Idea Of Social Justice Research Articles

Exploring 2020 #ENDSARS Protests’ Components in Nigeria within the Schematics of Social Semiotics

This study examined the semiotic resources of the October 2020 #ENDSARS protests in Nigeria, manifesting the affordances operational in the protests. The investigation beckoned on 13 different communicative semiotic configurations, employing Halliday’s grammatical group rank, to delineate the structures. This paved the way for tables and graphs to account for the written modes’ recurrent components. Kinesics such as proxemics, gestures, and gaze supported the analysis, providing relevant semantic implications to non-verbal elements and body language of protesters. This investigation indicated that #ENDSARS hashtag, functioned in variegated forms, as the initiator of the protest, socializing people even without notable leaders. The texts illustrated the suffering of the people from SARS operatives’ gun-punch coercion, as exemplified in a boy-like image’s head, and the cry of agony illuminated through a gestural movement of mouths and hands. Parallel to that is the metaphorical castigation of an innocent young man, manifested through chained hands. Significantly, the research revealed the collective unanimity of the protesters, demonstrated through clenched fists, epitomizing camaraderie of purpose. The protesters made their call to abrogate SARS operations pleasurably-funny in the appearance of a clown and a sacrificial lamb. Given that the idea of social justice is non-negotiable. Demanding a just course should not lead to brutality; the government should rather respond to the request of protesters to fulfill promises made during electioneering campaigns.

The Impact of Teacher Training in Social Justice Education on Classroom Practices and Student Outcomes in Nigeria

This study investigated the impact of teacher training in social justice education (SJE) on classroom practices and student results in Nigerian schools, including cultural, economic, and sociological aspects. The research emphasized the crucial importance of teacher training in incorporating social justice ideas into education, as it acknowledges the significant impact of SJE in fostering critical thinking, empathy, and social equity. The study utilized a combination of quantitative and qualitative analyses to evaluate the level of SJE integration in teacher training programs. It also examined how this integration affects instructional tactics and therefore influences student academic performance and social awareness. The results emphasized the strong positive relationship between extensive SJE training and enhanced classroom inclusivity, increased student involvement in social matters, and overall academic success. Although educators trained in SJE face obstacles related to institutions and resources, they are able to create a learning environment that is more inclusive and encourages critical engagement. This research adds to the discussion on educational equity by promoting the implementation of SJE training in teacher education programs. The goal is to provide educators with the skills they need to address social inequalities and create a fair and inclusive learning environment. Keywords: Teacher Training, Social Justice, Education, Classroom Practices, Student Outcomes

Interrelationship and interdependence of human rights, rule of law and democracy

The article examines the formation, current state of the rule of law and democracy, their relationship and interdependence with the principle of respect for human rights. And also the importance of maintaining a balance of the interests of the state and society for international security.
 In accordance with Part 1 of Art. 8 of the Constitution of Ukraine, the principle of the rule of law is recognized and applied in Ukraine.
 The rule of law is embodied in the law-making and law-enforcing activities of the state. Regulatory acts of the state must ensure social justice, freedom, and equality.
 The rule of law is one of the basic principles of a democratic society and involves judicial control over interference with every person’s right to freedom. The rule of law is an integral part of any democratic society, it is the rule of law in society. The state is required to implement the rule of law in law-making and law-enforcement activities, in particular, in laws that must correspond to the ideas of social justice, freedom, equality, etc. But only declared human rights, democracy and the rule of law without real mechanisms for their protection, processes and procedures are only a declarative category. Therefore, actually functioning mechanisms for the maintenance of democracy and the protection of human rights, combined with the constitutional limitation of power, are the main prerequisites for democracy.
 Democracy guarantees a peaceful political dialogue both in the internal politics of the state and in international relations. Dialogue guarantees a more or less stable balancing between the interests of the state and civil society.
 Human rights, the rule of law and democracy are interconnected and mutually reinforcing and belong to the common and indivisible core values and principles of the United Nations. The rule of law is the main factor in the implementation of democracy. Strengthening the rule of law promotes the protection of human rights and limits the arbitrary exercise of power, which is a basic requirement of modern democracy.
 But of the three considered categories of «human rights», «democracy» and «rule of law», the main one is human rights. Others rely on human rights. The Preamble to the Charter of the United Nations states: «We, the peoples of the United Nations, are determined to save future generations from the scourge of war, which twice in our lifetime has brought untold grief to humanity, and to reassert faith in fundamental human rights...»

