Lawrence Blum – författare

The promise of a free, high-quality public education is supposed to guarantee every child a shot at the American dream. But our widely segregated schools mean that many children of color do not have access to educational opportunities equal to those of their white peers. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum investigate what this country’s long history of school segregation means for achieving just and equitable educational opportunities in the United States.  Integrations focuses on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. The authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and in the many possible definitions of and courses of action for integration. Ultimately, the authors show, integration cannot guarantee educational equality and justice, but it is an essential component of civic education that prepares students for life in our multiracial democracy.

The promise of a free, high-quality public education is supposed to guarantee every child a shot at the American dream. But our widely segregated schools mean that many children of color do not have access to educational opportunities equal to those of their white peers. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum investigate what this country’s long history of school segregation means for achieving just and equitable educational opportunities in the United States.  Integrations focuses on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. The authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and in the many possible definitions of and courses of action for integration. Ultimately, the authors show, integration cannot guarantee educational equality and justice, but it is an essential component of civic education that prepares students for life in our multiracial democracy.

The promise of a free, high-quality public education is supposed to guarantee every child a shot at the American dream. But our widely segregated schools mean that many children of color do not have access to educational opportunities equal to those of their white peers. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum investigate what this country’s long history of school segregation means for achieving just and equitable educational opportunities in the United States.   Integrations focuses on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. The authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and in the many possible definitions of and courses of action for integration. Ultimately, the authors show, integration cannot guarantee educational equality and justice, but it is an essential component of civic education that prepares students for life in our multiracial democracy.

Not all racial incidents are racist incidents, Lawrence Blum says. "We need a more varied and nuanced moral vocabulary for talking about the arena of race. We should not be faced with a choice of 'racism' or nothing." Use of the word "racism" is pervasive: An article about the NAACP's criticism of television networks for casting too few "minority" actors in lead roles asks, "Is television a racist institution?" A white girl in Virginia says it is racist for her African-American teacher to wear African attire.Blum argues that a growing tendency to castigate as "racism" everything that goes wrong in the racial domain reduces the term's power to evoke moral outrage. In "I'm Not a Racist, But...", Blum develops a historically grounded account of "racism" as the deeply morally charged notion it has become. He addresses the question whether people of color can be racist, defines types of racism, and identifies debased and inappropriate usages of the term. Though racial insensitivity, racial anxiety, racial ignorance and racial injustice are, in his view, not "racism," they are racial ills that should elicit moral concern. Blum argues that "race" itself, even when not serving distinct racial malfeasance, is a morally destructive idea, implying moral distance and unequal worth. History and genetic science reveal both the avoidability and the falsity of the idea of race. Blum argues that we can give up the idea of race, but must recognize that racial groups' historical and social experience has been shaped by having been treated as if they were races.

Not all racial incidents are racist incidents, Lawrence Blum says. "We need a more varied and nuanced moral vocabulary for talking about the arena of race. We should not be faced with a choice of 'racism' or nothing." Use of the word "racism" is pervasive: An article about the NAACP's criticism of television networks for casting too few "minority" actors in lead roles asks, "Is television a racist institution?" A white girl in Virginia says it is racist for her African-American teacher to wear African attire.Blum argues that a growing tendency to castigate as "racism" everything that goes wrong in the racial domain reduces the term's power to evoke moral outrage. In "I'm Not a Racist, But...", Blum develops a historically grounded account of "racism" as the deeply morally charged notion it has become. He addresses the question whether people of color can be racist, defines types of racism, and identifies debased and inappropriate usages of the term. Though racial insensitivity, racial anxiety, racial ignorance and racial injustice are, in his view, not "racism," they are racial ills that should elicit moral concern. Blum argues that "race" itself, even when not serving distinct racial malfeasance, is a morally destructive idea, implying moral distance and unequal worth. History and genetic science reveal both the avoidability and the falsity of the idea of race. Blum argues that we can give up the idea of race, but must recognize that racial groups' historical and social experience has been shaped by having been treated as if they were races.

All but buried for most of the twentieth century, the concept of altruism has re-emerged in this last quarter as a focus of intense scholarly inquiry and general public interest. In the wake of increased consciousness of the human potential for destructiveness, both scholars and the general public are seeking interventions which will not only inhibit the process, but may in fact chart a new creative path toward a global community. Largely initiated by a group of pioneering social psychologists, early questions on altruism centered on its motivation and development primarily in the context of contrived laboratory experiments. Although publications on the topic have been considerable over the last several years, and now represent the work of representatives from many disciplines of inquiry, this volume is distinguished from others in several ways.Embracing the Other emerged primarily as a response to recent research on an extraordinary manifestation of real-life altruism, namely to recent studies of non-Jewish rescuers of Jews during World War II. It is the work of a multi-disciplinary and international group of scholars, including philosophers, social psychologists, historians, sociologists, and educators, challenging several prevailing conceptual definitions and motivational sources of altruism. The book combines both new empirical and historical research as well as theoretical and philosophical approaches and includes a lengthy section addressing the practical implications of current thinking on altruism for society at large. The result is a multi-textured work, addressing critical issues in varied disciplines, while centered on shared themes.

