Skip to main content

The Tragedy of Religious Freedom

Image result for hedgehog cartoon

The title of this blog entry is the title of a 2015 book by Marc O. DeGirolami, which takes an Isaiah Berlin-inspired approach to the issues of interpretation raised by the religion clauses of the first amendment to the U.S. Constitution.

Berlin famously critiqued the hedgehog-like view that, in his words, "there must exist a path which leads clear thinkers to the correct answers to these questions." The tragedy of life is that there is no such path, that good clashes not only with evil but with itself; good clashes with good, and some goods will of necessity be lost. Any effort to avoid this tragedy through a Grand Scheme produces a far greater tragedy, planners who try to force humanity to fit their scheme, at any cost necessary.

DeGirolami, in much the same spirit, criticizes the "monists" who have a grand scheme in the world of first amendment litigation or, more so, scholarship.

Among the first-amendment hedgehogs whom he critiques, the writing duo of Christopher Eisgruber and Lawrence Sager, whom he calls E&S, is prominent. Eisgruber and Sager wrote the treatise RELIGIOUS FREEDOM AND THE CONSTITUTION.

The Big Idea that E&S present, making monists of themselves? They contend that religion is a concern in the Constitution because it can "inspire inequality in stature or reward," as by the privileging of one religion and the disparagement of another, and that the point of protecting religious liberty is to short-circuit such inspiration, advancing equality.

Further, E&S urge a reasonable-person standard for when some govt interaction with religion could be considered a disparagement.

There are lots of problems with this as a Big Picture, and DeGirolami does a good job of presenting some of them.  

Comments

Popular posts from this blog

A Story About Coleridge

This is a quote from a memoir by Dorothy Wordsworth, reflecting on a trip she took with two famous poets, her brother, William Wordsworth, and their similarly gifted companion, Samuel Taylor Coleridge.   We sat upon a bench, placed for the sake of one of these views, whence we looked down upon the waterfall, and over the open country ... A lady and gentleman, more expeditious tourists than ourselves, came to the spot; they left us at the seat, and we found them again at another station above the Falls. Coleridge, who is always good-natured enough to enter into conversation with anybody whom he meets in his way, began to talk with the gentleman, who observed that it was a majestic waterfall. Coleridge was delighted with the accuracy of the epithet, particularly as he had been settling in his own mind the precise meaning of the words grand, majestic, sublime, etc., and had discussed the subject with William at some length the day before. “Yes, sir,” says Coleridge, “it is a majesti

Five Lessons from the Allegory of the Cave

  Please correct me if there are others. But it seems to be there are five lessons the reader is meant to draw from the story about the cave.   First, Plato  is working to devalue what we would call empiricism. He is saying that keeping track of the shadows on the cave wall, trying to make sense of what you see there, will NOT get you to wisdom. Second, Plato is contending that reality comes in levels. The shadows on the wall are illusions. The solid objects being passed around behind my back are more real than their shadows are. BUT … the world outside the the cave is more real than that — and the sun by which that world is illuminated is the top of the hierarchy. So there isn’t a binary choice of real/unreal. There are levels. Third, he equates realness with knowability.  I  only have opinions about the shadows. Could I turn around, I could have at least the glimmerings of knowledge. Could I get outside the cave, I would really Know. Fourth, the parable assigns a task to philosophers

Searle: The Chinese Room

John Searle has become the object of accusations of improper conduct. These accusations even have some people in the world of academic philosophy saying that instructors in that world should try to avoid teaching Searle's views. That is an odd contention, and has given rise to heated exchanges in certain corners of the blogosphere.  At Leiter Reports, I encountered a comment from someone describing himself as "grad student drop out." GSDO said: " This is a side question (and not at all an attempt to answer the question BL posed): How important is John Searle's work? Are people still working on speech act theory or is that just another dead end in the history of 20th century philosophy? My impression is that his reputation is somewhat inflated from all of his speaking engagements and NYRoB reviews. The Chinese room argument is a classic, but is there much more to his work than that?" I took it upon myself to answer that on LR. But here I'll tak