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... ... @@ -1,108 +1,0 @@ 1 -====Ethics must recognize that loves are not arbitrary psychological states, but rather are directed moral attitudes which can be right or wrong. Ethical projects fundamentally attempt to unify emotions with those responses required by reason.==== 2 -**Lewis 1** ~~British novelist, poet, academic, medievalist, literary critic, essayist, lay theologian, and Christian apologist, employed at both Oxford and Cambridge~~ "the Abolition of Man" 1943. http://www.columbia.edu/cu/augustine/arch/lewis/abolition2.htm 3 -This conception in all its forms, Platonic, Aristotelian, Stoic, Christian, 4 -AND 5 -origin for the Tao is a question I am not here concerned with. 6 - 7 - 8 -====We cannot pursue liberatory model through a merely rational reflection of issues. Simply thinking without a reorientation of our emotions will terminally fail to inspire any true activity. ==== 9 -David Naugal. ~~chair and professor of philosophy at Dallas Baptist University. Has a Th.D. in systematic theology, and a Ph.D. in humanities with concentrations in philosophy and English literature. He is the author of Worldview: The History of a Concept~~. Education and the Abolition of Man. https://www.cslewis.com/blog/education-and-the-abolition-of-man/. June 17 2009. 10 -Nonetheless, philosophically justified virtues on their own are insufficient to make a person truly 11 -AND 12 -reason for the barbaric character and conduct of countless numbers of people today. 13 - 14 - 15 -====Additionally, only a focus on virtuous orientation accounts for the complexity of moral life. Ethical reasoning cannot be reduced to merely consequentialist calculations of solvency.==== 16 -**Adams.** Robert Adams: ~~Philosopher of metaphysics, ethics and religion, has taught at top schools like Yale, Rutgers, Chapel Hill~~ "Involuntary Sins." The Philosophical Review, 1985. 17 -The first thing to be said about this theory is that it is right in 18 -AND 19 -not by trying that we came to be for it or against it. 20 - 21 - 22 -====Thus, the standard is consistency with the Ordo Amoris, defined as correctly orienting our love and appreciation.==== 23 - 24 - 25 -====C) The grounding of proper loves is grounded in material reality, but fundamentally ‘inarticulable.’ The notion that we must justify basic insights like respect for human dignity is philosophically bankrupt.'==== 26 -**Ebels-Duggan 15**. June 24, 2015. More than Words Can Say: On Inarticulacy and Normative Commitment (by Kyla Ebels-Duggan, Philosopher). NP 9/12/16. 27 -Desires aren’t alone here. Think of what it is like to love someone. 28 -AND 29 -taken seriously. For that matter, neither should our relationships with ourselves. 30 - 31 - 32 -====Instrumentalization of ends is incoherent; prefer the AC framework over roles of the ballots that instrumentalize humanistic education for even important social roles; this robs humans of dignity and precludes capacity for use of intellection as a space for sanctuary and retreat, which renders the humanities competitive, destroying space for cooperative investigation, and limiting individual worth intellectual gifts. If the aim of education is to make a difference, if you cannot, it entails a lack of worth. I control uniqueness, and the conclusion independently follows from the Augustinian FW. ==== 33 -Zina Hitz ~~B.A., St. John’s College, Annapolis, 1995; M.Phil., Classics, Cambridge University, 1996; Ph.D. Philosophy, Princeton University, 2005; Assistant Professor, Auburn University, 2005-6; Assistant Professor, University of Maryland, Baltimore County, 2006-2012; Fellow, Center for Hellenic Studies, 2008-9; Visiting Fellow, James Madison Program, Princeton University, 2010-11; Tutor, St. John's College, Annapolis, 2015-~~. 4/7/16. "Freedom and Intellectual Life." First Things. http://www.firstthings.com/web-exclusives/2016/04/freedom-and-intellectual-life MT 34 -What is the point of studying the humanities? The question reflects the current climate 35 -AND 36 -one such crucial form of asceticism. May it be preserved as such. 37 - 38 - 39 -====I defend, Resolved: Countries ought to prohibit the production of nuclear power==== 40 - 41 - 42 -===Contention 1 is Consumerism=== 43 - 44 - 45 -====Nuclear energy involves a deeply problematic consumeristic orientation.==== 46 - 47 -====First, to endorse nuclear energy is to endorse those orientations which make nuclear energy necessary. If the endorsement of those conditions is morally wrong, than using nuclear energy simply subsidizes morally wrong attitudes.==== 48 -Parkins, John R. and Haluza, Randolph ~~The authors are John R. Parkins, Associate Professor of Sociology, Department of Rural Economy, University of Alberta and Randolph Haluza-DeLay, Associate Professor of Sociology, The King’s University College, Edmonton, Alberta. ~~ -DeLay Social and Ethical Considerations of Nuclear Power Development. April 2011. http://ageconsearch.umn.edu/bitstream/103237/2/StaffPaper11-01.pdf 49 -Only slightly smaller in scope is the question of Why do we want/need 50 -AND 51 -whether nuclear energy production is an appropriate means to pursuit of that goal. 52 - 53 - 54 -====Second, the decision to develop nuclear energy is rooted indelibly in a consumeristic orientation that instrumentalizes nature and privileges the satisfaction of greed. ==== 55 -**Loy 13.** David Loy, (David Robert Loy is an American author and authorized teacher in the Sanbo Kyodan lineage of Japanese Zen Buddhism.) 4-1-2013, "The Three Nuclear Poisons," Huffington Post, http://www.huffingtonpost.com/david-loy/the-three-nuclear-poisons'b'2983534.html, accessed 9-2-2016 56 -Bracketed for grammar 57 -What causes dukkha? The four noble truths single out tanha 58 -AND 59 -restructure our societies according to the amount of renewable energy that’s safely available. 60 - 61 - 62 -====Finally, the instrumentalization of science is grounded in a fundamental violation of the Aristotelian precepts. The right way to respond to nature requires we conform ourselves to the world, not restructuring the world to suit us, which is the logic of consumerism. ==== 63 -**Lewis 2 ~~bracketed for gendered language~~.** C.S. Lewis ~~Professor at Oxford and Cambridge, author of numerous books on philosophy and Christianity~~. The Abolition of Man. 1943. 64 -My point may be clearer to some if it is put in a different form 65 -AND 66 -It it would not lose what Martin Buber calls the Thou-situation. 67 - 68 - 69 -===Contention 2 is Power=== 70 - 71 - 72 -====The aim of nuclear power production is a quest for power==== 73 -**Ellul 82,** Jacques. (Jacques Ellul was a French philosopher, professor, sociologist, lay theologian, and Christian anarchist.) A THEOLOGICAL REFLECTION ON .1 r NUCLEAR DEVELOPMENTS: j ! The Limits of Science, Technology, and Power. 1982. 74 -All atomic research is research for power. It is no longer simply "nuclear 75 -AND 76 -nuclear energy, which has no other objective than the pursuit of power. 77 - 78 - 79 -====Nuclear power production is motivated by corporate greed==== 80 -**Jacobs 11.