Classical Social Justice: A Philosophical Exploration of the Roots of Social and Economic Inequities

Autor/inn/en	Lucey, Thomas A.; Agnello, Mary Frances; Hawkins, Jeffrey M.
Titel	Classical Social Justice: A Philosophical Exploration of the Roots of Social and Economic Inequities
Quelle	In: Multicultural Education, 17 (2010) 3, S.15-23 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Stellungnahme; Social Justice; History; Philosophy; Decision Making; Socioeconomic Status; Classical Literature; Values; Social Differences; Multicultural Education; Rural Urban Differences; Standards; Educational Policy; Equal Education; Biblical Literature; Educational Philosophy + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Geschichte; Geschichtsdarstellung; Philosophie; Decision-making; Entscheidungsfindung; Socio-economic status; Sozioökonomischer Status; Classical philology; Literature; Altphilologie; literatur; Wertbegriff; Sozialer Unterschied; Multikulturelle Erziehung; Stadt-Land-Beziehung; Standard; Politics of education; Bildungspolitik; Bibel; Bildungsphilosophie; Erziehungsphilosophie
Abstract	For a socially just community to occur, decision-making must employ respectful procedures that value input from representatives of all economic contexts. By considering philosophical roots of Western societal development, it is possible to gain insight into the systemic processes underlying these circumstances. By understanding these bases, multicultural theorists and researchers may better explore the foundational theories for the societal values and challenge conventional interpretations. In this article, the authors review the origins of modern socioeconomic theories by summarizing the ideas of the classical ancient Greek philosophers, focusing on Aristotle and Xenophon. Afterward, they contrast these views with those of the prominent lower economic class figure, Jesus of Nazareth. Finally, they relate their analysis of these historical philosophies to postmodern education and offer direction for practice. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10