Artificial Intelligence in Mental Control: the dialectical antilogies

The paper examines the influence technics on human conscience, the dialectic of interaction between artificial intelligence (AI) and human intelligence within the system: information technologies –mentality and psychology of society – control over people’s minds and technologies. The emphasis is on the essence of the concept of mentality, mental identity, the role of informal institutions, and the speed of changes in biological and information time. The author represents a conceptual view on the problem of the role of artificial intelligence in the development of mental management as a humanitarian problem in the logic of the development of ideas and approaches previously considered by the author in the following works: The Future of Russia: transition to a new formation; Strategy of Reforms in Russia: from leader to leader; and in the context of the idea of social justice and economic growth, discussed at the First Russian Economic Forum.

Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study

ABSTRACT Background Physical Education Teacher Education (PETE) programmes are expected to support future teacher learning about contemporary innovations and big ideas for teaching physical education. Teacher educators are challenged to learn about and incorporate contemporary innovations while maintaining programme cohesion. Exploring how teacher educators make sense of and teach about innovations, such as ideas related to meaningfulness, alongside foundational ideas, such as social justice, can provide insight on teacher educator pedagogies and their professional development journeys. Purpose This study explored the concepts of and relationship between Meaningful PE and social justice in our teacher education pedagogies when implemented in combination. We pay particular attention to when ideas of Meaningful PE and social justice were complementary, overlapping and when they were distinctive. Method A self-study of teacher education practices methodology supported four teacher educators to collectively and individually interrogate our evolving understanding, decisions and practices across a 13-month period. [Loughran, J. 2014. “Professionally Developing as a Teacher Educator.” Journal of Teacher Education 65 (4): 271–283] signposts for teacher educator professional development provided theoretical guidance to make sense of our experiences combining the two pedagogies. This paper focuses on the recordings of collective meetings (n = 9, over 12 h) where we shared and analysed experiences, raised questions and formulated developing understandings of the relationship between teaching for meaningfulness and social justice approaches. Data analysis involved thematic analysis methods to review all data and collective identification and refinement of themes through back-and-forth discussion. Findings From the thematic analysis, the following themes were co-created: (a) Meaningful PE can act as social justice but is not social justice per se; and (b) the combination of Meaningful PE and social justice facilitates a dance between ‘the individual’ and ‘the social’ with democratic and reflective practices as the choreography. These features of the relationship provide direction and encouragement to combining Meaningful PE and social justice ideas in teacher education pedagogies. Conclusions Through cycles of experiencing and articulating, we made sense of the relationship between Meaningful PE and social justice. Our story highlights the value of teacher educators engaging with knowledge and practice of teaching about teaching and learning about teaching in the context of innovation.

Mapping active civic learning in primary schools across England—A call to action

AbstractEncouraging children to become ‘good citizens’ who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under‐researched. This article presents findings from a multi‐survey study that seeks to unpick ‘what’ and ‘how’ active civic learning is happening in primary schools across England. By mapping active civic learning across the country, we find that these opportunities are unequally dispersed. Specifically, from an early age, children from more affluent backgrounds are more likely to be prepared for active civic engagement, orientated around ideas of social justice, than those from disadvantaged backgrounds. This raises significant challenges for education policy and practice and calls for greater attention to be paid to civic learning for all children in early and middle childhood.

Lessons from a professional learning community: Navigating tensions while moving between theory and practice in teaching chemistry for social justice

AbstractMaintaining a commitment to social justice teaching can be especially challenging when navigating the bureaucratic systems and ever‐spiraling responsibilities of the education system. To better understand how social‐justice‐oriented educators navigate these tensions, this paper uses qualitative methods to investigate the social justice problems of practice identified by five chemistry teachers in a year‐long professional learning community. By analyzing the challenges described in their problem‐posing segments, I identify seven major themes that represent key sources of tension and possibility as teachers move from theory to practice in teaching chemistry for social justice. These findings indicate that the practical considerations of day‐to‐day teaching practice create the most salient tensions when moving from theoretical ideas of social justice to a deeply integrated enactment of social justice teaching. Through a deeper analysis of two cases, I demonstrate the effects of discussing problems of practice with a group of teachers who had similar disciplinary backgrounds and ideological stances. These discussions shifted the tensions from potential barriers to areas of possibility in which they were able to enact new ideas within the confines of their context. Taken together, these findings indicate that developing social justice educators requires attention to navigating the practical details of teaching from a social justice lens.