** Ron Jacobs, (Ron Jacobs is the author of Daydream Sunset: Sixties Counterculture in the Seventies published by CounterPunch Books. He lives in Vermont. He can be reached at: ronj1955@gmail.com.) 3-12-2011, "When Greed Goes Radioactive," counterpunch.org, http://www.counterpunch.org/2011/03/15/when-greed-goes-radioactive/, accessed 9-10-2016. NP 81 -Recently, Duke Energy and Progress Energy, two of the largest energy corporations in 82 -AND 83 -safe. It’s because the energy industry is driven by profits and greed. 84 - 85 - 86 -====Instrumentalizing nature means we cannot properly orient ourselves towards it – the search for power over nature only leads to power of some over others ==== 87 -**Lewis 3.** C.S. Lewis ~~Professor at Oxford and Cambridge, author of numerous books on philosophy and Christianity~~. The Abolition of Man. 1943. 88 -Bracketed for gendered language 89 -'Man's conquest of Nature' is an expression often used to 90 -AND 91 -is ~~they are~~ also the prisoner who follows the triumphal car. 92 - 93 - 94 -===Underview=== 95 - 96 - 97 -====The state is inevitable- speaking the language of power through policymaking is the only way to create social change in debate.==== 98 -**Coverstone 5** Alan Coverstone (masters in communication from Wake Forest, longtime debate coach) "Acting on Activism: Realizing the Vision of Debate with Pro-social Impact" Paper presented at the National Communication Association Annual Conference November 17^^th^^ 2005 JW 11/18/15 99 -An important concern emerges when Mitchell describes reflexive fiat as a contest strategy capable of 100 -AND 101 -that is a fundamental cause of voter and participatory abstention in America today. 102 - 103 - 104 -====Excessive focus on discourse and representations kills the liberal movements you seek to promote.==== 105 -**Chait 15** Jonathan Chait "How the language police are perverting liberalism." NY Magazine January 275h 2015 http://nymag.com/daily/intelligencer/2015/01/not-a-very-pc-thing-to-say.html JW 106 -Or maybe not. The p.c. style of politics has one serious 107 -AND 108 -that have become forbidden, so many attitudes that will get you cast out - EntryDate
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... ... @@ -1,56 +1,0 @@ 1 -Excessive abstraction entrenches dominant power structures which causes oppression and rips ideal theory of its normative value. 2 -Mills 5 Charles W. Mills (John Evans Professor of Moral and Intellectual Philosophy) ““Ideal Theory” as Ideology” Hypatia vol. 20, no. 3 (Summer 2005) JW 3 -Now what distinguishes 4 -AND 5 -the social order. 6 - 7 -Ethical frameworks that abstract away from concrete social conditions are violently appropriated – ethics that can be conscious of current deficits in society are key to overcome oppression 8 -Butler 5, Judith. Giving an Account of Oneself. Fordham University Press. 2005. NP 10/11/15. 9 -I would like 10 -AND 11 -ethos becomes violent. 12 - 13 -Thus the standard is minimizing structural violence. To clarify, structural violence refers to social institutions, structures or systemic problems that disadvantage individuals. 14 - 15 -Prefer the standard: 16 -1. Structural violence is a precondition to the instantiation of your ethical theory – we must undermine it to allow freedom 17 -Duquette David A. Duquette (Professor of Philosophy St. Norton’s College) “Hegel: Social and 18 -AND 19 -between distinct consciousnesses. 20 - 21 -Hate speech on the rise now—Trump. 22 -Okeowo 16 Alexis (New Yorker staff writer) “HATE ON THE RISE AFTER TRUMP’S ELECTION” The New Yorker November 16th 2016 http://www.newyorker.com/news/news-desk/hate-on-the-rise-after-trumps-election JW 23 -Since Donald Trump 24 -AND 25 -report such incidents. 26 - 27 -Allowing open contestation of ideas without restriction leads to social progress—LGBTQ rights, feminism, and abolitionism prove. 28 -Rauch 13 Jonathan (contributing editor at The Atlantic and National Journal and a senior fellow at the Brookings Institution.) “The Case for Hate Speech” The Atlantic November 2013 https://www.theatlantic.com/magazine/archive/2013/11/the-case-for-hate-speech/309524/ JW 29 -A generation ago, 30 -AND 31 -to criticize us. 32 - 33 -Counterspeech solves hate speech—empirical examples prove. 34 -Calleros 95 (Charles, Winter, Professor of Law, Arizona State University, 27 Ariz. St. L.J. 1249, “PATERNALISM, COUNTERSPEECH, AND CAMPUS HATE-SPEECH CODES: A REPLY TO DELGADO AND YUN”, lexis) 35 -Delgado and Yun 36 -AND 37 -support for diversity. 38 - 39 -Social science proves counterspeech solves. 40 -Strossen 1 (Nadine, National President, American Civil Liberties Union; Professor of Law, New York Law School, 25 S. Ill. U. L. J. 243, “Incitement to Hatred: Should There Be a Limit?”, lexis) 41 -A study that 42 -AND 43 -prejudice and discrimination. 44 - 45 -This solves better than speech codes: 46 -A. Speech codes just drive hatefulness underground, which makes it impossible to address and more pernicious. 47 -ACLU 01 American Civil Liberty Union “Hate Speech on Campus” 2001 https://www.aclu.org/other/hate-speech-campus JW 48 -A: Bigoted speech is 49 -AND 50 -of racist ideas. 51 - 52 -B. Speech codes can be used against minorities—setting free speech precedents is key to social activism. 53 -ACLU 01 American Civil Liberty Union “Hate Speech on Campus” 2001 https://www.aclu.org/other/hate-speech-campus JW 54 -A: Free speech rights 55 -AND 56 -persons, we'll be next." - EntryDate
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... ... @@ -1,91 +1,0 @@ 1 -Individuals must be considered to have a right to property, otherwise it’s impossible to consider them as volitional 2 -Kant, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 3 -It is possible 4 -AND 5 -mine or yours. 6 - 7 -Human beings can not reject their personality and ability to be free –reducing individuals to mere means makes ethics incoherent 8 -Kant 2, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 9 -A human being 10 -AND 11 -free from blame 12 - 13 -The ability to lay claim to property rights necessitates the existence of a collective will that can have power over individuals 14 -Kant 3, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 15 -Bracketed for gendered language 16 -When I declare 17 -AND 18 -a civil constitution. 19 - 20 -This outweighs – a) unilateral wills are only contingent – only an omnilateral will makes rights claims conclusive 21 -Kant 4, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 22 -No insight can 23 -AND 24 -mine or yours. 25 - 26 -b) rights must be derived a priori rather than a posteriori – the aff framework is the only way to derive state obligations 27 -Kant 5, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 28 -The concept of 29 -AND 30 -from using the object. 31 - 32 -c) it’s the only way to avoid property rights being contingent 33 -Kant 6, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 34 -So the way 35 -AND 36 -he contradicts himself. 37 - 38 -Thus, the standard is consistency with the omnilateral will. Put away your generic Kant answers – the aff uses Kantian political philosophy, not moral philosophy. 39 -Ripstein 9, Arthur. Force and Freedom: Kant’s Legal and Political Philosophy. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 8/4/16. 