From Moral Exclusion to Moral Inclusion

Theory for Teaching Peace

Datos Bibliográficos

ID4254754
AutoresSusan Opotow (University of Massachusetts Boston), Janet Gerson, Sarah Woodside
Año2005
Volumen44
Número4
Páginas303-318
Fecha de publicación2005-10-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4404_4
OpenAlexW2013758371
IdiomaEN
Citas recibidas54
Referencias citadas23

This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems; and moral inclusion, the emphasis on fairness, resource sharing, and concern for the well-being of all underlying peace building. They demonstrate the relevance of Moral Exclusion Theory in 4 key areas of peace education: (a) education for coexistence, (b) education for human rights, (c) education for gender equality, and (d) education for environmentalism. They then describe 2 common issues faced by schools, bullying and textbook bias, to demonstrate that moral exclusion is common and how students and staff can redress it. The article concludes with the challenge to use peace education as a tool for moral inclusion and for bringing about a world in which justice applies to all

Economic Justice · Environmental ethics · Inclusion (mineral · Inclusion–exclusion principle · Moral development · Moral disengagement · Moral reasoning · Political science · Redress · Social cognitive theory of morality · Social exclusion · Social science · Sociology · Education Discipline and Inequality · Law · Peace and Human Rights Education · Political Philosophy and Ethics · Psychology · Social Psychology