Nudges and the limits of appropriate interference: reading backwards from J.S. Mill’s harm principle to Jeremy Bentham’s indirect legislation

ABSTRACT

The starting point of the present paper is the nudge phenomenon. The most disturbing element of nudge is its potential for individual manipulation, that is, for relying on initiatives that go beyond the acceptable limits of interference in individual choice. This feature is not ignored by nudge advocates, who discuss it extensively to justify the overriding benefits of such initiatives. In this discussion, they acknowledge the seminal importance of J.S. Mill’s harm principle, which is introduced in On Liberty. Academics without hidden agendas must look into Mill’s theories from an intellectual history perspective and study to what extent Mill’s harm principle lends support to the interference of government and society in private lives. This paper first unveils some contradictions in the interpretation of Mill’s harm principle in order to show that it is an unlikely source of philosophical justification for nudge proponents. The paper argues further that Mill was familiar with Jeremy Bentham’s writings on indirect legislation, presented in the Traités de legislation civile et pénale. It pinpoints elements of indirect legislation that are discussed by Mill in On Liberty, without ever naming them as such. The paper contends that Mill’s presentation of the harm principle can be read as a discussion with Bentham in relation to the appropriate limits of government intervention in people’s lives. This double reading of Mill and Bentham through the lens of indirect legislation makes it possible to pinpoint the main differences between the authors as regards the appropriate degree of government interference. Bentham’s theories appear to be a more appropriate source of philosophical justification for the use of nudges than Mill’s harm principle.     

Aims and objectives in degree curriculum design

Abstract

The educational assumptions which are made in curriculum design in geography are often implicit rather than explicit. This paper brings them to light and explains those which relate to the aims and objectives of a course. It examines the notion of curriculum, the nature of aims and objectives and the kinds of aims and objectives which are appropriate to degree courses.     

'An Unbelievable Academic and Personal Experience': Issues around teaching undergraduate field courses in Africa

This paper explores the teaching of geography field courses in Africa for UK university undergraduates. Using largely qualitative feedback, the experiences of students, staff and local communities involved in field courses to Kenya, Zimbabwe and The Gambia are evaluated. Benefits and disbenefits of these field courses to the participating students, the local community and teaching staff are scrutinised. The paper concludes that such field courses to 'exotic' destinations are an effective means to student recruitment and certainly achieve their aims while providing meaningful teaching and learning experiences. Furthermore, the analysis shows that field courses to 'poor' destinations in sub-Saharan Africa can avoid dangers of 'development tourism' if conducted with ethical sensitivity.     

The limits of library user education: arguments for a lecturer‐led,student‐centred approach

Abstract

The author discusses some of the thinking behind programmes of library instruction in higher education. The shortcomings of such courses are examined, with particular reference to a course for first‐year students at Portsmouth Polytechnic. The author argues that library instruction can only succeed when fully integrated with the teaching of the subject. This requires greater consideration by geography teachers of the relationship between bibliographic knowledge and substantive knowledge.     

Editorial II

Abstract

This paper begins by outlining some recent initiatives to encourage the incorporation of ‘enterprise skills’ in British higher education and discusses the response of the academic community. Geographers are at the forefront of these developments. The second part of the paper illustrates how a first year practical course in geography was redesigned into a set of largely resource‐based group projects which incorporate many of the personal transferable skills emphasised in the various enterprise initiatives. It is concluded that the inclusion of enterprise skills is relevant to geography courses, but they are best integrated into mainline courses rather than taught as separate courses.     

Teaching geomorphology at university

Abstract

A questionnaire survey on the content and structure of geomorphology courses taught in university geography departments in Britain reveals that current practice is for teaching to be structured around courses and subheadings which reflect the main landform/process systems (e.g. fluvial, glacial) rather than more abstract concepts. This empirically‐based orientation is convenient, but in the long run it could be inefficient and unchallenging. Three alternative ways of structuring teaching on a more theoretical basis would be to focus explicitly on more fundamental geomorphic processes; to structure teaching on the use of a systems approach; or to introduce more specific courses on key methodological problems.     

Break up your lectures: or Christaller sliced up

Abstract

Expounding for an hour is, we argue, a relatively poor way of teaching a large group during a ‘lecture’ period. Problems with such conventional lectures are discussed and a method outlined which overcomes some of these problems. In this method, which we shall call structured lectures, the lecture period is divided up into segments. Only some of these segments involve the lecturer talking. In others students discuss topics or complete exercises set by the teacher. An example of such a lecture on aspects of Christaller's central place theory is described both to indicate how to use structured lectures and to discuss the issues that teachers have to confront to adopt this strategy successfully.     

Spinoza on art and the cultivation of a disposition toward joyful living

ABSTRACT

This paper forms part of a larger project which seeks to derive a theory of art from a close reading of Spinoza's work. It focuses on the importance of the aligned terms of ingenium and dispositio, which are both used to discuss the central importance of “dispostion” to our capacity to live well. While it is not possible to avoid affects, it is possible to order them in such a way that their negative impacts are lessened and their positive impacts are enhanced. We begin by underlining the importance of disposition to opening the way to understanding. We connect this to Spinoza's acknowledgement of the importance of art in helping to provide a plan for living. We turn to readings of ingenium in the work of Moreau and Balibar to further explore how the concept of disposition helps us to recognise the capacities of works of art to affect their audiences.     

Reflections on Tudor Green

Abstract

In this article the author suggests that the time has come to revise ideas on Tudor Green ware. He puts forward the suggestion that there was no such thing as a Tudor Green industry, and that it would be more appropriate to group together comparable ceramics from this region under the term Southern Whiteware.     