40 -In the same 41 -AND 42 -person or property.43 43 - 44 -To clarify, the framework does not value the ability to set any end, but rather the ability to decide which ends to pursue 45 -Ripstein 9 2, Arthur. Force and Freedom: Kant’s Legal and Political Philosophy. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 8/4/16. 46 -Independence is the 47 -AND 48 -right to independence 49 - 50 -Prefer additionally: 51 -Only a Kantian framework makes public education coherent – no public educational institutions can be free from the constraints of the omnilateral will. 52 -Ripstein 9 3. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17. 53 -The impossibility of 54 -AND 55 -protect their freedom. 56 - 57 -First, public universities and colleges are founded and operated by the state. 58 -Collegebound “Differences Between Public and Private Universities and Liberal Arts Colleges” http://www.collegebound.net/content/article/differences-between-public-and-private-universities-and-liberal-arts-colleges/18529/ JW 59 -In the US, 60 -AND 61 -into comprehensive universities. 62 - 63 -Public officials must make laws consistent with their inner standard of consistency – i.e. the constitution. Otherwise, the sovereign is in a place of contradiction with itself. 64 -Ripstein 9 4. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. Page 201-203. NP 2/12/17. 65 -The idea of 66 -AND 67 -of inner consistency. 68 - 69 -Second, laws are only legitimate if individuals could agree to impose them on themselves. One could not agree to a condition of enforceable passivity where freedom of expression is abrogated – it would undermine rightful honor. 70 -Ripstein 9 5. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17. 71 -Innate right has 72 -AND 73 -their rightful honor. 74 - 75 -Third, freedom of expression is a necessary component of your status as a person and an entitlement of right – protected speech can not wrong others 76 -Ripstein 9 6. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17. 77 -Instead of advantage, 78 -AND 79 -arrangements with you. 80 - 81 -Fourth, censorship of criticism of the ruler’s political opinions would undermine their power and legitimacy 82 -David 83 summarizes and quotes Kant 1. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language 83 -“The citizen must,” 84 -AND 85 -and self-assurance. 86 - 87 -Fifth, censorship is inconsistent with the initial foundation of right and leads to contradiction with the basis for the government’s power 88 -David 83 summarizes and quotes Kant 2. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language 89 -What is the 90 -AND 91 -his subjects’ rationality. - EntryDate
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... ... @@ -1,94 +1,0 @@ 1 -Individuals must be considered to have a right to property, otherwise it’s impossible to consider them as volitional 2 -Kant, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 3 -It is possible 4 -AND 5 -mine or yours. 6 - 7 -Human beings can not reject their personality and ability to be free –reducing individuals to mere means makes ethics incoherent 8 -Kant 2, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 9 -A human being 10 -AND 11 -free from blame 12 - 13 -The ability to lay claim to property rights necessitates the existence of a collective will that can have power over individuals 14 -Kant 3, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 15 -Bracketed for gendered language 16 -When I declare 17 -AND 18 -a civil constitution. 19 - 20 -This outweighs – unilateral wills are only contingent – only an omnilateral will makes rights claims conclusive 21 -Kant 4, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16. 22 -No insight can 23 -AND 24 -mine or yours. 25 - 26 - 27 - 28 -Thus, the standard is consistency with the omnilateral will. Put away your generic Kant answers – the aff uses Kantian political philosophy, not moral philosophy. 29 -Ripstein 9, Arthur. Force and Freedom: Kant’s Legal and Political Philosophy. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 8/4/16. 30 -In the same 31 -AND 32 -person or property.43 33 - 34 -Prefer additionally: 35 -Only a Kantian framework makes public education coherent – no public educational institutions can be free from the constraints of the omnilateral will. 36 -Ripstein 9 3. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17. 37 -The impossibility of 38 -AND 39 -protect their freedom. 40 - 41 -First, public universities and colleges are founded and operated by the state. 42 -Collegebound “Differences Between Public and Private Universities and Liberal Arts Colleges” http://www.collegebound.net/content/article/differences-between-public-and-private-universities-and-liberal-arts-colleges/18529/ JW 43 -In the US, 44 -AND 45 -into comprehensive universities. 46 - 47 -Public officials must make laws consistent with their inner standard of consistency – i.e. the constitution. Otherwise, the sovereign is in a place of contradiction with itself. 48 -Ripstein 9 4. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. Page 201-203. NP 2/12/17. 49 -The idea of 50 -AND 51 -of inner consistency. 52 - 53 -Second, laws are only legitimate if individuals could agree to impose them on themselves. One could not agree to a condition of enforceable passivity where freedom of expression is abrogated – it would undermine rightful honor. 54 -Ripstein 9 5. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17. 55 -Innate right has 56 -AND 57 -their rightful honor. 58 - 59 -Third, freedom of expression is a necessary component of your status as a person and an entitlement of right – protected speech can not wrong others 60 -Ripstein 9 6. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17. 61 -Instead of advantage, 62 -AND 63 -arrangements with you. 64 - 65 -Fourth, censorship of criticism of the ruler’s political opinions would undermine their power and legitimacy 66 -David 83 summarizes and quotes Kant 1. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language 67 -“The citizen must,” 68 -AND 69 -and self-assurance. 70 - 71 -Fifth, censorship is inconsistent with the initial foundation of right and leads to contradiction with the basis for the government’s power 72 -David 83 summarizes and quotes Kant 2. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language 73 -What is the 74 -AND 75 -his subjects’ rationality. 76 - 77 -Underview 78 -2. Only a fixed ideal of the good even allows conceptual space for radical alteration and change. The pure moral vision of the NC is even a prerequisite for the radical alterity of the aff – this provides the only grounds for resistance to oppressive norms 79 -Chesterton. Orthodoxy. 1908. http://www.gutenberg.org/cache/epub/130/pg130-images.html 80 -This, therefore, is 81 -AND 82 -our first requirement. 83 - 84 -3. Even if there is material manifestation of change, there must be a fixed notion of the good to make sense of difference 85 -Chesterton, Gilbert K. Heretics. 1905. http://www.gutenberg.org/files/470/470-h/470-h.htm 86 -But certainly the 87 -AND 88 -instance) growing fatter. 89 - 90 -4. Ignore role of the ballots that say that we should view the debate round in terms of what makes it most useful is wrong ~-~- the move to instrumentalize our thought is epistemic arrogance. 91 -Justin W: (Justin W. “The Unpredictable Progress of Knowledge,” Dailynous. May 20, 2016//FT) 92 -The whole thing 93 -AND 94 -we really are. - EntryDate
