Promise

This is a modified version of a paper originally presented on September 16th at the "Fifth Karlovy Vary Symposion on Analytic Philosophy (Swimming in XYZ, Supervised by Hilary Putnam, September 14th-18th, 1998)." A shortened version appeared in The Southern Journal of Philosophy, 41 No. 2 (June 2003), pp. 241-259.

Abstract: I want to explore a new way of refuting act-utilitarianism. My claim is that nobody maximizing utility can possibly be said to believe in act-utilitarianism. In section I, I shall circumscribe the sort of utilitarianism with which we'll be concerned: Act-utilitarianism on the ideal level of ethical thought. Section II is devoted to an earlier attempt of refuting act-utilitarianism, which resembles the argument from this paper. I shall try to show that the proposed refutation (due to Hodgson) is not convincing because it leaves out half of the story. In that section, I shall also motivate the theoretical (Quinean) background of my own argument. The main hero of section III will be Quine's principle of charity; we'll be concerned with three preliminary thought experiments so as to become familiar with the dialectical techniques that will be needed for refuting act-utilitarianism. The core of my paper can be found in section IV. I shall demonstrate that act-utilitarian agents can express neither promises nor assertions. After having defended the latter claim (as regards assertions) against six small objections (section V) and one big objection (section VI), I shall complete my argument in section VII.

This paper states that modern education and utopian discourse share one common trait, that of being structurally founded on the promise of human betterment. The changing relations between concepts of education and utopianism will be developed through conceptual analysis of the dynamics of the promise in their interweaving process. This shall be discussed through three main topics. The first is the appropriation of space in early modern education (sixteenth century onward), with particular emphasis on the influence of print technology on framing a new conception of educational spaces and practices. Second, the promise of the idea of progress in the Enlightenment period, which will become the further technological promise of a society-to-come, no longer spatially but temporally presented. Finally, the promise of autonomy through and against the modern subject, in which such autonomy is presented like the end of the journey through education, supposed that there is an end to such a journey. The key frame uniting the three topics is that utopian discourse journeying towards a normative conception of human society, as well as modern educational schemes journeying towards a normative conception of adulthood, are limited insofar as their respective promises, which are more impatient than the slow project of creation, more than often outruns it. The paper thus inquires whether or not there is a way to uphold the creative and imaginative possibilities of utopia in education, by acknowledging the pervasive effects of the promise on the social imaginary.