Keynote Speakers
Dr. Lachlan Umbers
University of Western Australia
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Senior Lecturer, School of Humanities
Moral Philosophy.
Compulsory Voting and Less-Coercive Alternatives
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Abstract:
Electoral turnout is in decline the world over. Compulsory voting is widely thought to constitute the most effective means available of mitigating this phenomenon. However, compulsory voting is also highly controversial. Many arguments have been offered against the practice. One such argument has it that compulsory voting is unjust because there are less-coercive alternatives available. This paper has three objectives. Firstly, I set out a general account of when it is that some policy is unjust in virtue of the availability of some less-coercive alternative. Secondly, by reference to this account, I set out the criteria that any purported alternative to compulsory voting would need to satisfy in order to constitute a ‘less-coercive alternative’ in the relevant sense. Finally, I consider the three most frequently-suggested alternatives to compulsory voting in the literature – paying citizens to vote, convenience voting measures, and sortition – arguing that none of them constitutes such an alternative.
Doing philosophy: Beyond books and classrooms
An introductory version of a forthcoming publication co-authored by
Dr Kaz Bland & Prof. Rob Wilson
Abstract:
‘Philosophy in community’ projects provide powerful, immersive introductions to philosophical thinking for both children and tertiary students. Such introductions can jumpstart transformative learning as well as diversify who seeks out philosophy in the longer term, both in schools and in universities. Using survey responses from teachers, parents, participants, staff, and volunteers of two such programs—Eurekamp Oz! and Philosothon—we show how participants find value in engaging in communities of inquiry and philosophical thinking more broadly. We argue correspondingly that such philosophy in community projects are an asset to universities, both as highly successful university outreach programs and in offering high school, undergraduate, and postgraduate students mentoring and employment opportunities utilising their growing philosophical skills. For these reasons, philosophy in community programs provide alternative and supplementary pathways into sustained philosophical thinking to those available within traditional philosophy in the classroom approaches.
Dr. Kaz Bland
University of Western Australia
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