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... ... @@ -1,79 +1,0 @@ 1 -First, all inquiry starts with a purpose - the ultimate end of thought is the production of belief and the satisfaction of doubt. Ethics is thus aimed at practical ends. 2 -C. S. Peirce. “How to Make Our Ideas Clear (1878).” The Essential Peirce: Selected Philosophical Writings. Volume 1 (1867-1893. Edited by Nathan Houser and Christian Kloesel. Indian University Press. 124-142 3 -The principles set 4 -AND 5 -of the object. 6 - 7 -Second, all reasoning is practically motivated, all we seek for are answers that alleviate the practical problem of doubt, there is no way for the mind to latch onto anything more. 8 -Peirce B: Peirce, C.S. American Philosopher “How to Make Our Ideas Clear.” The Essential Peirce: Selected Philosophical Writings, Volume 1 (1867-1893). Edited by Nathan Houser and Christian Kloesel. Indian University Press, 1992. MT 9 -The irritation of 10 -AND 11 -with questioning everything! 12 - 13 -And the pragmatic theory spills over into not just the content of ethics, but the very modes of making ethical decisions. 14 -John Dewey a. “The Problem of Logical Subject Matter.” 1938 From Logic: The Theory of Inquiry. The Essential Dewey: Ethics, Logic, Psychology. Volume 2. Edited by Hickman and Alexander. Indian University Press. 157-169. 15 -The word knowledge 16 -AND 17 -in further inquiry. 18 - 19 -Thus, we cannot just look at which policies best accomplish our purposes. We must to construct procedural mechanisms for social decision making that allow pragmatic advancement given changing ends – this supports a pragmatic theory of democracy. 20 -Dewey b. John Dewey, "Democracy and Educational Administration," School and Society 45 (April 3, 1937); 457-67. NP 2/15/17. bracketed for gendered language 21 -Democracy is much 22 -AND 23 -way of life. 24 - 25 -Additionally, democracy is necessary for adequate social inquiry and to recognize the individual. This means I preclude and turn ends and means based NCs. 26 -Matthew Festenstein, "Dewey's Political Philosophy", The Stanford Encyclopedia of Philosophy (Spring 2014 Edition), Edward N. Zalta (ed.), URL = http://plato.stanford.edu/archives/spr2014/entries/dewey-political/. 27 -This way of 28 -AND 29 -of classical liberalism. 30 - 31 -Thus the standard is consistency with pragmatic democratic decision procedure. Impact calculus – this is not utilitarianism or rule util – it’s not a question of maximizing given ends, but following a certain procedure. 32 -Advocacy 33 -I defend the whole resolution, but I’m willing to specify further in CX. 34 -Contention 35 -The thesis and sole contention is that the procedural constraints on a pragmatist approach to democratic policy require educational spaces to protect free speech. 36 -First, the constitutional protections of free speech have been shaped by a long history of pragmatist methodology. This provides extremely strong epistemic grounds for maintaining and strengthening the procedure. 37 -Bean and Elbow summarize Dewey. Janet Bean and Peter Elbow. FREEWRITING AND FREE SPEECH: A PRAGMATIC PERSPECTIVE. JOURNAL OF TEACHING WRITING VOLUME 25.1 38 -Free speech would 39 -AND 40 -the ultimate good. 41 - 42 -This links back to the standard and precludes standard link-turns given the genetic and historical nature of the offense. 43 -John Dewey c. “The Evolutionary Method as Applied to Morality: II. Its Significance for Conduct.” The Philosophical Review, Vol. 11, No. 4 (Jul., 1902), pp. 353-371. Accessed through JSTOR 44 -The reply already 45 -AND 46 -necessary in function. 47 - 48 -Second, the aff is necessary to maintain space for individualism within education contexts. 49 -Dewey e, John. Democracy And Education : An Introduction To The Philosophy Of Education. Waiheke Island: The Floating Press, 2009. eBook Collection (EBSCOhost). Web. 9 Feb. 2017. NP 50 -It is not 51 -AND 52 -thing of it. 53 - 54 - 55 -This links to the standard because only by maintaining intellectual individualism do we have leave space for future democratic development. 56 -Dewey f, John. Democracy And Education : An Introduction To The Philosophy Of Education. Waiheke Island: The Floating Press, 2009. eBook Collection (EBSCOhost). Web. 9 Feb. 2017. NP 57 -A just philosophic 58 -AND 59 -ignored and denied. 60 - 61 - 62 -And indeed, a recognition of persons as individuals provides powerful independent reason to maintain academic freedom of speech. Only through such freedom can we respond with the needed flexibility to individual and particular persons. Restrictions of free-speech denies the particularity of persons. 63 -Phillips and Siegel 15 summarize and quote Dewey. Phillips, D.C. and Siegel, Harvey, "Philosophy of Education", The Stanford Encyclopedia of Philosophy (Winter 2015 Edition), Edward N. Zalta (ed.), URL = https://plato.stanford.edu/archives/win2015/entries/education-philosophy/. NP 2/9/17. 64 -Plato's educational scheme 65 -AND 66 -the modern world?) 67 - 68 -Third, Pragmatism supports freedom of expression, because freedom of expression is the only way to have reliable and effective radical revisions of society. Freedom of expression is the only viable methodology for social change left. 69 -Rosenfeld 98 summarizes Rorty. Just Interpretations Law between Ethics and Politics Michel Rosenfeld UNIVERSITY OF CALIFORNIA PRESS Berkeley · Los Angeles · Oxford © 1998 The Regents of the University of California. NP 2/10/17. 70 -The political means 71 -AND 72 -rather than ends. 73 - 74 -U/V 75 -2. My method of education helps students become critical of existing structures and what they’re taught 76 -Rorty 99, Richard. (1999a). Education as socialization and as individualization. In R. Rorty (Ed.), Philosophy and social hope. New York: Penguin Books. NP 2/12/17. 77 -We Deweyans think 78 -AND 79 -of college students. - EntryDate
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... ... @@ -1,12 +1,0 @@ 1 -A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad. 2 - 3 -A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round. 4 - 5 -A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally. 6 - 7 -A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power 8 - 9 -A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff. 10 -A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state 11 - 12 -A: If the negative debater claims that they have performed the Turing text on their opponent, which they failed, they must in the form of a text in the NC delineate how we evaluate responses to the Turing test, and how we carry out the Turing test, and how we deliberate if someone’s a computer - EntryDate
