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54-100 (1)
Falconer (1)
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Department
Labour Studies
Course
54-100
Professor
Falconer
Semester
Fall

Description
social justice september 5 basic definition of the course: - dialectical reasoning: two readings, position and opposition, reasoning grows with the dialogue, reasoning grows with dialogue - descriptive dimension: describing something, but becomes very subjective and bias (used in science) - normative dimension: normal, standard, criteria, describing how things should/ought to be but may become subjective as to ones own opinion (social science) - social justice tries to describe how society functions (political, economical, race, cultural) and tries to define how it is “suppose” to be - what are economic relationships? - it’s hard to say what is normative because history says things change all the time, always with exclusion, oppression, elimination - why do we think that this is the best we could have? - de-educate: getting rid of everything previous teachers have taught us and the way we learn, taught us the basics and not to ask questions, taught to memorize and test well, need to learn how to back up an answer - the media always gives us the same stories, culture is a big part of social justice (education, media, language) - social justice is not one thing, no clear method of study, newer discipline includes: psych, economics, sociology, social justice and politics - shapes culture and economics - our economics comes from 18th century scotland - educational models come from liberalism - liberalism: shapes how we think, free people economically, comes from individual focus on “me”, frees individuals, economics and politics stand in the way of liberalism, it’s a cultural form, history constructs the world and the world we’ve constructed is liberalism, liberalism works well for economic standings because it’s all about the business class (everything we do in the world these days is made out to be like a business) - ideology: system of ideas, shaped by ideas and practices, church and religion has been shaped differently over the years, family and religion are the biggest shapers of people - schools are seen as “daycare” centres, learning the basic things and making sure that they can be integrated into the world - during the 18th century, liberalism attempted to slowly improve the education and labour systems, within that their are critical thinkers that free the mind to think that another so called “better” world is possible, they didn’t and don’t like the laws and regulations stop their ideas - social progress and changes comes through being active and committed to social change - if your interested in social justice, you aim to win, don’t just be involved, you are there to make a difference in what you stand for - freedom of though and action; liberalism - normative... how and what to change? - strategies that social justice has already used - how do you measure social justice?? - homogenization: the same thing repeated, shaping minds and hearts september 10 - social justice touches on economics, culture, politics - it’s not about “me”, it’s about “us” and the things we share - knowledge is a part of social justice - social justice involves being apathetic and being empathetic - always be critical but don’t rush to conclusions - fairness is important in social justice - social imagination: - what could the world look like? About dreaming and imagination - themes : how the world should be, could be, ought to be? (normativity) - should rights be included in social justice? th - 17-18 century, freedom of the individual - morality and social justice; they may or may not be the same thing (moral practice vs. social justice) - do not confuse morality or ethics with social justice, very related but may not be the same thing - being kind to someone is personal morality - morality is about the inclusions and fairness within cultural, economics and politics - conscience is an issue of social justice - moral issues can be structured by social justice - social justice is primarily about social institutions (political; how we vote, what we vote for) - a lot of social institutions are part of our culture - political institutions are part of social imagination, develop through conflict, dialogue, conversations - the social institutions are part of culture, language is ver
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