Animals

300-430 exam dumps Hence the need to make clear a wider purpose. Dewey (1916: 7) argued, thus, that our ‘chief business’ as educators is to enable people ‘to share in a common life’. I want to widen this and to argue that all should have a chance to share in life. Having the chance to share in life We will explore, briefly, three overlapping approaches to making the case – via religious belief, human rights and scientific exploration. Religious belief. Historically it has been a religious rationale that has underpinned much thinking about this question. If we were to look at Catholic social teaching, for example, we find that at its heart lays a concern for human dignity. This starts from the position that, ‘human beings, created in the image and likeness of God (Genesis 1:26-27), have by their very existence an inherent value, worth, and distinction’ (Groody 2007). Each life is considered sacred and cannot be ignored or excluded. As we saw earlier, Kant argued something similar with regard to ‘respect for persons’. All are worthy of respect and the chance to flourish. To human dignity a concern for solidarity is often added (especially within 200-201 dumps contemporary Catholic social teaching). Solidarity: … is not a feeling of vague compassion or shallow distress at the misfortunes of so many people, both near and far. On the contrary, it is a firm and persevering determination to commit oneself to the common good; that is to say, to the good of all and of each individual, because we are all really responsible for all. On Social Concern Another element, fundamental to the formation of the groups, networks and associations necessary for the ‘common life’ that Dewey describes, is subsidiarity. This principle, which first found its institutional voice in a papal encyclical in 1881, holds that human affairs are best handled at the ‘lowest’ possible level, closest to those affected (Kaylor 2015). It is a principle that can both strengthen civil society and the possibility of more pl-100 certification dumps mutual relationships for learning. Together, these can provide a powerful and inclusive rationale for looking beyond particular individuals or groups when thinking about educational activity. Human rights. Beside religious arguments lie others that are born of agreed principle or norm rather than faith. Perhaps the best known of these relate to what have become known as human rights. The first article of the Universal Declaration of Human Rights puts it this way: All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 26 further states.

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