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... ... @@ -1,22 +1,0 @@ 1 -A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad. 2 - 3 -A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round. 4 - 5 -A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally. 6 - 7 -A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power 8 - 9 -A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff. 10 -A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state 11 - 12 -A: The negative debater may not read an NC with offense, claim the NC offense turns the Aff, turns to the aff, and claim that extinction comes first under any moral theory. To clarify, you may do these things in isolation, you just may not do them all at the same time. 13 - 14 -A: Debaters must read trigger warnings if reading arguments about sexual violence. To clarify, you must tell the judge and your opponent that you will be reading arguments about sexual violence. 15 - 16 -A: The negative debater may not read turns to the affirmative, a counterplan that makes an exception on free speech protection for plagiarism and a counterplan that makes an exception on free speech protection for fraternities, and defend both conditionally 17 - 18 -A: If the negative debater claims that they have performed the Turing text on their opponent, which they failed, they must in the form of a text in the NC delineate how we evaluate responses to the Turing test, and how we carry out the Turing test, and how we deliberate if someone’s a computer 19 - 20 -A: The negative debater may not read an argument that claims that you negate if the affirmative proves that the resolution is true, you negate, and read an NC and answers to the affirmative framework 21 - 22 -A: The negative debater may not read a theory shell in the NC, deny the aff RVIs, and claim that judges should not evaluate 1ar theory. - EntryDate
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... ... @@ -1,116 +1,0 @@ 1 -====Meaning can only be grounded in a framework of experience. That framework must be understood within a pragmatist methodology.==== 2 -**West 89 summarizes and quotes Dewey**, Cornel. (Cornel Ronald West (born June 2, 1953) is an American philosopher, political activist, social critic, author, and public intellectual). The American Evasion of Philosophy : A Genealogy of Pragmatism. University of Wisconsin Press, 1989. The Wisconsin Project on American Writers. Pg 88-89. NP 2/25/17. 3 -For Dewey, modern philosophy has five paradigmatic notions of experience: first, as 4 -AND 5 -of context leads toward gross distortion and truncation in epistemology-centered philosophy. 6 - 7 - 8 -====A Deweyan pragmatist philosophy does not devolve to abstract moral questions but is embedded in context and materiality – only this understanding allows us to appreciate knowledge as contextual, leaving room for social improvement and revision of ideas ==== 9 -**Glaude 7,** Eddie S. (Eddie S. Glaude Jr. is the chair of the Center for African-American Studies and the William S. Tod Professor of Religion and African-American Studies at Princeton University.) In a Shade of Blue : Pragmatism and the Politics of Black America. University of Chicago Press, 2007. EBSCOhost. (5-7) NP 2/26/17. 10 -In a Shade of Blue is my contribution to the tradition I have just sketched 11 -AND 12 -and a watchful concern for the well-being of our democratic life. 13 - 14 - 15 -====Dewey’s pragmatic theory provides a procedure that accounts for plurality within society and enables resolution of conflicts despite conflicting values– this avoids appealing to hegemonic and authoritarian value systems==== 16 -**Ralston 11,** Shane J. In Defense of Democracy as a Way of Life: A Reply to Talisse’s Pluralist Objection. sites.psu.edu/wp-content/uploads/sites/9354/2011/09/InDefenseDemocracyWayLife-SRalston.pdf. NP 3/26/17. 17 -In this penultimate section, I present Dewey’s pluralist procedure and offer an illustration of 18 -AND 19 -it continues in existence simply because it continues to be necessary in function. 20 - 21 - 22 -====Prefer additionally: ==== 23 - 24 - 25 -====Deliberative democracy is the actualization of pragmatist principles==== 26 -**Rogers 1,** Melvin. (Melvin L. Rogers is currently the Scott Waugh Chair in the Division of the Social Sciences and Associate Professor of Political Science and African American Studies at UCLA.) Liberalism, Narrative, and Identity: A Pragmatic Defense of Racial Solidarity. 2002. NP 3/12/17. 27 -To begin, deliberative democracy acts both as a device for achieving political justification and 28 -AND 29 -first try to say something about what this does for conversations about race. 30 - 31 - 32 -====Only a Deweyan notion of experience and philosophy renders the field relevant – the past matters but doesn’t count exclusively==== 33 -**Glaude 7 on Dewey 2,** Eddie S. (Eddie S. Glaude Jr. is the chair of the Center for African-American Studies and the William S. Tod Professor of Religion and African-American Studies at Princeton University.) In a Shade of Blue : Pragmatism and the Politics of Black America. University of Chicago Press, 2007. EBSCOhost. (83-85) NP 3/3/17. 34 -John Dewey’s seminal essay "The Need for a Recovery of Philosophy," critiques not 35 -AND 36 -history assumes in our lives once we take his conception of experience seriously. 37 - 38 - 39 -====A pragmatic understanding gives us the tools to understand tragic choices created as a product of racism in America==== 40 -**Glaude 7 on **Dewey 3**,** Eddie S. (Eddie S. Glaude Jr. is the chair of the Center for African-American Studies and the William S. Tod Professor of Religion and African-American Studies at Princeton University.) In a Shade of Blue : Pragmatism and the Politics of Black America. University of Chicago Press, 2007. EBSCOhost. (45-46) NP 3/3/17. 41 -I have argued in this chapter that John Dewey’s philosophy presupposes a tragic vision and 42 -AND 43 -certainty and security amid the brutality of others, that I now turn. 44 - 45 - 46 -==Advocacy== 47 -I defend the whole resolution. 48 - 49 - 50 -==Contention== 51 - 52 - 53 -====First, schools must be guardians of free expression – otherwise students will be willing to cede to external authorities after leaving educational institutions.==== 54 -**Stack and Simpson 10**, Stack, Sam F. and Douglas J. Simpson (2010). Teachers, Leaders, and Schools : Essays by John Dewey. Carbondale, Ill: Southern Illinois University Press. Pg 227-229. NP 3/2/17. 55 -There is, however, one domain in which fear of governmental action never became 56 -AND 57 -and the schools should be the ceaseless guardians and creators of this vigilance. 58 - 59 - 60 -====This links to the standard — challenging authoritative dictates about appropriate speech is necessary to produce a democratic ontology and self-critical citizens that challenge power structures. ==== 61 -**Burch 9.** KerryBurch (Northern Illinois University). PARRHESIA AS A PRINCIPLE OF DEMOCRATIC PEDAGOGY. 2009 Ohio Valley Philosophy of Education Society/Volume 40. files.eric.ed.gov/fulltext/EJ864311.pdf (pg 79-80). NP 3/2/17. 62 -In Democracy Matters, Cornel West theorizes parrhesia in ways that affirm its value as 63 -AND 64 -market-driven education and the dogged tenacity of the American warrior ethos. 65 - 66 - 67 -====Second, avoiding censorship of even offensive ideas is necessary to safeguard universities as protectors of democratic values and avoid dogmatism and groupthink==== 68 -**West and George 17.