The aim of the thesis is to develop a theory of autonomy-respecting paternalism which delineates an area of morally permissible paternalistic interference. Paternalism is defined as any infringement of a prima facie right to non-interference for the purpose of protecting or promoting the recipient's well-being. It is argued that autonomy involves not only liberty of action, but also the achievement of self-construction and self-control. The role of rational reflection in the achievement of self-construction is discussed at some length, and the importance of knowledge, including self-knowledge and moral sensitivity is emphasized. The right to non-interference is taken to be grounded in the intrinsic value of autonomy, and possession of a prima facie right to non-interference is extended to all beings with desires. This general right is discussed in terms of three rights of greater specificity: non-interference with actions, states, and opportunities. An account of the vehicle for alienation of the right to non-interference is developed in terms of a technical notion of subsequent approval. The principle of respect for autonomy is shown to be as applicable in paternalistic dealings with children as it is with adults, without this having counter-intuitive consequences in practice. It is also shown how far the paternalistic promotion of a recipient's well-being, understood as the satisfaction of informed desires, can be reconciled with the principle of respect for autonomy. Finally, the theory is applied to particular cases of paternalism in familial, medical, and legal contexts.

This discussion looks at immigration through philosophical debates of democracy, coercion, and autonomy. There seems to be a fundamental contradiction between democratic state's border control and democratic legitimacy. First, I discuss the democratic legitimacy and the need for democratic justifications with the invasion of autonomy.Then, I discuss Arash Abizadeh's argument that border control is coercive and invades personal autonomy, and David Miller's response that border control does not amount to coercion, but is prevention. I conclude border control invades autonomy even if it is not coercive, and thus, democratic justifications are needed. Ultimately, I suggest that open borders should be encouraged because it is the better alternative to what is required of democratic justification for close borders.

No description available.

The current study seeks to address some debates surrounding the imposition of mandatory volunteer programs in high schools by directly engaging students with interviews about their own reasoning surrounding matters of autonomy and the fostering of prosocial beliefs that are affected by the composition of a mandatory volunteer program. Participants were asked to evaluate five different vignettes depicting a different program. Results indicated that older youth tend to evaluate programs which offer choice more positively, while younger students make few distinctions. All age groups prefer mandatory programs to a voluntary program. No effect of program (service learning vs. community service) was present, although forced-choice data indicate a preference for service learning components. Implications for autonomy and prosocial development are discussed.

The current study seeks to address some debates surrounding the imposition of mandatory volunteer programs in high schools by directly engaging students with interviews about their own reasoning surrounding matters of autonomy and the fostering of prosocial beliefs that are affected by the composition of a mandatory volunteer program. Participants were asked to evaluate five different vignettes depicting a different program. Results indicated that older youth tend to evaluate programs which offer choice more positively, while younger students make few distinctions. All age groups prefer mandatory programs to a voluntary program. No effect of program (service learning vs. community service) was present, although forced-choice data indicate a preference for service learning components. Implications for autonomy and prosocial development are discussed.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 416-439) Also available in print.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (Ph. D.)--University of Chicago, Dept. of Political Science, December 1997. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--Washington State University, August 2009. / Title from PDF title page (viewed on June 19, 2009). "College of Education." Includes bibliographical references (p. 94-113).

Thesis (M.A.)--University of Alabama at Birmingham, 2008. / Additional advisors: Robert Collins, Michele Forman, Linda Frost. Description based on contents viewed Oct. 9, 2008; title from PDF t.p.