by Barry Goldman
I and the public know
What all schoolchildren learn
Those to whom evil is done
Do evil in return —W.H. Auden, September 1, 1939Hurt people hurt people. —Abdul El-Sayed, Michigan senator-elect

What Auden and El-Sayed are talking about is not a difficult concept to understand, but it is a very difficult concept to internalize and adopt. What makes it difficult is what psychologists call “fundamental attribution error.” If I am late to our date, it is because my meeting went unexpectedly long and there was unusually bad traffic. If you are late to our date, it is because you are an inconsiderate jerk. My failures are caused by extrinsic circumstances. Your failures are intrinsic to who you are. Consequently, if I do something bad, I just need to explain the whole story. If you do something bad, you need to be punished. Few ideas are so intuitively obvious.
So let’s talk about our old friend Hypothetical Smith. Suppose Smith has been convicted of a horrible crime. No decent person could have done anything so horrific. Obviously, he is a bad person, and he needs to be sentenced to life in prison or even death. Why might we oppose imposition of that sentence? Let’s start with the easy answers.
First, we might oppose the sentence because, although he was convicted of the horrible crime, there is still a chance he didn’t do it. The Innocence Project and others like it have freed hundreds of falsely convicted prisoners. When cases are carefully reviewed and modern forensic methods are brought to bear, it turns out lots of people rotting in prison are there because of a mistake or because of prosecutorial misconduct.
Next, we might oppose the sentence because it was imposed discriminatorily. Black men are sentenced more harshly than white men. The criminal justice system discriminates against black people, brown people, and poor people in jury selection and in providing effective assistance of counsel.
We might oppose the sentence because Smith didn’t know what he was doing. He may be either so cognitively deficient or so floridly insane that he can’t be held morally responsible. We may differ on borderline cases, but if Smith is clearly “incapable of forming the requisite intent,” we are likely to find a harsh sentence to be inappropriate.
Further, we could oppose a long prison sentence or the death penalty simply because they are barbaric. Read more »






What goes around comes around. In 1963 during a speech at the Manhattan Center in New York, Malcolm X, the Black Muslim leader, described the assassination of President John F. Kennedy as “


“Hilarius Bookbinder’s Scriptorium Philosophia” might sound like the working title of a sequel to Terry Gilliam’s “The Imaginarium of Doctor Parnasus”. It is rather a very interesting and entertaining Substack written pseudonymously by an American philosophy professor. It first came to my attention last year, when it caused a bit of a stir with a post entitled “The average college student today”, which detailed the author’s bleak experience with the current cohort of average undergraduates. This was followed by the author’s response to critics of that post, wherein he attests that the overwhelming majority of informed respondents (i.e. students or teachers in contemporary Western post-secondary institutions) said that their own experiences mirrored those of Dr. Bookbinder. To wit, that literacy, critical thinking, academic integrity, and work ethic among this generation of students has collapsed to the point where teachers have to drastically lower their work demands and achievement standards, or else imperil their careers by assigning failing grades to an institutionally unacceptable proportion of their pupils/clients/customers. Having not been in a post-secondary institution myself for over a decade, I can’t personally testify to the accuracy of his assessment, but it seems to jive with everything I’ve heard from personal acquaintances in primary and secondary education (what miracle do we expect to happen in the months between the end of high school and the beginning of university?), and the various academic philosophy blogs I peruse have swelled with robust concurrence of his account. I am not entirely distraught that my dreams of being a post-secondary philosophy teacher never panned out.
Theresa Hak Kyung Cha. A BLE W AIL, 1975.
Two years ago, in
particularly with regards to Israelis and Arabs, Jews and Muslims.
The TV show Heated Rivalry arrives on cinema screens this week, transforming it from a short six-episode TV season into a 5-hour cinematic experience. I for one can’t wait to sit with an audience in a darkened theater and share in Shane and Ilya’s steamy romance. For those of us who love the show, it has always been an epic, monumental narrative, taking an outsized role in our lives. But why? The success of the show has created a kind of mystery—what about this story made it such an undeniable cultural force? Let us compare it to another cultural force which has recently entered the public imagination: Homer’s Odyssey. I am setting aside Christopher Nolan’s version of the story (which I found disappointing) to look instead at Homer’s text, which offers some surprising parallels with our favorite TV hockey romance.
A couple of years ago I offered up