From a short essay published in 1951. Excerpt: Neo-liberalism would accept the nineteenth century liberal emphasis on the fundamental importance of the individual, but it would substitute for the nineteenth century goal of laissez-faire as a means to this end, the goal of the competitive order. It would seek to use competition among producers to […]

Case #1: Suppose a man has a debilitating genetic condition that a small percentage of his children would inherit. Suppose also that he is moderately sexually active and so could impregnate several women over the next few years. And suppose that you have an injection that could render him sterile.But he refuses to take it.

1. Each individual brings to the starting line whatever assets they have—and the race is on. To the swiftest go the prizes. 2. But not everyone starts the race with an equal chance to win. So we should handicap the fastest to equalize the abilities of all. 3. Life should a collective going forward together,

These two images are 82 years apart. A German and a Soviet officer shaking hands at the end of the Invasion of Poland, October 1939. 2. Poles saying no to both German National Socialism and Russian Soviet Socialism in 2021. Historical memory is strong in Poland.

Individual and institutional versions of racism exist (though “structural” and “systematic” do not). An example of the institutional kind is Social Security, the forced retirement savings plan mandated by the US government: Suppose a black man and a white man start working at age 18, doing the same kind of work and earning the same

15-lecture series by Professor Stephen R.C. Hicks, Rockford University. Part Eleven: Existentialism and Education What did the major Existentialist thinkers—Albert Camus and Jean-Paul Sartre in particular—believe and how they apply it to education? How are “Existence precedes essence” and “The Myth of Sisyphus” relevant to deciding our purposes in life? Previous lectures in the series:

15-lecture series by Professor Stephen R.C. Hicks, Rockford University. Part Ten: Behaviorism and Education. What did the major Behaviorist thinkers, and B.F. Skinner in particular, believe and how they apply it to education? Previous lectures in the series: Part One: Introduction: What is the purpose of education, and what is philosophy’s relevance? Part Two: Reality: