Abstract
How is the commitment to social justice sustained over a lifetime? This would seem to be a matter of character, and that calls attention to the Aristotelian tradition in ethics. No one provides as much insight into the challenge of the contemporary appropriation of this tradition as Alasdair MacIntyre. Although a moral philosopher rather than a moral educator, MacIntyre’s critique of the failure of the Enlightenment project to construct a rationally based universal ethic, coupled with a critique of the modern nation-state of liberal capitalism as antithetical to the practice of virtue for the common good, provides a challenging if controversial context in which moral educators might think about justice pedagogy today.
Highlights
How is the commitment to social justice sustained over a lifetime? This would seem to be a matter of character, and that calls attention to the Aristotelian tradition in ethics
A moral philosopher rather than a moral educator, MacIntyre’s critique of the failure of the Enlightenment project to construct a rationally based universal ethic, coupled with a critique of the modern nation-state of liberal capitalism as antithetical to the practice of virtue for the common good, provides a challenging if controversial context in which moral educators might think about justice pedagogy today
What constitutes best practice in the preparation of undergraduates to be insightful and faith-filled agents for social change? Two questions dominate most reflections: (a) How is a commitment to the difficult work of social justice provoked in the first place? and (b) How is that commitment sustained over a lifetime? The philosopher Marcel provides a pointed answer to the first question: “Through personal encounter
Summary
How is the commitment to social justice sustained over a lifetime? This would seem to be a matter of character, and that calls attention to the Aristotelian tradition in ethics. A moral philosopher rather than a moral educator, MacIntyre’s critique of the failure of the Enlightenment project to construct a rationally based universal ethic, coupled with a critique of the modern nation-state of liberal capitalism as antithetical to the practice of virtue for the common good, provides a challenging if controversial context in which moral educators might think about justice pedagogy today. MacIntyre’s critique of the failure of the Enlightenment project to construct a rationally based universal ethic, coupled with a critique of the modern nationstate of liberal capitalism as antithetical to the practice of virtue for the common good, provides a challenging if controversial context in which Catholic educators might think about justice pedagogy today. What are the practical implications for Catholic educators? Three brief examples from primary, secondary, and higher education are offered
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