** Sign the Statement: Truth Seeking, Democracy, and Freedom of Thought and Expression - A Statement by Robert P. George and Cornel West (Robert P. George is McCormick Professor of Jurisprudence and Director of the James Madison Program in American Ideals and Institutions at Princeton University. Cornel West is Professor of the Practice of Public Philosophy in the Divinity School and the Department of African and African- American Studies at Harvard University.) March 14, 2017. NP 3/15/17. 69 -The pursuit of knowledge and the maintenance of a free and democratic society require the 70 -AND 71 -toxic to the health of academic communities and to the functioning of democracies. 72 - 73 - 74 -====This links to the standard – free and open deliberation is necessary to recognize particularity of contexts and respect democratic procedures==== 75 -**Rogers 10 summarizes Dewey.** (Melvin L. Rogers is currently the Scott Waugh Chair in the Division of the Social Sciences and Associate Professor of Political Science and African American Studies at UCLA.) Contemporary Pragmatism Editions Rodopi Vol. 7, No. 1 (June 2010), 69–91 Dewey and His Vision of Democracy Melvin L. Rogers. P 82-83. NP 3/12/17. 76 -The significance Dewey accords deliberation among citizens yields another point regarding the fact of conflict 77 -AND 78 -the entire decision making process loses in legitimacy what it gains in suspicion. 79 - 80 - 81 -====Third, Pragmatism supports freedom of expression, because freedom of expression is the only method of social change that attains reliable and effective radical revisions of society. ==== 82 -**Rosenfeld 98 summarizes Rorty.** Just Interpretations Law between Ethics and Politics Michel Rosenfeld UNIVERSITY OF CALIFORNIA PRESS Berkeley · Los Angeles · Oxford © 1998 The Regents of the University of California. NP 2/10/17. 83 -The political means Rorty considers necessary to render his hopes for redemption in this world 84 -AND 85 -vision is ultimately unpragmatic because of its shortcomings regarding means rather than ends. 86 - 87 - 88 -====Fourth, the constitutional protections of free speech have been shaped by a long history of pragmatist methodology. This provides extremely strong epistemic grounds for maintaining and strengthening the procedure. ==== 89 -**Bean and Elbow summarize Dewey.** Janet Bean and Peter Elbow. FREEWRITING AND FREE SPEECH: A PRAGMATIC PERSPECTIVE. JOURNAL OF TEACHING WRITING VOLUME 25.1 90 -Free speech would not have had its long history even into the present if it 91 -AND 92 -to discover the (contingent) truth but to serve the ultimate good. 93 - 94 - 95 -====The practical effects of arguments matters – censors claim to care about some external good but censorship always fill the same purpose – to consolidate power and serve the interest of the group in control. ==== 96 -**Stack and Simpson 10**, Stack, Sam F. and Douglas J. Simpson (2010). Teachers, Leaders, and Schools : Essays by John Dewey. Carbondale, Ill: Southern Illinois University Press. Pg 218-219. NP 3/2/17. 97 -Another great American democrat, Abraham Lincoln, left as his heritage the statement that 98 -AND 99 -way to a nobler, because freer, manifestation of the human spirit. 100 - 101 - 102 -===UV - 1=== 103 - 104 - 105 -====History proves – speech codes don’t work – they end up targeting the people they’re espoused to protect. ==== 106 -Nadine **Strossen 90**. Regulating Racist Speech on Campus: A Modest Proposal?. www.jstor.org/stable/pdf/1372555.pdf. Duke Law Journal, Vol. 1990, No. 3, Frontiers of Legal Thought II. The New First Amendment (Jun., 1990), pp. 484-573. Duke University School of Law. NP 2/23/17. 107 - 108 -The first reason 109 -AND 110 -was Asian-American. 111 - 112 -====Banning bigotry lets sentiments fester underground and show in more virulent ways==== 113 -**Malik 12,** Kenan. (Malik is a writer, lecturer and broadcaster) Why Hate Speech Should Not Be Banned. https://kenanmalik.wordpress.com/2012/04/19/why-hate-speech-should-not-be-banned/ NP 2/22/17. 114 -KM: I believe that no speech should be banned solely because of its content 115 -AND 116 -on the real world, but that impact is mediated through human agency. - EntryDate
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... ... @@ -1,96 +1,0 @@ 1 -First, all inquiry starts with a purpose - the ultimate end of thought is the production of belief and the satisfaction of doubt. Ethics is thus aimed at practical ends. 2 -C. S. Peirce. “How to Make Our Ideas Clear (1878).” The Essential Peirce: Selected Philosophical Writings. Volume 1 (1867-1893. Edited by Nathan Houser and Christian Kloesel. Indian University Press. 124-142 3 -The principles set 4 -AND 5 -of the object. 6 - 7 -Second, all reasoning is practically motivated, all we seek for are answers that alleviate the practical problem of doubt, there is no way for the mind to latch onto anything more. 8 -Peirce B: Peirce, C.S. American Philosopher “How to Make Our Ideas Clear.” The Essential Peirce: Selected Philosophical Writings, Volume 1 (1867-1893). Edited by Nathan Houser and Christian Kloesel. Indian University Press, 1992. MT 9 -The irritation of 10 -AND 11 -with questioning everything! 12 - 13 -And the pragmatic theory spills over into not just the content of ethics, but the very modes of making ethical decisions. 14 -John Dewey a. “The Problem of Logical Subject Matter.” 1938 From Logic: The Theory of Inquiry. The Essential Dewey: Ethics, Logic, Psychology. Volume 2. Edited by Hickman and Alexander. Indian University Press. 157-169. 15 -The word knowledge 16 -AND 17 -in further inquiry. 18 - 19 -Thus, we cannot just look at which policies best accomplish our purposes. We must to construct procedural mechanisms for social decision making that allow pragmatic advancement given changing ends – this supports a pragmatic theory of democracy. 20 -Dewey b. John Dewey, "Democracy and Educational Administration," School and Society 45 (April 3, 1937); 457-67. NP 2/15/17. bracketed for gendered language 21 -Democracy is much 22 -AND 23 -way of life. 24 - 25 -Additionally, democracy is necessary for adequate social inquiry and to recognize the individual. This means I preclude and turn ends and means based NCs. 26 -Matthew Festenstein, "Dewey's Political Philosophy", The Stanford Encyclopedia of Philosophy (Spring 2014 Edition), Edward N. Zalta (ed.), URL = http://plato.stanford.edu/archives/spr2014/entries/dewey-political/. 27 -This way of 28 -AND 29 -of classical liberalism. 30 - 31 -Thus the standard is consistency with pragmatic democratic decision procedure. Impact calculus – 32 - 33 -Impacts cannot be isolated from their history. Arguments that claim some particular speech restriction is good don’t matter if they don’t consider the history of such exemptions. 34 -John Dewey. “The Evolutionary Method as Applied to Morality: II. Its Significance for Conduct.” The Philosophical Review, Vol. 11, No. 4 (Jul., 1902), pp. 353-371. Accessed through JSTOR 35 -The reply already 36 -AND 37 -necessary in function. 38 - 39 -Advocacy 40 -I defend the whole resolution. 41 - 42 -The thesis and sole contention is that the procedural constraints on a pragmatist approach to democratic policy require educational spaces to protect free speech. 43 -First, the constitutional protections of free speech have been shaped by a long history of pragmatist methodology. This provides extremely strong epistemic grounds for maintaining and strengthening the procedure. 