STEFAN BERNARD BAUMRIN was a husband, father, philosopher, lawyer, colleague, teacher, and friend. As a professional philosopher, Baumrin wrote sparingly, but incisively, on moral and political philosophy, medical ethics, the history of philosophy, and on matters of both theoretical and practical import. We, his students, colleagues, and most importantly friends, celebrate his memory with this symposium on his philosophy.
THE PROGRAM
Welcome
Professors David Rosenthal and Manfred Philipp
Session I
I. “Baumrin’s Hobbes”: Rosamond Rhodes
II. “A possibility for Moore’s Faulty Fallacy” Mark Sheehan
Discussion
Break (Light Refreshments)
Session II
I.“Baumrin on Autonomy” Katherine Mendis
II. “‘Physician, Stay Thy Hand!’ Revisited” Kyle Ferguson
III. “Our Immorality” Joseph S. Biehl
Discussion
Farewell
PARTICIPANTS
DAVID ROSENTHAL, PhD, is professor of philosophy at the CUNY Graduate Center, and Coordinator of the Interdisciplinary Concentration in Cognitive Science there. He taught at Lehman College from 1971 to 2009. He works mainly in philosophy of mind.
MANFRED PHILIPP, PhD, is professor emeritus at the CUNY Graduate Center and at Lehman College. He was Chair of CUNY’s University Faculty Senate, and member of the CUNY Board of Trustees and of the CUNY Research Foundation Board of Directors. He was President of the CUNY Academy for the Humanities & Sciences, Board President of the Fulbright Association in Washington, and President of the US Alumni Association for the German Academic Exchange Service. At Lehman College he was a Department Chair and Chapter Chair of the Professional Staff Congress of CUNY. He currently serves as a Trustee of the Belle Zeller Scholarship Fund for CUNY.
ROSAMOND RHODES, PhD, is Professor of Medical Education and Director of Bioethics Education at Icahn School of Medicine at Mount Sinai, Professor of Philosophy at The Graduate Center, CUNY, and Professor of Bioethics and Associate Director of the Clarkson-Mount Sinai Bioethics Program. She writes on a broad array of issues in bioethics and has published more than 200 papers and chapters. She is co-editor of The Human Microbiome: Ethical, Legal and Social Concerns (Oxford University Press, 2013), The Blackwell Guide to Medical Ethics (Blackwell, 2007), Medicine and Social Justice: Essays on the Distribution of Health Care (Oxford University Press, first edition 2002; second edition 2012), Physician Assisted Suicide: Expanding the Debate (Routledge, 1998), and the author of the forthcoming monograph, The Trusted Doctor: Medical Ethics and Professionalism (Oxford University Press, 2019). Professor Rhodes also serves on the editorial board of the journal Hobbes Studies and as Sovereign of the International Hobbes Association (2013-2018).
MARK SHEEHAN, PhD, leads the Oxford Biomedical Research Centre (BRC) Ethics Group and is Oxford BRC Ethics Fellow at the Ethox Centre in the Nuffield Department of Population Health, University of Oxford. He is Senior Research Fellow in Philosophy at St. Benet’s Hall and a Research Fellow at the Uehiro Centre for Practical Ethics also in the University of Oxford. He is currently a member of the NICE’s Highly Specialised Technology Evaluation Committee, a member of the Health Research Authority’s National Research Ethics Advisors Panel, a member of the Thames Valley Healthcare Priorities Forum and Co-leader of the Ethical Analysis of Key Concepts GECiP sub-domain in the 100K Genome Project. He was a member of the Nuffield Council on Bioethics Working Party on research in children, a member of the Royal College of General Practitioners Ethics Committee and an Associate Editor of the Journal of Medical Ethics.
KATHERINE MENDIS is a doctoral candidate in the philosophy program at the CUNY Graduate Center and a Clinical Professor of Bioethics at the CUNY School of Medicine, where she serves on the St. Barnabas Hospital Ethics Committee. She has also been an Ethics Fellow at the Icahn School of Medicine at Mount Sinai for several years. She founded and for many years administered the CUNY Graduate Center Philosophy Program’s NCAA Men’s Basketball Tournament pool, in which Stefan Baumrin was the only faculty participant.
KYLE FERGUSON is a PhD candidate in philosophy at the CUNY Graduate Center. He also teaches philosophy at Hunter College, CUNY, and medical ethics at Icahn School of Medicine at Mount Sinai. He will soon defend his dissertation, “Metaethical Intentionalism and the Intersubjectivity of Morals,” a project he began with Stefan Baumrin and is completing under the supervision of Jesse Prinz. This summer, he begins a postdoctoral fellowship at the Division of Medical Ethics at NYU School of Medicine.
