Probing moral education and pursuing social justice: Review of Nucci, L., & Ilten-Gee, R., Moral education for social justice

The primary problem we face when educating for social justice involves making problems and issues ‘real’ in ways that enable deep comprehension of the nature of injustice, the effects of systemic and dynamic causes, and the interaction of structures and policies on the lives of individuals. To address this problem, I examine work from behavioral economics and moral psychology as theoretical resources. I argue that we can glean insights from the notions of behavioral nudges and virtue labeling and propose a new account of nudges, which I call experiential nudges. Experiential nudges provide an important mechanism in educating for social justice, in particular, and can be extended within moral education more broadly.

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Why Motivation Cannot Go It Alone: Moral Education, Legal Theory and Social Justice

SSRN Electronic Journal ◽

10.2139/ssrn.1051081 ◽

2007 ◽

Author(s):

Maksymilian T. Del Mar

Keyword(s):

Social Justice ◽

Moral Education ◽

Legal Theory

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'Safer to Trust Much than to Trust Little': Moral Education at Thring's Uppingham A Centenary Essay Edward Thring, 1821-1887

Journal of Moral Education ◽

10.1080/0305724870160205 ◽

1987 ◽

Vol 16 (2) ◽

pp. 131-138

Author(s):

Malcolm Tozer

Keyword(s):

Moral Education

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Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

Author(s):

Alex Sandro Gomes Pessoa ◽

Linda Liebenberg ◽

Dorothy Bottrell ◽

Silvia Helena Koller

Keyword(s):

Sustainable Development ◽

Social Justice ◽

Young People ◽

Latin American ◽

Drug Trafficking ◽

Sustainable Development Goals ◽

Educational Systems ◽

Economic Changes ◽

2030 Agenda ◽

Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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