44 -Bean and Elbow summarize Dewey. Janet Bean and Peter Elbow. FREEWRITING AND FREE SPEECH: A PRAGMATIC PERSPECTIVE. JOURNAL OF TEACHING WRITING VOLUME 25.1 45 -Free speech would 46 -AND 47 -the ultimate good. 48 - 49 - 50 -Second, the aff is necessary to maintain space for individualism within education contexts. 51 -Dewey e, John. Democracy And Education : An Introduction To The Philosophy Of Education. Waiheke Island: The Floating Press, 2009. eBook Collection (EBSCOhost). Web. 9 Feb. 2017. NP 52 -It is not 53 -AND 54 -thing of it. 55 - 56 -And indeed, a recognition of persons as individuals provides powerful independent reason to maintain academic freedom of speech. Only through such freedom can we respond with the needed flexibility to individual and particular persons. Restrictions of free-speech denies the particularity of persons. 57 -Phillips and Siegel 15 summarize and quote Dewey. Phillips, D.C. and Siegel, Harvey, "Philosophy of Education", The Stanford Encyclopedia of Philosophy (Winter 2015 Edition), Edward N. Zalta (ed.), URL = https://plato.stanford.edu/archives/win2015/entries/education-philosophy/. NP 2/9/17. 58 -Plato's educational scheme 59 -AND 60 -the modern world?) 61 - 62 -Third, Pragmatism supports freedom of expression, because freedom of expression is the only way to have reliable and effective radical revisions of society. Freedom of expression is the only viable methodology for social change left. 63 -Rosenfeld 98 summarizes Rorty. Just Interpretations Law between Ethics and Politics Michel Rosenfeld UNIVERSITY OF CALIFORNIA PRESS Berkeley · Los Angeles · Oxford © 1998 The Regents of the University of California. NP 2/10/17. 64 -The political means 65 -AND 66 -rather than ends. 67 - 68 -U/V 69 - 70 -====History proves – speech codes don’t work – they end up targeting the people they’re espoused to protect. ==== 71 -Nadine **Strossen 90**. Regulating Racist Speech on Campus: A Modest Proposal?. www.jstor.org/stable/pdf/1372555.pdf. Duke Law Journal, Vol. 1990, No. 3, Frontiers of Legal Thought II. The New First Amendment (Jun., 1990), pp. 484-573. Duke University School of Law. NP 2/23/17. 72 -The first reason 73 -AND 74 -was Asian-American. 75 - 76 - 77 -====Banning bigotry lets sentiments fester underground and show in more virulent ways==== 78 -**Malik 12,** Kenan. (Malik is a writer, lecturer and broadcaster) Why Hate Speech Should Not Be Banned. https://kenanmalik.wordpress.com/2012/04/19/why-hate-speech-should-not-be-banned/ NP 2/22/17. 79 -KM: I believe that no speech should be banned solely because of its content 80 -AND 81 -on the real world, but that impact is mediated through human agency. 82 - 83 - 84 -====Speech codes make bigotry a free speech issue which turns bigots into martyrs, glorifying their speech and ultimately making censored speec more appealing==== 85 -Nadine **Strossen 90**. Regulating Racist Speech on Campus: A Modest Proposal?. www.jstor.org/stable/pdf/1372555.pdf. Duke Law Journal, Vol. 1990, No. 3, Frontiers of Legal Thought II. The New First Amendment (Jun., 1990), pp. 484-573. Duke University School of Law. NP 2/23/17. 86 -Parts II and III of this Article emphasized the principled reasons, arising from first 87 -AND 88 -racism is even more pervasive in Britain than in the United States.364 89 - 90 - 91 -====Yes, speech is imperfect and reality won’t match the norms we valorize but that’s exactly the point – norms and values are regulative tools that allow us to remedy injustice ==== 92 -**Ruti**, professor of Critical Theory at the University of Toronto, **‘15** 93 -(Mari, Between Levinas and Lacan: Self, Other, Ethics, Bloomsbury Publishing, pg. 170-177) 94 -After the collapse of metaphysical justifications for universality, we do not have any choice 95 -AND 96 -in the world, there would be no need to build normative models, - EntryDate
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... ... @@ -1,93 +1,0 @@ 1 -====Only the pragmatist ethic can account for the uncertainty of the external world==== 2 -**Glaude 7 on **Dewey**,** Eddie S. (Eddie S. Glaude Jr. is the chair of the Center for African-American Studies and the William S. Tod Professor of Religion and African-American Studies at Princeton University.) In a Shade of Blue : Pragmatism and the Politics of Black America. University of Chicago Press, 2007. EBSCOhost. (22-24) NP 2/26/17. 3 -Why? The world of action, of doing and making, involves us in 4 -AND 5 -to cope with the obstacles their environment presents and to anticipate future problems. 6 - 7 - 8 -====There is no way to explain the meaning of a word without limiting the sphere of meaning to what makes a practical difference. Otherwise there can be no fact of the matter that allows epistemic assessment. ==== 9 -**Pierce**. How to Make Our Ideas Clear. Charles S. Peirce. ((Charles Sanders Peirce was an American philosopher, logician, mathematician, and scientist who is sometimes known as "the father of pragmatism".) Popular Science Monthly 12 (January 1878), 286-302. 10 -Bracketed for grammar 11 -Let us illustrate this rule by some examples; and, 12 -AND 13 -character of the distinction must have struck every mind accustomed to real thinking. 14 - 15 - 16 -====This requires a Deweyan democracy. Two warrants: ==== 17 - 18 - 19 -====a) The demands of an ethical theory must be responsive to the conditions in which agents live – that demands a Deweyan theory of democracy==== 20 -**London 2k summarizes and quotes Dewey,** Scott. Organic Democracy: The Political Philosophy of John Dewey. NP 3/25/17. 21 -John Dewey has been described as "a philosopher who combined the stubborn perseverance of 22 -AND 23 -toward the same end: securing the conditions of a viable participatory democracy. 24 - 25 - 26 -====B) We cannot just look at which policies best accomplish our purposes. We must construct procedural mechanisms for social decision making that allow pragmatic advancement given changing ends – this supports a pragmatic theory of democracy. ==== 27 -**Dewey.** John Dewey, "Democracy and Educational Administration," School and Society 45 (April 3, 1937); 457-67. NP 2/15/17. ~~bracketed for gendered language~~ 28 -Democracy is much broader than a special political form, a method of conducting government 29 -AND 30 -life. 31 -Thus the standard is consistency with pragmatic democratic decision procedure. 32 - 33 - 34 -====Second, impacts cannot be isolated from their history. Arguments that claim some particular speech restriction is good don’t matter if they don’t consider the history of such exemptions. ==== 35 -John Dewey. "The Evolutionary Method as Applied to Morality: II. Its Significance for Conduct." The Philosophical Review, Vol. 11, No. 4 (Jul., 1902), pp. 353-371. Accessed through JSTOR 36 -The reply already hinted at is that the mere existence of a belief, even 37 -AND 38 -it continues in existence simply because it continues to be necessary in function. 