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Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry
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Seite - 133 - in Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry

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Bild der Seite - 133 - in Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry

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IN AND OUT THE PARk (MANUAL) 133 Think about the characters’ actions and identify the reasons that supported their actions. After that, discuss if and in what sense they could be defined as acts of soli- darity. 1) Their African friends helped them because… a) they come from the same culture. b) they belong to the same social class. c) they think that something similar could happen to them too. d) other reasons ………………………………………………………… 2) The lawyer helped them because… a) he is a man of the law and he can’t stand injustices. b) he has African relatives. c) it is important for his career as a lawyer. d) other reasons ………………………………………………………… 3) The parents of Khadim’s classmates helped them because… a) they are Catholic and believe in Christian charity. b) they are good friends of Khadim’s parents. c) they believe no human being should be treated like that. d) other reasons ………………………………………………………… Leading Idea 3: Authority In 2010, France enacted a law “prohibiting concealment of the face in public space,” jus- tifying the ban on the basis of national security. One of the objections to the law was that it clearly banned Islamic women from wearing a burka in public spaces. In this case, what should a woman who wants to respect the precepts of her own religion do? Should she respect the political authority or the religious one? This issue was highly debated and gave rise to similar questions that concerned multi-ethnic societies. What legitimizes the authority in a state, society or community? The first answer that could come to mind is consensus, which could be spontaneous or obtained through coercion. In a society that is transforming because of the presence of different cultures, we can have many situations similar to that mentioned before, and, therefore, conflicts of interpretation about what can be considered ‘authority’. For this reason, it is important to think about this concept. In general, authority refers to any use of power and control over the opinions and behaviors that one person or group holds over another. This power can be political, ex- pressed by the government and its parties, but it can also be expressed by religious insti- tutions or communities of scientists. Over the years, Western thought has sought to understand the basis of authority, locating it in nature, God, and human beings. According to the first conception, it found its justification in the natural talents of some men who are inclined to virtues, and there- fore considered born to rule over other men who are by nature destined to obedience. In contrast to this view, according to the divine justification of authority, every power derives directly from God and, for this reason, is to be considered immutable and legitimate. Finally, it was the stoics who, for the first time, considered authority resulting from the rational consent of human beings. Humans, who are naturally equal and rational, have the possibility to decide by mutual consent who has the right to exercise authority over them (rather than merely the force to do so).
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Reflective Cosmopolitanism Educating towards inclusive communities through Philosophical Enquiry
Titel
Reflective Cosmopolitanism
Untertitel
Educating towards inclusive communities through Philosophical Enquiry
Herausgeber
Ediciones La Rectoral
Sprache
englisch
Lizenz
CC BY-NC-SA 4.0
Abmessungen
21.0 x 29.7 cm
Seiten
172
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