Spheres of Justice: A Defense of Pluralism and Equality
TL;DR: Lawler as mentioned in this paper argued that being for the freeze means that one is not for disarmament, which is hardly a rational position in the sense that it is suspect if not immoral, in the eyes of some.
Abstract: that a plurality of the American Catholic bishops endorse a nuclear freeze (p. 4), saying that they are thus "taking their stance with Moscow,55 which is for a freeze, and not with the Vatican, which "is still in favor of disarmament?not a freeze.55 To make any sense at all, Mr. Lawler must mean that being for the freeze means that one is not for disarmament? hardly a rational position. One recalls here the arguments, during the 19305s and 19405s, that being for racial justice in the United States was suspect if not immoral, in the eyes of some, because the communists also favored it.
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TL;DR: In this paper, the authors theoretically analyze how ethnic minorities are presented as "outsiders", "awkward, awkward, and alien" by the "leviathan of majority".
Abstract: Ethnic minorities are sometimes presented as “outsiders,” “awkward,” “alien,” and many other pejoratives by the “leviathan of majority”. This article will theoretically analyze how ethnic minoritie...
8 citations
Cites background from "Spheres of Justice: A Defense of Pl..."
...…philosophy of 1970s and up to the present day including Rawls (1971), Dworkin (2011), Hart (1963), Derrida (1990), Lacan (1991), Sen (2009), Walzer (1983), Frazer (1997), Sunstein (1997), Tuebner (2008), Marc Galanter, and many other scholars who have discussed the scope, limit, ontology,…...
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TL;DR: The authors reviewed the literature on student silence and argued the importance of its effects in the public affairs classroom using focus groups and an interpretive methodology, using a focus group and an interpretation-based methodology.
Abstract: This research briefly reviews the literature on student silence and argues the importance of its effects in the public affairs classroom. Using focus groups and an interpretive methodology, it inve...
8 citations
01 Jan 2017
TL;DR: The ethical justification for big data research is discussed and it is argued that a focus on informed consent is insufficient for providing its moral basis; it is proposed that the ethical issues cluster along three core values—autonomy, fairness and responsibility—that need to be addressed.
Abstract: In the last two decades, we have experienced a tremendous growth of the digital infrastructure, leading to an emerging web ecosystem that involves a variety of new types of services. A characteristic element of this web ecosystem is the massive increase of the amount, availability and interpretability of digitalized information—a development for which the buzzword “big data” has been coined. For research, this offers opportunities that just 20 years ago were believed to be impossible. Researchers now can access large participant pools directly using services like Amazon Mechanical Turk, they can collaborate with companies like Facebook to analyze their massive data sets, they can create own research infrastructures by, e.g., providing data-collecting Apps for smartphones, or they can enter new types of collaborations with citizens that donate personal data. Traditional research ethics with its focus of informed consent is challenged by such developments: How can informed consent be given when big data research seeks for unknown patterns? How can people control their data? How can unintended effects (e.g., discrimination) be prevented when a person donates personal data? In this contribution, we will discuss the ethical justification for big data research and we will argue that a focus on informed consent is insufficient for providing its moral basis. We propose that the ethical issues cluster along three core values—autonomy, fairness and responsibility—that need to be addressed. Finally, we outline how a possible research infrastructure could look like that would allow for ethical big data research.
8 citations
Dissertation•
01 Dec 2007
TL;DR: In this paper, the authors argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leaders and management engender thin forms of democratic school practices.
Abstract: In this dissertation I critically explore educational leadership and management practices in relation to how current school principals lead and manage schools in a democratic society. The aim of this study is to explore to what extent school leaders and managers are transformative in their approach to deepening democracy in schools. In order to contextualise my understanding, I choose to tell my story. Therefore, I give a narrative account of my personal career experience as a teacher, and specifically as a school principal. I argue that educational leaders and managers continue to think and act according to traditional notions of leading and managing school practices. I contend that educational leadership and management practices ought to change in order for schools to transform into institutions implementing democratic practices in a more thoroughgoing way. I argue that current understandings of leadership and management in schools seem to be embedded in positivist tendencies that undermine transformative practices in schools and that positivist leadership and management engender thin forms of democratic school practices. I show how positivist theories of educational leadership and management connect with indefensible forms of leading and managing, namely skewed authority, gender discrimination and exclusion of cultural diversity. I contend that school leadership and management practices ought to be reconceptualised in relation to a framework of democratic citizenship education. Cultivating democratic citizenship education with reference to the seminal thoughts of Jurgen Habermas, Seyla Benhabib and Iris Marion Young will hopefully strengthen my argument for social justice, renewal and redress in school practices. These theorists have shaped the thinking and actions of educational leaders and managers to provide a critical understanding of transformative educational leadership and management practices in schools. Such ideas conceptualise a critical understanding of deliberative leadership and management practices as constructs for deepening democracy in schools.
8 citations
TL;DR: The syllabus of political theory courses is often familiar with the syllabus themed “Liberalism and its Critics,” which is often narrowly and teleologically defined as the progressive expansion of liberalism as mentioned in this paper.
Abstract: Political theory instructors are often familiar with the syllabus themed “Liberalism and its Critics.” Liberalism, however, is often narrowly and teleologically defined as the progressive expansion...
8 citations
Cites background from "Spheres of Justice: A Defense of Pl..."
...The literature reflects communitarian criticism (MacIntyre 1981; Sandel 1998, Walzer 1983), theories on procedural democracy (Dahl 1989), and compromises such as Anthony Giddens’ Third Way (1994)....
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