Bringing Capital Punishment Down to Practicalities
While there are probably as many arguments for and against capital punishment as there are people on earth, historically there are two main philosophical viewpoints on which most arguments are based. These are the utilitarian viewpoint and the retributive viewpoint. Either one can be used to argue for or against capital punishment.
For example, the utilitarian argument holds that, "capital punishment is justified if it (1) prevents the criminal from repeating his crime; or (2) deters crime by discouraging would-be offenders," writes James Feiser in the Internet Encyclopedia of Philosophy.
Feiser also writes that, "The retributive notion of punishment in general is that a) as a foundational matter of justice, criminals deserve punishment, and (b) punishment should be equal to the harm done." He subdivides this philosophical basis for capital punishment into lex talionis retribution, which he describes as "an eye for an eye," and lex salica, which involves compensation for the harm, inflicted. Lex talionis, he advises, was first proposed in the 18th Century BCE in the Code of Hammurabi.
Feiser uses both those philosophical precepts to argue against capital punishment.
Feiser cites Italian political theorist Cesare Beccaria (1738-1794) to counter the apparent pro-capital punishment message of the utilitarian position. Beccaria, Feiser says, proposed that long-term imprisonment was a more powerful deterrent since "execution is transient." It may be transient to society as a whole; no matter how long trials and appeals take, it is transient in that it is over in a minute. People being as they are, it is also forgotten in a relative minute.
But execution is permanent for the person executed. and, in fact, it is permanent even for society; it takes that criminal permanently off the street. In this respect, long-term...
Nearing the end of the 1960s, the analytic or language philosophy became the central focus point which led to the isolation of the classroom setting and the problems that came with it (Greene, 2000). Most of the educational philosophers of the time were inclined towards restricting themselves to the official aspects and problems like the sovereignty of the system without any influence from the society and the surrounding environment and
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