Dancing to Different Tunes: Conveying Latin American realities to composite classes

Students are often attracted to courses about Latin America by media images of the region with their aura of danger and unpredictability. Such stereotypes must be addressed in teaching, but the means is far from clear when the participants stem from different disciplinary backgrounds and academic traditions. The method adopted here was to tackle development through discourse construction through an appreciation of positionality. This approach enabled students to draw on their respective backgrounds and experience critically; it also ensured that students appreciated the core concepts embedded in the discipline, while engaging in a challenging way with the issues raised by Latin American development.     

International geography field courses: practices and challenges

Abstract

This paper introduces a special issue of the Journal of Geography in Higher Education on the practices and challenges associated with taking undergraduate geography students abroad on field courses. I argue that geography is positioned to benefit from both the internationalization of higher education and the demand by students for global experiences. The papers in this special issue focus on three aspects of international field courses: curriculum design and international partnerships, student engagement during short-duration field courses, and how encounters with place can be aided through reflection and play. I conclude with suggestions for future research on international field courses.     

Archaeological Heritage Management and Site Inventory Systems in Africa

Abstract

Archaeological Heritage Management in West Africa is hampered by lack of adequately trained personnel, lack of funds, and lack of appropriate equipment such as computers. It is suggested that organizations such as the World Bank should consider supporting training programs for Third World archaeologists, with internships at U.S. universities with appropriate expertise, and in areas where the World Bank has development projects, providing equipment which would be most efficient for archaeological survey and testing. Most particularly needed are intensive surveys in all African countries; one cannot “manage” if one does not know what the resource base contains.     

Searching for good practice in postgraduate education

Regional geography courses have declined in status and number at many North American universities. Yet it is regional courses which students with limited geographical education at the high school level may identify as typical geography, and thus regional courses may play a significant role in recruitment of geography majors. Regional courses on the students' country or state/province offer an excellent opportunity to showcase how geographic perspectives can enrich our understanding of the familiar, both in terms of place and discipline. This paper discusses the pivotal role a regional geography course has been given in a new university's geography curriculum, and the innovative structuring of the course so as to avoid some of the deficiencies of common instructional patterns which may deter some students from pursuing further geographic education.     

Never mind the kudos,join the dialogue

Abstract

This paper reports on the redevelopment of medical geography courses taught to both undergraduate and graduate students in a US university. The author participated in a curriculum development seminar that focused explicitly on the creation of new courses that incorporate perspectives from current research on women and other marginalised, ignored or forgotten groups. The experience and feedback from this seminar led to changes in undergraduate courses in medical geography and to the creation of a new and specific graduate seminar course that critiques medical geography for its gender and colour blindness. The paper includes a commentary on the institutional context that allowed such changes to occur and discussion of issues relating to introducing perspectives on women into the curriculum. Spin‐offs from course redevelopment included the creation of resource materials (a bibliographic database) and a reformulation of teaching strategies.     

Staff selection: the interview and beyond

Abstract

The Teaching Assistant (TA) system operating in the United States has both advantages and disadvantages to graduate students employed as TAs and undergraduates taught by these TAs. The system develops teaching and communication skills and broadens TA capability, understanding and marketability. Discussion and lab sections taught by TAs provide an arena where undergraduates are exposed to everything from simple ideas to difficult ideas that need hands‐on help. However, few quality control procedures are employed to determine prospective TAs. Moreover, TA training is of limited extent and use. TAs either sink or swim; none the less the vast majority do survive and do an excellent job. A number of measures that any university, college or department might employ if they intend to begin employing TAs are recommended: all TAs should attend TA orientation sessions that discuss university‐wide TA issues; departments should also create sessions that specially train TAs in how to teach their respective courses; and departments should develop TA evaluation schemes that quickly identify TA problems.     

The Environmental History of Mass Graves

ABSTRACT

The author presents an ecological-necrological perspective on the ontology of the human dead body and remains in the context of Holocaust studies. The article examines the environmental history of mass graves and reflects on the ontological status and condition of human remains. The author proposes an approach that combines humanities and soil sciences while thinking about post-genocidal spaces and sites of mass killings in order to discuss the issue of protecting human remains from politicization and commercialization and to prefigure appropriate long-term approaches to the preservation of sites containing human remains. The article suggests focusing on humus while examining the process of dehumanization through decomposition (organic decay) and unbecoming human by “becoming-soil.” To enrich and problematize the humanities’ conception of humus, the article draws on conceptions of humus proposed by soil scientists. What is argued here is that the ecological perspective becomes a necessary and essential element in managing post-genocidal (and post-Holocaust) sites, particularly when it comes to planning their conservation and preservation.     

After the relevance debate: The teaching of social geography

Abstract

An examination of the recent relevance debate in geography shows that this debate has led to an explicit realisation of the significance of values, the addition of a rigorous political, social and economic dimension to social geography and a recognition of the importance of problem and policy perspectives. Three trends in modern social geography are identified — problem orientations, humanistic perspectives, and structural perspectives — and their impacts on taught courses and individual projects are assessed. Curriculum developments and problems are also discussed. Full incorporation of such schemes into the subject depends not only on published research findings, but also on the values and interests of individual teachers.     

Geography's Place in Higher Education in Singapore

Despite efforts by the United Kingdom Government, the Teacher Training Agency and other organisations to address the problem of teacher shortages in geography within English schools, the subject is still failing to attract sufficient students into the profession. Whilst the impact of this has yet to be felt fully in higher education, it is only a matter of time before university geography departments may find it increasingly difficult to recruit quality students onto their undergraduate courses. By sampling three distinct populations, geography teachers, geography undergraduates and sixth formers [1] , this research presents evidence of the recruitment problem, seeks to understand its nature and suggests strategies for addressing the underlying issues.