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Economic Justice

About: Economic Justice is a research topic. Over the lifetime, 41600 publications have been published within this topic receiving 661535 citations.


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Book
01 Jan 1999
TL;DR: Scarry as mentioned in this paper argues that beauty does indeed have a positive effect on life and argues that rather than serving the privileged it presses all of us towards a greater concern for justice, taking inspiration from writers, painters and thinkers as diverse as Homer, Plato, Matisse, Proust, Simone Weil and Iris Murdoch.
Abstract: In the past two decades various political arguments have been put forward against beauty: that it distracts us from more important issues; that it is the handmaiden of privilege; and that it masks political interests. In "On Beauty and Being Just" Elaine Scarry challenges such theories, taking inspiration from writers, painters and thinkers as diverse as Homer, Plato, Matisse, Proust, Simone Weil and Iris Murdoch. She not only offers a passionate defence of beauty from the political arguments against it but also argues that beauty does indeed have a positive effect on life. Rather than serving the privileged it presses all of us towards a greater concern for justice.

511 citations

Journal ArticleDOI
TL;DR: In this paper, a study concerned strategy implementation in multinational organizations and concluded that subsidiary top managers' perception that their head offices exercised procedural justice positively was not supported by the evidence.
Abstract: This study concerned strategy implementation in multinational organizations. In previous research, subsidiary top managers' perception that their head offices exercised procedural justice positivel...

510 citations

Book
15 Aug 1996
TL;DR: In the state of Virginia, a debate is raging in my state, Virginia, over a proposal to "raise standards of learning" by mandating knowledge standards for each grade as discussed by the authors.
Abstract: s I sit here writing about anti-intellectualism in American education, a debate is raging in my state, Virginia, over a proposal to "raise standards of learning" by mandating knowledge standards for each grade. The factual knowledge that is specified in the Virginia draft is far more explicit than in any currently existing state guidelines. But prospects for approval in any but watered-down form are dim. According to the Washington Post (March 29, 1995), the draft guidelines "have provoked scathing criticism from teachers' groups, superintendents, parent organizations, education professors, and legislators, both Republican and Democrat. Some say the goals are unrealistically ambitious for the lower grades, [and] promote rote memorization over critical thinking." (Now, at a later date, as I revise this text, I can report that a watered-down compromise was reached.) That American professors of education are more hostile to the teaching of factual knowledge than education professors elsewhere in the world offers another point of entry into the American educational Thoughtworld. But, as the report from the Washington Post indicates, it is not just education profes sors who express hostility to "rote memorization." That attitude also rallies Republicans and Democrats, parents and legislators, and, as I infer from the tenor of the Post article, newspaper reporters as well. There is widespread antiknowledge sentiment in American thought that Richard Hofstadter has labeled "anti-intellectualism." 1 It is a convenient term, but I wonder whether Hofstadter's definition of it[107] does adequate justice to its attractions for a wide spectrum of Americans. Hofstadter defines anti-intellectualism as contempt for "knowledge for its own sake." This definition perhaps misses something essential, namely, that the knowledge most often scorned by Americans tends to be academic knowledge connected with scientific lore and past traditions—the kind taught in lecture halls and recorded mostly in books. Disinterested curiosity is not in itself scorned by Americans— only disinterested curiosity about the contents of lec tures and books. Of course, Hofstadter is right that interested, as distinct from disinterested, practicality is a persistent American trait. We are fondest of knowledge that has utility for economic and moral improvement, a preference I happen to share. Befitting our early image of ourselves as giving mankind a new, Edenic start in history, Americans have valued knowledge that comes directly from experience more than knowledge that comes from books. "Critical thinking" about one's own direct experience is to be preferred to "rote memorization" of the writings of others. Huck Finn is an archetypal American antibook fig ure. He is going to get his education by critically thinking about what he discovers on the river and in the Territory. Nature and experience will be his teachers. Huck's attitudes are not very different from those of Walt Whitman:

508 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202414
20233,633
20227,866
20211,595
20201,689
20191,729