Violence and the moral order in contemporary schooling

2014 ◽  
pp. 81-96 ◽  
Author(s):  
Constance Ellwood ◽  
Bronwyn Davies
Keyword(s):  
Moral Order ◽  
Contemporary Schooling

Humanism, the Bible, and Erasmus’s Moral World Order

2018 ◽  
Author(s):  
Xavier Tubau
Keyword(s):  
Fifteenth Century ◽  
Just War ◽  
Historical Context ◽  
Just War Theory ◽  
World Order ◽  
Moral Order ◽  
Moral Formation ◽  
The Bible ◽  
Moral World

This chapter sets Erasmus’s ideas on morality and the responsibility of rulers with regard to war in their historical context, showing their coherence and consistency with the rest of his philosophy. First, there is an analysis of Erasmus’s criticisms of the moral and legal justifications of war at the time, which were based on the just war theory elaborated by canon lawyers. This is followed by an examination of his ideas about the moral order in which the ruler should be educated and political power be exercised, with the role of arbitration as the way to resolve conflicts between rulers. As these two closely related questions are developed, the chapter shows that the moral formation of rulers, grounded in Christ’s message and the virtue politics of fifteenth-century Italian humanism, is the keystone of the moral world order that Erasmus proposes for his contemporaries.

scholarly journals Cultures of rejection at work: Investigating the acceptability of authoritarian populism

Ethnicities ◽  
2021 ◽  
pp. 146879682110124
Author(s):  
Alexander Harder ◽  
Benjamin Opratko
Keyword(s):  
Public Sphere ◽  
Social Cohesion ◽  
Political Authority ◽  
Two Dimensions ◽  
Moral Order ◽  
Right Wing ◽  
The Public ◽  
Authoritarian Populism ◽  
Right Wing Populism ◽  
The Public Sphere

This article introduces the concept of cultures of rejection as a framing device to investigate conditions of acceptability of authoritarian populism among workers in Germany and Austria. After situating the concept in the current scholarly debate on right-wing populism and discussing its main theoretical points of reference, we offer an analysis focusing on experiences of crisis and transformation. Two elements of cultures of rejection are discussed in depth: the rejection of racialised and/or culturalised ‘unproductive’ others; and the rejection of the public sphere, linked to the emergence of a ‘shielded subjectivity’. These articulations of rejection are then discussed as related to two dimensions of a crisis of authority: the crisis of state or political authority in the field of labour and the economy; and the crisis of a moral order, experienced as decline in social cohesion. In conclusion, we identify possible avenues for further research, demonstrating the productivity of the conceptual framework of cultures of rejection.

Urban Masses and Moral Order in America, 1820-1920

1979 ◽  
Vol 66 (3) ◽  
pp. 677
Author(s):  
Ann Douglas ◽  
Paul Boyer
Keyword(s):  
Moral Order

Attending to data: Exploring the use of attendance data within the datafied school

2021 ◽  
pp. 003452372098420
Author(s):  
Neil Selwyn ◽  
Luci Pangrazio ◽  
Bronwyn Cumbo
Keyword(s):  
Secondary Schools ◽  
Empirical Data ◽  
Qualitative Studies ◽  
Digital Data ◽  
Data Driven ◽  
School Staff ◽  
Digital Form ◽  
Student Attendance ◽  
Contemporary Schooling

Contemporary schooling is seen to be altering significantly in light of a combined ‘digitisation’ and ‘datafication’ of key processes. This paper examines the nature and conditions of the datafied school by exploring how a relatively prosaic and longstanding school metric (student attendance data) is being produced and used in digital form. Drawing on empirical data taken from in-depth qualitative studies in three contrasting Australian secondary schools, the paper considers ‘anticipatory’, ‘analytical’ and ‘administrative’ aspects of how digitally-mediated attendance data is produced, used and imagined by school staff. Our findings foreground a number of constraints, compromises and inconsistencies that are usually glossed-over in enthusiasms for ‘data-driven’ education. It is argued that these findings highlight the messy realities of schools’ current relationships with digital data, and the broader logics of school datafications.

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