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DRUG LAWS, ETHICS, AND HISTORY

100%

Greif A.

Filozofia (Philosophy)

2019

tom 74

nr 2

95 – 110

In this paper, I present and criticize several historical arguments in favour of prohibition and criminalization of illicit psychoactive substances. I consider several versions of Charles Brent’s argument from drug harms and an argument from addiction based on Kantian view on autonomy. My criticism will mainly rely on empirical evidence on drugs, drug use, and addiction. I think that in light of this evidence, all of the arguments lose their cogency or can be refuted altogether. Moreover, the evidence reveals an inconsistency in the international drug law framework. Therefore, I provide in conclusion a general argument challenging the legitimacy of the existing distinction between licit and illicit drugs based on the inconsistency.

DANGEROUS DISCIPLINES: UNDERSTANDING PEDAGOGIES OF PUNISHMENT IN THE NEOLIBERAL STATES OF AMERICA

63%

Robbins C. G. , Kovalchuk S.

Pedagogický časopis (Journal of Pedagogy)

2012

tom 3

nr 2

198 – 218

Public schools deploy a range of processes and practices that help constitute the formation and legitimation of certain knowledge, relationships, skills, values and, ultimately, subjectivities. School discipline regimes are one of these practices. Exercising their power through pedagogical modes of address, these regimes are currently organizing relationships throughout school cultures that reflect the values and encourage role performances associated with neoliberal capitalism. This research paper describes and analyses two widely used discipline regimes - zero tolerance/hyper-criminalization and positive behaviour interventions and support (PBIS) — through Foucault’s theories of govern mentality and bio politics. These two regimes provide mirror images of the primary modes of punishing and disciplining under neoliberalism: criminalization and individualization. The paper will also explore how neoliberalism subjects schools to processes of enclosure, but also how schools themselves have become sites productive of neoliberal subjects through the content, values and interests embedded in the curricula of PBIS and criminalization which students must master.