Following Locke, philosophical discussion of private property has tended to focus on the acquisition of natural resources as central. In this paper I first pursue the idea that the resource paradigm doesn't apply to most developed economies, and show how this creates problems for many accounts of property. My second ambition is to draw a normative conclusion by showing that redistribution of wealth generated in the context of services is more difficult to justify compared with the natural resource paradigm philosophers have often focused on.

Freedom is often analysed in terms of the absence of intentionally imposed constraints. I defend the alternative view on which the relevant constraints are those for which some agent can be held morally responsible. I argue that this best captures the relation between freedom and respect. Berlin (1969) correctly points out that intentional restrictions exhibit ill will and hence are disrespectful. However, the same holds, I argue, for restrictions that are due to indifference. Berlin also observed that it would be counterintuitive if an agent could increase her freedom by changing her preferences. I criticize the argument that Dowding and Van Hees (2007, 2008) present according to which this observation counts in favour of explicating freedom in terms of intentionality.

Most game-theoretic accounts of institutions reduce institutions to behavioural patterns the players are incentivized to implement. An alternative account linking institutions to rule-following behaviour in a game-theoretic framework is developed on the basis of David Lewis’s and Ludwig Wittgenstein's respective accounts of conventions and language games. Institutions are formalized as epistemic games where the players share some forms of practical reasoning. An institution is a rule-governed game satisfying three conditions: common understanding, minimal awareness and minimal practical rationality. Common understanding has a strong similarity with Ludwig Wittgenstein's concept of lebensform while minimal awareness and minimal practical rationality capture the idea that rule-following is community-based.

This paper discusses the definition of the state space and corresponding choice sets that figure in the theory of decision making under uncertainty. It elucidates an approach that overcomes some conceptual difficulties with the standard models and accommodates a procedure for expanding the state space in the wake of growing awareness.

This paper develops a novel competition criterion for evaluating institutional schemes. Roughly, this criterion says that one institutional scheme is normatively superior to another to the extent that the former engenders more widespread political competition than the latter. I show that this criterion should be endorsed by both global egalitarians and their statist rivals, as it follows from their common commitment to the moral equality of all persons. I illustrate the normative import of the competition criterion by exploring its potential implications for the scope of egalitarian principles of distributive justice. In particular, I highlight the challenges it raises for global egalitarians’ efforts to justify extending the scope of egalitarian justice beyond the state.

Most people at some point in their lives face transformative decisions that could result in experiences that are radically different from any that they have had, and that could radically change their personalities and preferences. For instance, most people make the conscious decision to either become or not become parents. In a recent but already influential book, L. A. Paul (2014) argues that transformative choices cannot be rational – or, more precisely, that they cannot be rational if one assumes what Paul sees as a cultural paradigm for rational decision-making. Paul arrives at this surprising conclusion due to her understanding of transformative experience as being both epistemically and personally transformative. An experience is epistemically transformative if it ‘teaches [a person] something she could not have learned without having that kind of experience’ (11), but it is personally transformative if it changes the person's point of view and her fundamental preferences (16).