JOSEPH S. BIEHL, PhD, is the founder and Executive Director of the Gotham Philosophical Society, Inc., a non-profit organization that uses philosophy to transform the civil, political, and educational institutions of New York City. Through its youth program, Young Philosophers of New York, it encourages elementary, middle, high school students to think critically, imaginatively, and normatively about their lives and the city they call home. Stefan Baumrin, who supervised Biehl’s dissertation, “The Ways of Wrongdoing: The Cognitivist’s Conundrum,” served on the Gotham Philosophical Society’s Board of Directors. Dr. Biehl is the co-editor of the forthcoming Routledge Handbook of the Philosophy of the City (Routledge, 2019).
In this talk, I will sketch a theory of skill, which puts control at the center of the account. First, I present a definition of skill that integrates several essential features of skill that are often ignored or sidelined on other theories. In the second section, I spell out how we should think of the intentions involved in skilled actions and in the third section, I discuss why deliberate practice and not just experience, repetition, or exposure is required for skill development. In the fourth section, I claim that practice produces control and go on to spell out the notion of control relevant for a theory of skill. In the final section, I briefly outline three kinds of control that develop as a result of practice and which manifest the skillfulness of skilled action. They are strategic control, attention control, and motor control.
Presented by SWIP-Analytic
Presented by the Center for Global Ethics & Politics, The Ralph Bunche Institute for International Studies
Andrea Sangiovanni, European University Institute
The 23rd Annual CUNY Graduate Student Philosophy Conference invites graduate students to submit their work engaging with philosophical topics and traditions that consider or bridge the analytic/continental divide. The analytic/continental division typically assumes contrasting notions of what philosophy ‘is’ and what it ought to be. The divide also describes the varying methodologies employed when we practice philosophy. Whether it refers to meta-philosophical commitments or strategies used, the divide can do exactly that – divide. When concerned with the nature of philosophy and how one ought to conceive of the practice the stakes can be high; when we ask, “What counts as philosophy?” we implicitly ask, “What doesn’t ‘count’ as philosophy?” This conference aims to explore issues that need to be explored by the philosophical community at large, especially when the legitimacy of certain practices are under scrutiny. The conference also aims to create a space where we can learn to ask better questions concerning the nature of our academic practices, the traditions we draw from, the methodologies we employ, and the topics we consider.
Keynote speaker: Talia Mae Bettcher (California State University, Los Angeles)
We are particularly interested in papers from all areas of philosophy that:
- explore the meta-philosophical or sociological questions concerning the analytical/continental divide without exclusionary border-policing. Is such a divide legitimate? What has motivated this divide? What are the advantages and disadvantages of maintaining the divide? How can we bridge or dismantle the divide? Etc.
- broadly engage with the question of “what can philosophy be?” How can philosophy establish fewer borders and more bridges?
- engage with philosophers (i.e. Rorty, Badiou, Williams, etc.), philosophical topics (i.e. race, gender, coloniality, etc.), and/or traditions (i.e. critical race theory, feminist philosophy, queer theory, postcolonial/decolonial theory, etc.) that have always or currently do bridge the analytic/continental divide, again without exclusionary border-policing.
- explore the analytic/continental divide in an interdisciplinary manner drawing from sociology, critical psychology, gender studies, race studies, literature, history, the arts, etc.
The conference is committed to providing a platform for marginalized persons and topics in the discipline. In answering some of the questions presented we highly encourage papers regarding, among other topics: critical race theory, feminist philosophy, queer theory, trans philosophy, and disabilities studies. Speakers from marginalized groups in the discipline are strongly encouraged to submit. Any abstracts that aim to discredit already marginalized philosophers or philosophies are strongly discouraged.
Keynote: Harry Brighouse (University of Wisconsin-Madison)
Pedagogy Workshop Leader: TBA
Location: The Graduate Center, CUNY—New York, New York
Abstracts & Workshop Applications due: July 31st 2023
Responses: August 31st 2023
Organizers: Michael Greer (CUNY), Maria Salazar (CUNY)
Contact email: gscope.committee@gmail.com
The committee for the Graduate Student Conference on Philosophy of Education (GSCOPE) invites abstracts for papers on the topic of Higher Education, Democracy, and Controversy. The theme of the conference & post-conference pedagogy workshop reflects the difficulty in creating and maintaining respectful discourse in higher-education classrooms, especially surrounding controversial empirical, moral, and political issues. Some argue that this is an equity issue. Undergraduate students who come from rural and/or underprivileged areas are more likely to experience alienation on campus, sometimes because they have never been exposed to certain “politically correct” language or ideas, and sometimes simply because they lack the financial and social capital that their peers have. It seems crucial (and follows from democratic and civic values) to foster safe learning environments for all students, especially those students who are more likely to feel alienated on college campuses and in elite spaces. At the same time, some argue that the aim of higher education is purely epistemological, and not civic or democratic. Proponents of this view might hold that free speech and academic freedom must be properly protected for higher education to perform its proper social function: education. What is the appropriate relationship between higher education, knowledge-production, teaching, free speech, and democracy? How can higher education instructors and professors be effective teachers in the light of these relationships?
