Related Research Articles
Ethics or moral philosophy is a branch of philosophy that "involves systematizing, defending, and recommending concepts of right and wrong behavior". The field of ethics, along with aesthetics, concerns matters of value; these fields comprise the branch of philosophy called axiology.
Nonviolence is the personal practice of not causing harm to others under any condition. It may come from the belief that hurting people, animals and/or the environment is unnecessary to achieve an outcome and it may refer to a general philosophy of abstention from violence. It may be based on moral, religious or spiritual principles, or the reasons for it may be strategic or pragmatic. Failure to distinguish between the two types of nonviolent approaches can lead to distortion in the concept's meaning and effectiveness, which can subsequently result in confusion among the audience. Although both principled and pragmatic nonviolent approaches preach for nonviolence, they may have distinct motives, goals, philosophies, and techniques. However, rather than debating the best practice between the two approaches, both can indicate alternative paths for those who do not want to use violence.
Extremism is "the quality or state of being extreme" or "the advocacy of extreme measures or views". The term is primarily used in a political or religious sense to refer to an ideology that is considered to be far outside the mainstream attitudes of society. It can also be used in an economic context. The term may be used pejoratively by opposing groups, but is also used in academic and journalistic circles in a purely descriptive and non-condemning sense.
Ethical consumerism is a type of consumer activism based on the concept of dollar voting. People practice it by buying ethically made products that support small-scale manufacturers or local artisans and protect animals and the environment, while boycotting products that exploit children as workers, are tested on animals, or damage the environment.
Rebellion is a violent uprising against one's government. A rebel is a person who engages in a rebellion.
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic as a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life.
Opportunism is the practice of taking advantage of circumstances – with little regard for principles or with what the consequences are for others. Opportunist actions are expedient actions guided primarily by self-interested motives. The term can be applied to individual humans and living organisms, groups, organizations, styles, behaviors, and trends.
Peace education is the process of acquiring values, knowledge, attitudes, skills, and behaviors to live in harmony with oneself, others, and the natural environment.
Legitimation crisis refers to a decline in the confidence of administrative functions, institutions, or leadership. The term was first introduced in 1973 by Jürgen Habermas, a German sociologist and philosopher. Habermas expanded upon the concept, claiming that with a legitimation crisis, an institution or organization does not have the administrative capabilities to maintain or establish structures effective in achieving their end goals. The term itself has been generalized by other scholars to refer not only to the political realm, but to organizational and institutional structures as well. While there is not unanimity among social scientists when claiming that a legitimation crisis exists, a predominant way of measuring a legitimation crisis is to consider public attitudes toward the organization in question.
The ecopedagogy movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy.
Values education is the process by which people give moral values to each other. According to Powney et al. It can be an activity that can take place in any human organisation. During which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
Environmental social science is the broad, transdisciplinary study of interrelations between humans and the natural environment. Environmental social scientists work within and between the fields of anthropology, communication studies, economics, geography, history, political science, psychology, and sociology; and also in the interdisciplinary fields of environmental studies, human ecology and political ecology, social epidemiology, among others.
Transformative social change is a philosophical, practical and strategic process to affect revolutionary change within society, i.e., social transformation. It is effectively a systems approach applied to broad-based social change and social justice efforts to catalyze sociocultural, socioeconomic and political revolution. In seeking to integrate and then politicize personal development and social development as an overarching approach to social change at multiple levels, addressing a wide range of issues, using holistic, nonviolent methods, it may be best classified as a new social movement. Rather than focus on particular issue(s), it seeks to impact the culture of left of center social movement and organizing work. However, by considering the dismantling of and liberation from oppressive systems, including economic, as core to its goal, it defies even definitions put forth for new social movements. As a comprehensive approach to progressive social change, it distinguishes itself from the "ordinary" change of conventional social change, social justice, and their respective organizing practices by placing emphasis on personal, organizational and social systemic change that cannot be undone, or "deep change".
Feminist ethics is an approach to ethics that builds on the belief that traditionally ethical theorizing has undervalued and/or underappreciated women's moral experience, which is largely male-dominated, and it therefore chooses to reimagine ethics through a holistic feminist approach to transform it.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Feminist justice ethics is a feminist view on morality which seeks to engage with, and ultimately transform, traditional universal approaches to ethics. Like most types of feminist ethics, feminist justice ethics looks at how gender is left out of mainstream ethical considerations. Mainstream ethics are argued to be male-oriented. However, feminist justice ethics does differ considerably from other feminist ethics. A universal set of ethics is a significant part of feminist justice ethics. Feminist justice ethics is clear in dividing "thick" morality from "thin" morality. Other ethical approaches that define themselves by differentiating groups from one another through culture or other phenomena are regarded as "thick" accounts of morality. Feminist justice ethics claims that "thick" accounts of morality, as opposed to "thin" accounts of morality, are intrinsically prone to eroding valid feminist critique.
Ethical socialism is a political philosophy that appeals to socialism on ethical and moral grounds as opposed to consumeristic, economic, and egoistic grounds. It emphasizes the need for a morally conscious economy based upon the principles of altruism, cooperation, and social justice while opposing possessive individualism.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Critical animal studies (CAS) is an interdisciplinary field in the humanities and social sciences and a theory-to-activism global community. It emerged in 2001 with the founding of the Centre for Animal Liberation Affairs by Anthony J. Nocella II and Steven Best, which in 2007 became the Institute for Critical Animal Studies (ICAS). The core interest of CAS is ethical reflection on relations between humans and other animals, firmly grounded in trans-species intersectionality, environmental justice, social justice politics and critical analysis of the underlying role played by the capitalist system. Scholars in the field seek to integrate academic research with political engagement and activism.
References
- ↑ Moral High Ground Archived 2017-02-19 at the Wayback Machine - International Online Training Program On Intractable Conflict - Conflict Research Consortium, University of Colorado, USA
- ↑ R. L. Johnson, Gandhi's Experiment with Truth (2006) p. 19
- ↑ Y. Dinstein, War, Aggression and Self-Defence (2005) p. 326
- ↑ What Price the Moral High Ground: Ethical Dilemmas in Competitive Environments Archived 2008-10-11 at the Wayback Machine - Robert H. Frank, ISBN 0-691-00672-5
- ↑ A. Teniati, The Collaborative Enterprise (2010) p. 9
- ↑ Tom Shippey, Tolkien (2001) p. 308