39 - 40 - 41 -====Prefer additionally==== 42 - 43 - 44 -====Individual identity is constituted by experience and interaction with the external world – moral considerations arise in response to specific conditions – only this provides a coherent notion of free action==== 45 -**Rogers 2 summarizes Dewey,** Melvin. (Melvin L. Rogers is currently the Scott Waugh Chair in the Division of the Social Sciences and Associate Professor of Political Science and African American Studies at UCLA.) Liberalism, Narrative, and Identity: A Pragmatic Defense of Racial Solidarity. 2002. NP 3/12/17. ~~brackets in original~~ 46 -The efficacy of the intentions and actions of individuals to which MacIntyre referred earlier is 47 -AND 48 -diagnoses and prognoses to shape a better world for themselves and future generations. 49 - 50 -I defend the whole resolution. 51 - 52 -Contention 53 -First, schools must be guardians of free expression – otherwise students will be willing to cede to external authorities after leaving educational institutions. 54 -Stack and Simpson 10, Stack, Sam F. and Douglas J. Simpson (2010). Teachers, Leaders, and Schools : Essays by John Dewey. Carbondale, Ill: Southern Illinois University Press. Pg 227-229. NP 3/2/17. 55 -There is, however, one domain in which fear of governmental action never became 56 -AND 57 -and the schools should be the ceaseless guardians and creators of this vigilance. 58 - 59 -This links to the standard — challenging authoritative dictates about appropriate speech is necessary to produce a democratic ontology and self-critical citizens that challenge power structures. 60 -Burch 9. KerryBurch (Northern Illinois University). PARRHESIA AS A PRINCIPLE OF DEMOCRATIC PEDAGOGY. 2009 Ohio Valley Philosophy of Education Society/Volume 40. files.eric.ed.gov/fulltext/EJ864311.pdf (pg 79-80). NP 3/2/17. 61 -In Democracy Matters, Cornel West theorizes parrhesia in ways that affirm its value as 62 -AND 63 -market-driven education and the dogged tenacity of the American warrior ethos. 64 - 65 -Second, avoiding censorship of even offensive ideas is necessary to safeguard universities as protectors of democratic values and avoid dogmatism and groupthink 66 -West and George 17. Sign the Statement: Truth Seeking, Democracy, and Freedom of Thought and Expression - A Statement by Robert P. George and Cornel West (Robert P. George is McCormick Professor of Jurisprudence and Director of the James Madison Program in American Ideals and Institutions at Princeton University. Cornel West is Professor of the Practice of Public Philosophy in the Divinity School and the Department of African and African- American Studies at Harvard University.) March 14, 2017. NP 3/15/17. 67 -The pursuit of knowledge and the maintenance of a free and democratic society require the 68 -AND 69 -toxic to the health of academic communities and to the functioning of democracies. 70 - 71 -This links to the standard – free and open deliberation is necessary to recognize particularity of contexts and respect democratic procedures 72 -Rogers 10 summarizes Dewey. (Melvin L. Rogers is currently the Scott Waugh Chair in the Division of the Social Sciences and Associate Professor of Political Science and African American Studies at UCLA.) Contemporary Pragmatism Editions Rodopi Vol. 7, No. 1 (June 2010), 69–91 Dewey and His Vision of Democracy Melvin L. Rogers. P 82-83. NP 3/12/17. 73 -The significance Dewey accords deliberation among citizens yields another point regarding the fact of conflict 74 -AND 75 -the entire decision making process loses in legitimacy what it gains in suspicion. 76 - 77 -Third, Pragmatism supports freedom of expression, because freedom of expression is the only method of social change that attains reliable and effective radical revisions of society. 78 -Rosenfeld 98 summarizes Rorty. Just Interpretations Law between Ethics and Politics Michel Rosenfeld UNIVERSITY OF CALIFORNIA PRESS Berkeley · Los Angeles · Oxford © 1998 The Regents of the University of California. NP 2/10/17. 79 -The political means Rorty considers necessary to render his hopes for redemption in this world 80 -AND 81 -vision is ultimately unpragmatic because of its shortcomings regarding means rather than ends. 82 - 83 -Fourth, the constitutional protections of free speech have been shaped by a long history of pragmatist methodology. This provides extremely strong epistemic grounds for maintaining and strengthening the procedure. 84 -Bean and Elbow summarize Dewey. Janet Bean and Peter Elbow. FREEWRITING AND FREE SPEECH: A PRAGMATIC PERSPECTIVE. JOURNAL OF TEACHING WRITING VOLUME 25.1 85 -Free speech would not have had its long history even into the present if it 86 -AND 87 -to discover the (contingent) truth but to serve the ultimate good. 88 - 89 -The practical effects of arguments matters – censors claim to care about some external good but censorship always fill the same purpose – to consolidate power and serve the interest of the group in control. 90 -Stack and Simpson 10, Stack, Sam F. and Douglas J. Simpson (2010). Teachers, Leaders, and Schools : Essays by John Dewey. Carbondale, Ill: Southern Illinois University Press. Pg 218-219. NP 3/2/17. 91 -Another great American democrat, Abraham Lincoln, left as his heritage the statement that 92 -AND 93 -way to a nobler, because freer, manifestation of the human spirit. - EntryDate
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... ... @@ -1,5 +1,0 @@ 1 -4. A pragmatist understanding of identity as ontic not ontological enables individuals to maintain a sense of self worth while reconciling with inevitable tragedy 2 -West 89 summarizes and quotes Hook, Cornel. (Cornel Ronald West (born June 2, 1953) is an American philosopher, political activist, social critic, author, and public intellectual). The American Evasion of Philosophy : A Genealogy of Pragmatism. University of Wisconsin Press, 1989. The Wisconsin Project on American Writers. Pg 121-22. NP 2/26/17. 3 -In his conclusion, 4 -AND 5 -no rules of man. - EntryDate
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... ... @@ -1,0 +1,10 @@ 1 +A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad. 2 + 3 +A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round. 4 + 5 +A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally. 6 + 7 +A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power 8 + 9 +A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff. 10 +A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state - EntryDate
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... ... @@ -1,0 +1,14 @@ 1 +A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad. 2 + 3 +A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round. 4 + 5 +A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally. 6 + 7 +A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power 8 + 9 +A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff. 10 +A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state 11 + 12 +A: The negative debater may not read an NC with offense, claim the NC offense turns the Aff, turns to the aff, and claim that extinction comes first under any moral theory. To clarify, you may do these things in isolation, you just may not do them all at the same time. 13 + 14 +A: Debaters must read trigger warnings if reading arguments about sexual violence. To clarify, you must tell the judge and your opponent that you will be reading arguments about sexual violence. - EntryDate
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