog and Toad”
  2. The Philosophy of Childhood by Gary Matthews
  3. How to do philosophy for and with children
  4. John Banville
  5. Carol Gilligan

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Coulis Coulis by Blue Dot Sessions

The Cornice by Blue Dot Sessions

Transparency is Surveillance: C. Thi Nguyen

Calls for increased transparency and oversight are common in the public realm. Our guest today, the philosopher C. Thi Nguyen, argues that transparency can actually erode important parts of community life. He claims that while transparency might root out corruption, it also has a sort of chilling effect on the very work people are required to be transparent about.

For the episode transcript, download a copy or read it below.

Contact us at examiningethics@gmail.com

Links to people and ideas mentioned in the show

  1. Transparency is Surveillance,” C. Thi Nguyen
  2. BBC Reith Lectures on trust
  3. Elijah Millgram
  4. Tal Brewer
  5. Annette Baier

Credits

Thanks to Evelyn Brosius for our logo. Music featured in the show:

Lina My Queen by Blue Dot Sessions

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