This book introduces a normative theory of property. Property laws and social norms are justified by whether and how well they secure natural rights. The natural rights are justified by run-of-the-mill principles of natural law, which evaluate human action by whether it helps people survive or flourish rationally. The book studies how natural rights legitimate property law in general and in specific doctrines. It also studies the main topics in property law and policy – ownership, public commons, the appropriate design of property rights, rights less sweeping than rights of ownership, property torts, regulatory takings, and eminent domain. The book studies in particular the phenomenon of practical reasoning, the sphere of moral reasoning that converts fundamental moral goals into specific laws and policies to enforce in practice. A theory of natural rights contributes importantly to normative theory beyond the theories most respected today – egalitarian or progressive theories, law and economics, and approaches the book calls pragmatic.

Arndt Emmerich and Alyaa Ebbiary explore the evolution of scholarship on Salafi Islamic movements, highlighting how the field has matured over time. The chapter emphasizes recent research that recognizes the agency exhibited by Salafi women in engaging with their faith. These women adhere to the core rulings while negotiating secondary ones to ensure they can live fulfilling lives while respecting tradition.

This Introduction distinguishes three approaches to studying politics: political science, political philosophy, and the history of political thought. It identifies the last of these as the focus of the chapters in the collection. It then uses an example from Abraham Lincoln’s 1858 Illinois US Senate debates with Stephen A. Douglas to characterize literature’s relationship to politics. Finally, it distinguishes three approaches to literary history, which it labels poststructuralist discourse analysis, standpoint epistemology, and pragmatism. It treats pragmatism as the most suitable description of the mode of literary history practiced in the chapters in the collection.

While there are affinities between Collingwood’s views and pragmatism, their shared considerations of the socio-historical dimensions of scientific knowledge have not been explored thus far. This chapter aims to fill this gap by comparing Collingwood’s views from An Essay on Metaphysics with pragmatist stances in contemporary philosophy of science by Philip Kitcher and Hasok Chang. In addition to similarities regarding the importance of the purposes of inquiry and framing knowledge in relation to a system of practice, there are disagreements between Collingwood and this strand of pragmatism regarding truth, propositional knowledge, and drawing out political implications. I argue that Collingwood’s approach can supply tools that can assist the pragmatist goals of improving scientific practice, mainly through analyzing cases from the history of science. This warrants mapping Collingwood’s place in twentieth-century philosophy as a precursor to recent attempts to overcome the clash between logical and historical approaches to scientific knowledge.

The British tended to deny that Darwinism had anything to say to philosophy, epistemology, or ethics. The Americans were far more appreciative of Darwinism, which supported strongly their approach to epistemology – Pragmatism. Today, on both sides of the Atlantic, there are enthusiasts for a Darwin-influenced philosophy, for instance one promoting a naturalistic Kantianism in epistemology and ethical nonrealism in moral discourse.

My aim in this chapter is to contribute to what the volume calls the ‘third move’ in International Relations norm studies, which explicitly addresses the legitimacy of the norm being studied as well as its influence on practice. I build on the work of those who point to the relevance of classical American Pragmatism, which considers how we know that what we are doing is appropriate once we realise that norms are the product of social and historical practices rather than abstract moral foundations. I trace the Pragmatist’s commitment to deliberative inquiry through the ideas of Charles Peirce and John Dewey and relate it to Antje Wiener’s arguments that normativity is sustained through proactive contestation. While there are overlaps between the two approaches, I argue that Deweyan Pragmatism can help us understand when it is appropriate to defend a norm against contestation. It does this by drawing on what Dewey called a ‘stock of learning’, understood as the background knowledge that has epistemic authority because it is the product of a deliberative and inclusive process of inquiry. I develop this with reference to debates within Pragmatist philosophy before applying it to offer a preliminary assessment of global health norms.

This chapter explores how biblical law is treated in the gospels, in Paul, and in other New Testament texts. It shows how recent scholarship has demonstrated that Jesus and Paul treat the law in more positive fashion than they are usually given credit for.

In this chapter, I defend the thesis that there may be pragmatic reasons to be agnostic. Given that agnosticism is one of the possible outcomes of doxastic deliberation – that is deliberation about whether to believe P – it follows that pragmatic considerations may determine the outcome of doxastic deliberation. However, while I hold that pragmatic considerations may be reasons to refrain from belief, I deny that they may be reason to believe.

This chapter explores the intersection of normative theory, pragmatism, and education. Philosophers have long argued that ethics and moral development are the central aims of good education. But this vision has been eclipsed by economic instrumentalism and workforce demands. Ethics education provides a potent reason-based alternative, one that promises to promote pluralism through the application of universal principles, foster democratic processes, and advance the common good. But if we hope to realize the moral purposes of education, we must begin by offering courses in normative ethics for educators in education programs and schools. And in doing so, we will promote the moral growth of individual educators, their students, and the institutions and communities in which they live, work, and study.

This chapter provides an introduction to American pragmatism as an ethical tradition with educational ramifications. The chapter first explains the origins of pragmatism and accounts for the primary features of pragmatist ethics. It then profiles the ethical views and educational bearings of two classical pragmatists: William James and John Dewey, and the most prominent neopragmatist, Richard Rorty. The chapter shows how pragmatism, from its nineteenth-century origins to its contemporary iterations, approaches education as integral to the ethical and political cultivation of a vibrant, pluralistic, democratic culture. Its philosophical orientation – away from the fixed and timeless and toward the contingent and contextualized – conceives of humans as active but fallible agents pursuing knowledge to address the concrete problems of their communities. Despite their differences, James, Dewey, and Rorty recognized the need to foster individual habits and collective sensibilities that center our moral imaginations, sympathetic attachments to others, and our situatedness in concrete social and natural environments.

This chapter provides a rationale for, and outlines of, a democratic ethical framework for defining the moral responsibilities of school leaders working within political conditions of growing inequality, authoritarian state governments, and populist parental-rights movements. Facing these conditions, many leaders are tempted toward a position of liberal neutrality, a (false) removal of politics designed to minimize anger or retribution by parents and legislatures. A democratic, communal ethic orients the responsibilities of the school leader around democratic values, and the educational interests of the students. Moral responsibility requires leaders to embrace liberalism’s pluralism but also its strong egalitarianism, by educating students in both the hopeful and the tragic forms of knowledge and shared social existence that constitute the national democratic project.

This chapter introduces pragmatism as a process philosophy that is grounded in human activity. Pragmatism reconceptualizes the subject–object dichotomy and provide a transdisciplinary framework for creating useful knowledge. Eight pragmatist propositions for methodology are outlined: (1) Truth is in its consequences; (2) theories are tools for action; (3) research is as much about creating questions as answering questions; (4) data as a process; (5) qualitative and quantitative methods are synergistic; (6) recursively restructure big qualitative data to enable both qualitative and quantitative analyses; (7) social research creates both power and responsibility; and (8) social research should aim to expand human possibilities.