Peter Lindsay

Associate Professor of Political Science and Philosophy, Georgia State University
Chapter Member: Georgia SSN

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About Peter

Lindsay’s expertise includes political philosophy, higher education, just war theory, and economic justice. In addition to Georgia State, he has taught at Harvard University, the University of New Hampshire and the University of Toronto, over which time he has won numerous teaching awards. Lindsay is also former Director of the Center for Teaching and Learning at Georgia State University.


A Libertarian Case for Legalizing Gay Marriage

In the News

Peter Lindsay's research on questioning the credentials of the Board of Regents -- all political appointees in the service of the governor in managing the state’s 26 public campuses, especially during a pandemic discussed by Maureen Downey , "Opinion," The Atlanta Journal Constitution, September 20, 2021.
"What are 'Religious Liberty' Bills Really About?," Peter Lindsay, The Hill, March 29, 2017.
"Debate over Death Penalty Misses the Real Question," Peter Lindsay, The Hill, December 9, 2016.
"How about a Blue Stater and a Red Stater Start a Conversation?," Peter Lindsay, The Hill, November 23, 2016.
"Libertarian Economics: A Philosophical Critique," Peter Lindsay, The Conversation, November 7, 2016.
"Are You a Racist? Let's Look at Your Position on Voter ID," Peter Lindsay, The Hill, October 27, 2016.
"Libertarian Party is No Alternative for Disaffected Dems," Peter Lindsay, The Hill, August 22, 2016.
"Like Trump's Business Skill? Look at Taj Mahal Case," Peter Lindsay (with Peter Binzen), Philadelphia Inquirer, March 2, 2016.
"Debate over Death Penalty Misses the Real Question," Peter Lindsay, The Hill, January 9, 2016.
"Attending to Attendance," Peter Lindsay, Chronicle of Higher Education, February 4, 2015.
"Psst, Republicans: College Students Can Think for Themselves," Peter Lindsay, Chronicle of Higher Education, September 20, 2012.
"Bad Teachers and the Language of Young People," Peter Lindsay, Juvenile Justice Information Exchange, April 23, 2011.
"A Novel Idea to Spur Life-Saving Drugs," Peter Lindsay (with Thomas Pogge), Atlanta Journal-Constitution, September 21, 2010.
"Recall Darwin by Accepting Diversity," Peter Lindsay, Atlanta Journal-Constitution, November 12, 2009.
"Love Affair with Car Carries Hidden Costs," Peter Lindsay, Atlanta Journal-Constitution, November 27, 2007.


"Thinking back (and forward) to Rousseau's Emile" Journal of Political Science Education 12, no. 4 (2016): 487-497.

Examines the ways in which Rousseau’s Emile continues to speak to us in the twenty-first century. 

"Polanyi, Hayek, and the Impossibility of Libertarian Ideal Theory" Polity 47, no. 3 (2015): 376-396.

Contrasts two seminal works of political and social theory that were published in 1944: F.A. Hayek’s “The Road to Serfdom” and Karl Polanyi’s “The Great Transformation.” Examines how so much common ground paradoxically resulted in so much normative distance, arguing that the clash sheds an interesting light on recent philosophical debates over “ideal” and “non-ideal” theory, one that suggests that there are clear limits to the applicability of the former.

"Ownership by Agreement" Political Studies 63, no. 4 (2014).

Proposes a way of looking at ownership in which its central conceptual feature is the agreement that brings it into existence. Ownership, on this understanding, derives its legitimacy from the extent to which people living under it give it their uncoerced consent.

"What are Our Students (Really) Telling Us?" (with Harry Dangel). Journal of Faculty Development 28, no. 2 (2014).
Describes the patterns of what students think about their learning, gathered from 45 classes using mid-semester Small Group Instructional Diagnosis (SGID). Identifies insights into students’ perceptions of how learning works that are not included in the end-of-course student evaluations of instruction. Suggests possible clashes between student and faculty expectations.
"Can We Own the Past? Cultural Artifacts as Public Goods" Critical Review of International Social and Political Philosophy 15, no. 1 (2012).
Examines the issue of who owns cultural antiquities, the nations (often in the developing world) on whose soil they originated, or the museums of developed nations that have, through a variety of means, come into possession of them. Makes the case that some things have properties that undermine claims of private ownership, and that are, as a result, intrinsically common.
"Abstract Teaching for a Concrete World: A Lesson from Plato" PS: Political Science and Politics 44, no. 3 (2011).
Argues that instructors should introduce students to abstract concepts only after they have provided concrete illustrations of them. Identifies the advantages of working from the concrete to the abstract as twofold: (1) students have an easier time conceptualizing abstractions from within a particular context, and (2) such a context provides them with a greater motivation to do so.
"Representing Redskins: Professional Sports and the Ethics of Native American Team Names" Journal of Philosophy and Sport 35, no. 2 (2008).
Explores why the use of Native American team names, logos and mascots by professional and scholastic athletic teams is unethical. Explores further whether such unethical actions are grounds for political bans, arguing the liberal democracy does not have the philosophical resources to support such bans.
"Exposing the Invisible Hand: The Roots of Laissez-faire’s Hidden Influence" Polity Volume 37, no. 3 (2005).
Argues that laissez-faire, in spite of its perceived discrediting, has maintained a persistent influence over debates about distributive justice.
Creative Individualism: The Democratic Vision of C. B. Macpherson (The State University of New York Press, 1996).
Examines C.B. Macpherson’s democratic vision and conception of human nature and a just society. Argues that Macpherson's central message regarding the importance of economic equality for democracy is as relevant today as it was when first presented.