Abstract
In “The Opposite of Rape,” John Gardner defends two central claims. The first claim is that consent is not necessary for morally permissible sex and the second claim is that giving consent pride of place in sexual offence policy has the unwelcome consequence of reinforcing sexist ideology. Gardner’s arguments for both claims rely on what I call the “Passive Consent Thesis” which is the thesis that “if A gives consent to B in a sexual encounter, then A is passive and B is active in the encounter.” Gardner argues that if sex that is good in a key respect, then they engage in joint sexual activity that is free of this asymmetry of agency. Building on work by Karamvir Chadha, I respond that even if someone is passive with respect to the action to which they consent, they can still be active with respect to a different action that they perform themselves. Consequently, I maintain that two people can give each other consent while engaging in joint sexual activity.
In this guest editorial, Gary Kramer relates some excerpts on the five points of a successful advising program from a paper in press entitled “Developmental Advising to Enhance Freshman Success,” written by Gary Kramer, E. D. Peterson, and R. W. Spencer, to be published as a chapter in John Gardner and Lee Upcraft's book, Enhancing Success in the First Year of College, a Jossey-Bass publication.
Traces the recent surge in minor-character elaboration to the late 1960s and a set of active reading practices and textual acquisitiveness shared by feminist, anticolonial, poststructuralist, and postmodernist writers. It argues that early forays into the genre by writers like Jean Rhys, John Gardner, and Tom Stoppard reveal a variety of formal permutations and agendas that later writers might inherit.
ENHANCING THE ROLE OF ACADEMIC ADVISING ON THE COLLEGE CAMPUS
