This paper introduces the human problem of acting justly; it discusses the work that concepts of justice perform in human action; it situates a concept of formative justice relative to other forms of justice (i.e., distributive, retributive, social); and it explores some implications formative justice can have for educational policy and practice.
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Educational research tends to borrow accounts of justice from scholarship embedded within the structures and commitments of other disciplines or fields of study. This article suggests a potentially desirable break from that pattern and employs Robbie McClintock’s work on formative justice towards articulating an account of justice that is primarily sensitive to the educational dimensions of its focus. Thompson argues that this account of the conceptual category serves as an entry point into posing distinctly educational questions in research and practice.
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Following McClintock’s suggestion that formative justice operates as a strategy for selecting those human potentials that are deserving of educational attention, this paper explores the role of value and human motivation in such a strategy and how formative justice becomes utilized in the creation and appropriation of commons-based digital resources.
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The authors of this commentary explore the challenges that arise when learning technologies are not carefully examined for their possibilities and limitations through a critical lens of educational equity and justice. They outline an approach to the incorporation of learning technologies that begins with and prioritizes educational equity and social justice.
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Does Plato’s trailblazing discussion of common education in The Republic include all children or only those of the elite guardian class? The author proposes a new way of answering this question. He suggests that Plato’s ambiguous treatment of the third class’s education in The Republic may have been intentional, designed to provoke his readers to address this question.
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In this article we explore the ways in which the work of counseling departments in two different school environments shape students’ STEM participation in high school, with important potential consequences for STEM in college and beyond.
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As Robert McClintock argues, educational researchers often rely upon a distributive model of justice, despite its insufficiency in describing education’s formative aims. In this essay, the author argues that the limits of our contemporary view of education as a distributable good can be traced to two distinct and contradictory traditions in educational thought: one, the distributive ideal of divine plenitude and the other, the formative principle that McClintock identifies in Plato’s Republic.
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Situated within social and cultural perspectives of literacy and motivation, this study examines religious youths’ personal motivations for reading complex, religious texts such as the Bible and the Book of Mormon by looking closely at the connections among their literacy practices, religious ideologies, and the expression of their religious identities.
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Just what tools do American governments—federal, state, and local—have to monitor U.S. citizens? There are other such lists online, but I couldn’t find one that struck me as being quite complete. This list omits strictly criminal tracking, because while criminals are citizens, actual crime obviously needs to be tracked.
So…explain to me again how we have a right to privacy under the Fourth Amendment.
By the way, it is a conceptual mistake to suppose that there is any one person or group of people who have access to (and care about) the information in all of these databases. How the databases are used is carefully circumscribed by law, obviously, and just because the information is in a database, it doesn’t follow that there has been a privacy violation. But it does raise concerns in the aggregate: the extent to which we are monitored might be a problem even if most programs are individually constitutionally justifiable.
In short, is there any point at which we say “enough is enough”? Or do we grudgingly give government technical access into every area of our lives and hope that the law controls how the information is being used?
In the comments, please let me know what I’ve missed and I can do updates.
Sources: Common Dreams, ACLU, Ed.gov, Forbes, Wired, Guardian, and my own experience working at the Census Bureau long ago.
The Texas Campus Carry Law permits students to bring guns into classrooms and many faculty members believe this will impact their ability to engage in social justice teaching that challenges the status quo and promotes the development of a reflective and equity-oriented teacher or school leader. This commentary discusses how campus carry is already effecting an institution serving Hispanic students in Texas.
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