All but buried for most of the twentieth century, the concept of altruism has re-emerged in this last quarter as a focus of intense scholarly inquiry and general public interest. In the wake of increased consciousness of the human potential for destructiveness, both scholars and the general public are seeking interventions which will not only inhibit the process, but may in fact chart a new creative path toward a global community. Largely initiated by a group of pioneering social psychologists, early questions on altruism centered on its motivation and development primarily in the context of contrived laboratory experiments. Although publications on the topic have been considerable over the last several years, and now represent the work of representatives from many disciplines of inquiry, this volume is distinguished from others in several ways.Embracing the Other emerged primarily as a response to recent research on an extraordinary manifestation of real-life altruism, namely to recent studies of non-Jewish rescuers of Jews during World War II. It is the work of a multi-disciplinary and international group of scholars, including philosophers, social psychologists, historians, sociologists, and educators, challenging several prevailing conceptual definitions and motivational sources of altruism. The book combines both new empirical and historical research as well as theoretical and philosophical approaches and includes a lengthy section addressing the practical implications of current thinking on altruism for society at large. The result is a multi-textured work, addressing critical issues in varied disciplines, while centered on shared themes.

In High Schools, Race, and America’s Future, Lawrence Blum offers a lively account of a rigourous high school course on race and racism.Set in a racially, ethnically, and economically diverse high school, the book chronicles students’ engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives. Blum, an acclaimed moral philosopher whose work focuses on issues of race, reflects with candour, insight, and humour on the challenges and surprises encountered in teaching—the unexpected turns in conversation, the refreshing directness of students’ questions, the “aha” moments and the awkward ones, and the paradoxes of his own role as a white college professor teaching in a multiracial high school classroom. High Schools, Race, and America’s Future provides an invaluable resource for those who want to teach students to think deeply and talk productively about race.

In High Schools, Race, and America’s Future, Lawrence Blum offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students’ engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives. Blum, an acclaimed moral philosopher whose work focuses on issues of race, reflects with candor, insight, and humor on the challenges and surprises encountered in teaching—the unexpected turns in conversation, the refreshing directness of students’ questions, the “aha” moments and the awkward ones, and the paradoxes of his own role as a white college professor teaching in a multiracial high school classroom. High Schools, Race, and America’s Future provides an invaluable resource for those who want to teach students to think deeply and talk productively about race.

In High Schools, Race, and America’s Future, Lawrence Blum offers a lively account of a rigorous high school course on race and racism.Set in a racially, ethnically, and economically diverse high school, the book chronicles students’ engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives.Blum, an acclaimed moral philosopher whose work focuses on issues of race, reflects with candor, insight, and humor on the challenges and surprises encountered in teaching—the unexpected turns in conversation, the refreshing directness of students’ questions, the “aha” moments and the awkward ones, and the paradoxes of his own role as a white college professor teaching in a multiracial high school classroom. High Schools, Race, and America’s Future provides an invaluable resource for those who want to teach students to think deeply and talk productively about race.

South Africa is ready for a new vocabulary than can form the basis for a national consciousness which recognises racialised identities while affirming that, as human beings, we are much more than our racial, sexual, class, religious or national identities.The Colour of Our Future makes a bold and ambitious contribution to the discourse on race. It addresses the tension between the promise of a post-racial society and the persistence of racialised identities in South Africa, which has historically played itself out in debates between the 'I don't see race' of non-racialism and the 'I'm proud to be black' of black consciousness. The chapters in this volume highlight the need for a race-transcendent vision that moves beyond 'the festival of negatives' embodied in concepts such as non-racialism, non-sexism, anti-colonialism and anti-apartheid. Steve Biko's notion of a 'joint culture' is the scaffold on which this vision rests; it recognises that a race-transcendent society can only be built by acknowledging the constituent elements of South Africa's EuroAfricanAsian heritage.The distinguished authors in this volume have, over the past two decades, used the democratic space to insert into the public domain new conversations around the intersections of race and the economy, race and the state, race and the environment, race and ethnic difference, and race and higher education. Presented here is some of their most trenchant and yet still evolving thinking.

South Africa is ready for a new vocabulary than can form the basis for a national consciousness which recognises racialised identities while affirming that, as human beings, we are much more than our racial, sexual, class, religious or national identities.The Colour of Our Future makes a bold and ambitious contribution to the discourse on race. It addresses the tension between the promise of a post-racial society and the persistence of racialised identities in South Africa, which has historically played itself out in debates between the ‘I don’t see race’ of non-racialism and the ‘I’m proud to be black’ of black consciousness. The chapters in this volume highlight the need for a race-transcendent vision that moves beyond ‘the festival of negatives’ embodied in concepts such as non-racialism, non-sexism, anti-colonialism and anti-apartheid. Steve Biko’s notion of a ‘joint culture’ is the scaffold on which this vision rests; it recognises that a race-transcendent society can only be built by acknowledging the constituent elements of South Africa’s EuroAfricanAsian heritage.The distinguished authors in this volume have, over the past two decades, used the democratic space to insert into the public domain new conversations around the intersections of race and the economy, race and the state, race and the environment, race and ethnic difference, and race and higher education. Presented here is some of their most trenchant and yet still evolving thinking.