Papers must pertain to higher educationbut maybe about anything from interpersonal classroom dynamicstoinstitutional policies to campus controversy. We are particularly interested in papers that explore the following topics:
- Philosophical issues around teaching controversy
- Navigating different identities in the classroom and on campus
- Free speech and controversial issues in classrooms and on campus
- Differential roles of various higher education actors when it comes to protecting free speech (administration, tenured professors, students, residential life)
- Training (or lack thereof) of graduate students to be teachers and the impact of this on teaching in our current political moment
- Theright relationship(s) between democracy, knowledge,free speech, and higher education
- The role of controversy in democracy
- The relationship between controversy and equality
- Teaching as an equity issue – how education might foster or impede different kinds of equity (class equity, racial equity, urban/rural equity, gender equity)
- Disagreement in classrooms
- Epistemological issues around disagreement and understanding
- Trust in classrooms
- Pedagogical tools to cope with disagreement in classrooms
- Philosophical views on coming to understanding from different social locations, epistemic commitments, and material circumstances
We especially welcome contributions that:
- Think about universities outside of the “top 50” and the “top 500” — we want our conversation to reflect issues found across the entire spectrum of international higher ed institutions
- Engage with CUNY-specific issues and offer CUNY-specific solutions
Abstracts should:
– Outline the paper’s principal argument(s).
– Give a good sense of the paper’s philosophical and/or empirical contributions and methods.
– Be anonymized.
Proposal Guidelines:
Please submit abstracts of up to 500 words by midnight EST on Monday, July 31, 2023.
PDF or DOC.X by email to gscope.committee@gmail.com
Post-Conference Pedagogy Workshop
The theme of our conference Higher Education, Democracy, and Controversy is relevant to graduate student educators, who are routinely under-trained and under-equipped to engage with real-life problems they may encounter in the classroom. The lack of training for higher education teachers is a growing iue in philosophy of education.
This workshop attends to this issue by facilitating a space for graduate student educators to reflect on how to foster good teaching environments for controversial issues, and be good interlocutors with each other on controversial issues. The workshop will also touch on promoting equity in classrooms. We will provide workshop participants with a certificate of completion.
https://philevents.org/event/show/112546
Democracy is often presented as the sine qua non of politics today. Yet our own democratic political orders across the West consistently fail to deliver the desiderata they promise to provide. Does this failure arise in part from the theoretical insufficiency of conventional diagnoses of democracy’s challenges and ills? As the primaries for the 2024 U.S. presidential election open, we invite participants to consider critically the status of democracy with an eye toward the concerns that have defined Telos over its 55-year history.
The main advantage of democracy over other political forms is that, by allowing broader participation in decision-making, it prevents domination of the many by the few. In theory, it also fosters decision-making that is comparatively effective and meaningful by allowing views and information from the many to be communicated efficiently to political leaders, while also holding the latter to account for their actions. At the same time, a major difficulty of democracy is that the rule by the many requires some procedure for translating a multitude of opinions into unified decisions and action. In addition, precisely by exercising its majority will, the many can trammel the integrity of the individual—the key threat that liberalism seeks to hold at bay.
These advantages—and, especially, these challenges—have produced two competing visions of democracy in the contemporary West. Their division reflects differences about the politics of representation and decision-making. On one hand, liberals view democracy as the following of appropriate procedures for channeling the opinions of the multitude through the election of representatives. On the other hand, populists might disregard such procedural restrictions to arrive at outcomes that are acclaimed by the people directly.
While both sides nod to the importance of the popular will, both are in fact willing to denigrate it. The liberal camp reacts in horror when democratic elections result in the election of populists, who are said to lack proper governing expertise, as in the 2016 victory of Donald Trump. The populist camp charges conspiracy when electoral results fail to reflect their own conception of the people’s will, as in Trump’s reaction to his 2020 ouster. Depending on which camp is describing the times, the false mediator of popular will is either the demagogue or the bureaucrat—Telos has long opposed both.
Different narratives, in turn, have taken hold about democracy’s present challenges. From the point of view of the liberal proceduralist critique of demagogues, the means of moving from a multiplicity of opinions to a unified decision inevitably involves discourse within a public sphere. This discourse depends on a common understanding of historical facts, as well as a public sphere that allows different perspectives to face each other in debate. In our contemporary world, however, the breakdown of previous limits to accessing the public sphere has led to an inability to arrive at a consensus on the difference between fact and fiction, as well as an increasing tendency of citizens to exist within a social media echo chamber of their own views, undermining the common ground that a public sphere presupposes.
