The main goal of critical social justice is to ensure the agency of citizens, which enables them to take part, not only in public discussions about how resources are distributed, but also about matters such as what should be produced, how to do it and through what kind of production, among others. Critical social justice can be best formulated within the foundation programme of discursive ethics, in particular within Apel's version specified in his principle of co-responsibility. This principle establishes a (...) telos that operates as a normative guide to formulate the constructive question about which the necessary conditions are for someone to be able to become a subject of dialogue. Answering this question leads, on the one hand, to the development of some constitutive elements of critical social justice and, on the other hand, to the identification of the social relations and structures that undermine the possibilities of a person to effectively participate in the discussion of the topics they consider relevant. As its constitutive elements, I propose reciprocal recognition autonomy, the metric of capabilities and a sufficientarian principle of justice, which work together with the well-known difference principle. These elements constitute a normative net that allows contemporary societies to be criticized from the perspective of justice. (shrink)

In reconstructing and commenting upon the Kosovo conflict, the cognitive interest of practical philosophy does not evade a political judgment but is primarily led by the interest in answering the question of what normative yardsticks are available (to politicians and to the public) for coping with a situation where the international order of law fails to provide a legal solution to the problem of preserving peace and, at the same time, protecting human rights that are severely violated by a sovereign (...) state. The paper proposes an answer from the point of view of an ethics of history-related responsibility, which takes into account three normative levels based on ethical, legal and political considerations. In this light the action of NATO must be judged. (shrink)

A cosmopolitan ethic invites both an appreciation of the rich diversity of values, traditions and ways of life and a commitment to broad, universal principles of human rights that can secure the flourishing of that diversity. Despite the tension between universalism and particularism inherent in this outlook, it has received much recent attention in education. I focus here on one of the dilemmas to be faced in taking cosmopolitanism seriously, namely, the difficulty of judging what is just in the context (...) of an increasingly divergent public—and classroom—discourse about values, rights and equality. I propose in what follows that judgement cannot rely on any script, even one as attractive, perhaps, as cosmopolitanism. To explore what is at stake in making judgements in an educational context, I draw on both Hannah Arendt's and Emmanuel Levinas's notions of judgement and thinking. The paper discusses the educational significance of thought and judgement as conditions for reframing the universalism–particularism problem found in a cosmopolitan ethic. My argument is that there is a world of difference between educating for cosmopolitanism, which entails a faith in principles, and ‘thinking cosmopolitan’, which entails a hope in justice for my neighbours. (shrink)

Situated within the growing literature on green alternatives to research and innovation-led green transition approaches, this paper sketches the contours of an emerging transition policy evaluation matrix aiming at going beyond contemporary (new) materialist concerns. To do so, I introduce a vitalist focus on life and establishing all connectedness as a long-term normative goal of just and deep global development policy. For this purpose, I draw from key insights from the recent interim evaluation of the European Framework program ‘Horizon Europe’, (...) as well as non-Western and indigenous and feminist approaches to environmental justice to argue for overcoming an exclusive materialist and individualist preoccupation with green transition as it has been characteristic hitherto. Building on the requirement of a theory of change for encompassing well-being that includes a shifted yet assessable notion of being, I describe the non-linear sequence of green transition phases transcending materialist approaches to shifted energy supply and large-scale decarbonization to include an imaginary of a connected biocentric humanity with a just vitalist concern for life and well-being. (shrink)

The last financial crisis combined with some recent social trends (like growing inequality or environmental problems) inspired many contemporary economists to the re-evaluation of actual economic knowledge in the search for solutions to these problems. Modern economic schools (especially heterodox ones) stress the meaning of ethical issues in economics more often. The thesis of the paper is that this revival of the ethical face of present economics depends very strongly on the changing assumptions of human nature within economics and other (...) disciplines which work alongside economics, such as social psychology or business ethics, for instance. In order to prove the thesis, the paper provides an evaluation of current economic schools, especially within the heterodoxy, in search of their ethical aspects, and presents them as a result of the changing assumptions about human beings within those schools. This ethical dimension of human beings manifests itself in different ways, which can be perceived as a result of it being based on different ethical schools and different psychological and philosophical assumptions about human nature. Therefore, the paper also considers the current developments of the view on human beings in contemporary schools of economic ethics. (shrink)

The article offers a philosophical view on the problem of strengthening the potential of education in the field of peacebuilding, taking into account both current and future challenges: globalization, local conflicts of various scales, hybrid wars. At the heart of the research is the question: what is the role of education in these processes? It is proved that, on the one hand, education is a “victim,” one of the components of the humanitarian problem, and on the other – an arena (...) of clash of opposing forces, which embody two phenomena: “education for war” and “education for peace.” The tasks of our research need attention, first of all, to the philosophical context of the problem of ideologizing educational discourse. Communicative ethics was considered as one of the alternatives to ideology. We have demonstrated that communicative ethics is primarily the opposite of modern liberal ideology based on John Rawls’ theory of justice. We outlined the positions of Karl-Otto Apel and Jürgen Habermas on the concept of communication and mutual understanding. We have summarized Appel’s research, pointing to the basic moral principle of his discursive ethics, which is the regulatory requirement for realizing an ideal communicative community in a real communicative community. Based on the methodological framework proposed by Zvi Bekerman and Michalinos Zembylas, we have proposed three principles of peacebuilding for Ukrainian education: 1) strengthening the analytical tools for research on problematic issues of history, economics, and the current political situation; 2) rejection of stereotypes “we” and “they” in favor of the practice of incremental interaction; 3) implementation of the Ukrainian language in all educational programs, media, and public space. (shrink)