In later years, when I started working in police ethics, I was professionally drawn back to the topic but as well was better able to see two sides to loyalty - its importance for certain central human relations such as friendships, but also its corruptibility in the sense that loyalty could be invoked against other moral constraints: it sometimes function as something of a moral Trojan horse, undermining other moral considerations.

My mother thought my inclinations would do well in Law, but I was too shy and deliberative - slowfooted - for that, so I determined to be an English and German high school teacher. In my first year of university I had one subject to "fill in" and chose philosophy against the advice of my counselor. My university teachers in English and German were totally uninspiring; philosophy was wonderful and my results showed it. I chose it and basically backed into a situation in which only a philosophy career seemed a viable option. I've never regretted it, but there was a lot of serendipity.

In later years, when I started working in police ethics, I was professionally drawn back to the topic but as well was better able to see two sides to loyalty - its importance for certain central human relations such as friendships, but also its corruptibility in the sense that loyalty could be invoked against other moral constraints: it sometimes function as something of a moral Trojan horse, undermining other moral considerations.

The various roles we incorporate into the criminal justice system as well as the ways in which we construe such roles, lend themselves to the kind of ethical reflection that is open to us all. That said, once we have determined roles and their contours, those who act within them may have special duties and privileges that others may lack. Specific roles may generate ethical inquiries with novel forms, just as new technologies may push us in new directions.

As a matter of ethics - our broader social life needs to be constrained by law and other devices - resolving at the societal level matters that should not be left for individual ethical negotiation. What is important - in the end - is that we are enabled to flourish in ways that acknowledge our dignity.

The selection of topics for intensive research has often been a function of serendipitous opportunity. My forays into philosophy of education were largely in response to the prompting of friends and my dissatisfaction with much of what - at that time - passed for philosophy of education. I cannot honestly say that there has been either continuity or an overarching schema, though I suspect ,or at least hope, that someone who looked at my oeuvre might conclude that there was a philosophically integrated author.

What we have to ask is this: what can we morally expect of and allow to people whom we deploy to fulfill this or that social role :police officer, school teacher, physician? This may sometimes lead to difficult social decisions - e.g. should police be permitted to illegally import drugs as part of a sting operation? In the end, I think "common - that is, critical - morality" should determine the limits of the police role.