At the same time, public debate necessarily implicates values and identities that have an ultimately mythic basis that cannot be rationally determined. People’s opinions, moreover, are invariably shaped by leaders as much as the people shape what leaders ought to do. Experts lament how this representational dynamic undermines the procedures that govern and channel the representation of the popular will. Yet the narrative aspect of representation is an ineradicable element of the way in which the popular will coalesces. The process of narrativized representation will never be an entirely rational one, and the prominence of media personalities such as Reagan, Trump, and Zelensky as politicians underlines the futility of attempting to rid the public sphere of drama and spectacle.
For the populist, by contrast, the primary threat to democracy lies in bureaucracy. In his 2016 end run around the political establishment, Trump’s electoral success was driven by a broader critique of the administrative state’s undermining of democratic process. The rise of the managerial bureaucratic state that was set in motion by the development of the welfare state in the twentieth century has created a class divide between managers and managed that has shifted decision-making power over the conditions of everyday life away from individuals and toward government and corporate bureaucracies. Because more and more of our economic and social welfare is under the direct influence of the state, the resultant bloated administrative state has now become prey to a frenzy of lobbyists, who further distance the people from political decision-making. The protections of minority rights that constitute the liberal aspect of today’s democracies have turned communities into special interests that lobby administrators to pass on privileges to favored groups. The result has been a growing restriction of freedom of expression in the public sphere and an eroding of a unifying basis for constructing a political order now dominated by the collusion of bureaucracy with corporations.
While the liberal critique of demagoguery resorts to more government controls that exacerbate the expansion of bureaucracy, the populist critique of bureaucracy has attempted to dismantle government without considering how to establish mechanisms that would take over the functions that bureaucracies have coopted. Focusing on opposition to government, the populist perspective often lacks any sense of alternative institutional structures that could remedy the administration and commodification of everyday life.
Both sides have contributed to a polarization of views that threatens the underlying consensus necessary for democratic politics. The political gridlock that has ensued from their diverging diagnoses has meant that our political orders consistently fail to deliver peace, prosperity, and accountable government. Moreover, regardless of the rhetoric or credentials of those in power, democracy today seems always to leave us with broadly the same basic policies, despite some of them being deeply unpopular.
We invite those who are interested in presenting at the 2024 Telos Conference to consider critically the status of democracy today by addressing one or more of the following questions:
Democratic Values
- Does democracy have a value of its own independent of its practical consequences?
- What kinds of basic agreements on principles are necessary to maintain a democracy?
- Is there a limit to diversity in a democracy?
- To what extent is polarization itself a threat to democracy?
- What is the relationship between democracy and liberalism?
Democracy and the Administrative State
- To what extent is the consistent reality of all self-styled “democracies” of the world today a form of managerial governance that resists change from below?
- What role is left in an age of managerialism for the popular will?
- Might the appropriate response to managerialism not be more democracy, both at the level of the state but also inside corporate and workplace structures, e.g., through workers’ self-management?
Democracy and the Public Sphere
- What is the role of representation in a democracy, and how do today’s representational processes threaten democratic decision-making?
- How have social media and artificial intelligence changed the way in which democratic processes function, and what changes to these processes might be necessary in the future to accommodate these new technological developments?
- To what extent and in what ways does the public sphere function in today’s democracies? What kinds of limitations are necessary to guarantee the functioning of the public sphere as a space for democratic debate and decision-making?
Democracy and Religion
- What role is there for religion in today’s democracies?
- To what extent does either secularization or religion pose a threat to democracy?
Democracy and Authoritarianism
- What is the relationship between democracy and authoritarianism? Do the current ills of democracy promote a global shift toward authoritarian government?
- What are the key components of democracy that differentiate it from authoritarianism? Where do countries such as Hungary, Turkey, India, and Russia fall on the continuum from democracy to authoritarianism?
Abstract Submissions
Whatever specific questions you address, we invite you to present your analysis with an eye toward the long-standing concerns of the Telos-Paul Piccone Institute and thereby to help develop a trenchant, independent view of democracy that can inform both critique and practical action within our present historical moment. Please submit a short c.v. and an abstract of up to 250 words by October 15, 2023, to telosnyc2024@telosinstitute.net and place “The 2024 Telos Conference” in the email’s subject line. Please direct questions to Professor Mark G. E. Kelly, Western Sydney University, M.Kelly@westernsydney.edu.au.
Conference Location
The conference will take place at the John D. Calandra Italian American Institute in New York City from Friday, March 22, to Saturday, March 23, 2024.