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Exploring Human Rights Foundations and Socialist Critiques in Philosophy Exam

Prepare for the mid-term exam in PHL 371, Philosophy and Human Rights, by delving into the bases of universal human rights claims and socialist critiques of the liberal vision. Understand the significance of equality, voting rights, changing social order, and the role of the state in developing good citizens. Formulate clear theses for your essays and outlines, considering references to support your arguments.

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Exploring Human Rights Foundations and Socialist Critiques in Philosophy Exam

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  1. Project Reports • Adrienne Hillman • Jaclyn Kelly • Jessica Brighton • Colleen McCarthy • Who wants to report next Monday?

  2. Exam • PHL 371, Philosophy and Human Rights • Mid-term Examination, February 18, 2009 • Bring these instructions with you to the examination. In addition, you may bring a single page that has outlines for the two essays. Be sure you have formulated a clear thesis for each essay. You may identify references that you want to use on your outlines. You will turn in the outlines with the essays. I will consider the outline in the grading of the essays. I will provide white, unlined paper. If you prefer lined paper, bring some with you. • 1. What bases have been put forward for claiming that human rights are universal? What do you think are the most significant problems posed by these proposed foundations? • 2. Explain the socialist critique of the liberal vision of rights. Evaluate this critique. (Notice that this will require that you explain the liberal vision.)

  3. Socialist Critique of the Liberal View of Human Rights

  4. Critique of Property • Notice the importance of equality for the socialist critique. • The right to property (as the means of production, not as possession) undermines equality of social opportunity.

  5. Critique of an individualistic vision of human nature • Individuals are bearers of rights in community • No one is really free until all are free

  6. Voting Rights • Pp. 204-205 • Universal suffrage • No property qualifications • P. 207 • Role of the state is to develop good citizens

  7. Changing Social Order • P. 218, the work day • Trade unions • P. 219, education for children of both sexes • P. 222-223 • Universal and equal elementary education • Should the state educate? • Restriction of women’s labor, why?

  8. Changing Social Order • P. 271, political emancipation as a reduction of humanity • Women’s emancipation • P. 273, do not go beyond scope of present social order • P. 275, independence must be social and economic—not just suffrage

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