Betty Reardon’s philosophy of peace education and the centrality of justice

Datos Bibliográficos

ID12876134
AutoresDavid R Ragland (0000-0002-8996-1320, Bucknell University, autor de correspondencia)
Año2014
Volumen12
Número1
Páginas37-55
Fecha de publicación2014-07-30
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Peace Education (JOURNAL)
Identificadores de la revistaISSN: 1740-0201 • E-ISSN: 1740-021X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2014.938033
OpenAlexW2004770286
IdiomaEN
Citas recibidas6
Referencias citadas16

There is no clear description of an approach to justice that is related to peace education. Betty Reardon’s writing holistically connects peace and justice. While there are various traditions of justice, such as utilitarianism and contractarianism (social contract), the breadth of Reardon’s writing suggests that justice, in terms of its relationship with peace, is most consistent with the capabilities or human development approach to justice. Popularized by Nobel - prize winning economist Amartya Sen and University of Chicago philosopher Martha Nussbaum, capabilities are substantive opportunities and freedoms, consistent with human dignity, that enable persons to choose their own life path. Articulating Reardon’s conception of justice might provide peace educators, researchers, and activists with more clarity about the nature of justice in relation to peace, places to begin inquiry, and critical and conceptual understanding about the meaning of ‘NO JUSTICE, NO PEACE!’

Dignity · Economic Justice · Environmental ethics · Political science · Sociology · Utilitarianism · Indian History and Philosophy · Law · Peace and Human Rights Education · Political Philosophy and Ethics