The Psychosocial, Political Ideology and Social Status of the Visitors of Bangabandhu Sheikh Mujibur Rahman Mausoleum Complex at Tungipara of Gopalganj District in Bangladesh: A Sociological Analysis

The study conducted with a comprehensive analysis of the psychosocial and political ideologies, as well as social status, of visitors to the Bangabandhu Sheikh Mujibur Rahman Mausoleum Complex in Tungipara, Gopalganj district in Bangladesh. The findings suggest that many people who visit the mausoleum complex are committed to Mujibism, a political ideology that places great emphasis on the ideas and ideals of Bangabandhu Sheikh Mujibur Rahman. This exemplifies Mujib’s long-lasting impact on the people of Bangladesh and the popularity of his political philosophy. The research also showed that people from a wide range of socioeconomic backgrounds visit the mausoleum complex, but a large percentage are from the middle and lower classes. Mujib’s ideal of social justice resonated with Bangladesh’s working class, as this fact demonstrates. Many of them who visited Bangabandhu Sheikh Mujibur Rahman’s mausoleum complex expressed their deep regard and adoration for him, as was found in the study. This shows that Mujib remains an icon in Bangladesh, where he continues to inspire and drive the public. The ideas of social justice and democracy that Bangabandhu Sheikh Mujibur Rahman championed are reflected in this research. Mujib, a charismatic leader who devoted his life to fostering the well-being of his countrymen, never gave in to sinister forces, despite having to fight till his last breath. When it comes to human development and organization capacity, Mujib is one of the political philosophers whose ideas still hold up.

Эволюция российской Конституции и государство-цивилизация как концептуальная парадигма нового Основного Закона России

Introduction. The relevance of the study. One of the key worldviews of the resurgent state ideology of modern Russia is the idea of a state-civilization, which acted as the doctrinal basis of the recently adopted Concept of Foreign Policy of the Russian Federation. In this regard, there is a need to describe the legal characteristics of the state-civilization and their adequate reflection in the constitutional legislation, which puts on the agenda the issue of developing and adopting a new Constitution of the Russian Federation that meets its civilizational characteristics and development goals. The purpose is to analyze the contradictions of the Constitution of the Russian Federation reformed in 2020, substantiate the idea of a state-civilization as the conceptual basis of the new Basic Law of the country, and argue for the need to start work on it in the near future. The methodological framework for the research is the civilizational approach in combination with the general scientific and special methods of cognition: analysis, synthesis, induction, deduction, technical, comparative law, and historical-legal. The scientific novelty of the study lies in the fact that, based on a civilizational approach, it outlines the tasks facing domestic legal science in connection with the official recognition of Russia as a civilizational state and identifies some conceptual ideas that, in the author’s opinion, could form the basis of the new Russian Constitution. Results and conclusions. The official recognition of Russia as a civilizational state is in fact an announcement of a course towards building an empire. Therefore, the main direction of constitutional reform at this historical stage is the legalization of the Russian government in this capacity. The main principles of the new Constitution of Russia, which allows for the consolidation of Russian society in its confrontation with the collective West, are the ideas of social justice and state sovereignty. It is in them that the request of Russian society to the state is revealed as fully as possible. All other political and legal principles and norms can be important, accepted by the public consciousness, and enshrined in the Constitution only if they correspond to these fundamental values.

Beyond the Classroom: A Case Study on the Relationship Between Education as a Public Good, Social Justice and Critical Pedagogy

The idea of education being a transformative force is central to the discourse of education. But with the evolution of societies at a rapid pace, the idea of education being a ‘public good’ stands challenged and needs to be further analysed in relation to contemporary societies. This article argues that the understanding of public goods stemming from the discipline of economics is inadequate to define the needs of the contemporary education systems. The article highlights that the idea/element of ‘social justice’ is central to understand the concept of education as a ‘public good’, and even though Indian policies on education have an element of social justice, the practice of it needs reimagining. Building on evidence from the ‘Bihar Mentorship Project’, which was an action research project at the Centre for Budget and Policy Studies, Bengaluru, the article establishes that ‘critical pedagogy’ can become a vital tool to actualise the idea of social justice in education systems and, hence, is at the core of imagining education as a ‘public good’.

“Grant Us the Spirit of Solidarity”: Social Traditionalism as a Task

The article highlights The Ideology of Social Traditionalism (Social Tradition), the scientifi c manifesto by Professor Alexander Shchipkov, in the context of the history of Russian religious and so- cial thought. The Fundamentals of the Social Concept of the Russian Orthodox Church (2000), The Russian Doctrine (2005), the fourth political theory developed in a number of papers by Alexander Dugin, as well as the study “Empire” (2022) by Konstantin Malofeev repre- sent the ideological model of social traditionalism as an adaptation of the socio-eschatological concept “Moscow, the Third Rome” to the modern socio-political reality. Social traditionalism is represented as a successful ideological experience of removing the historical an- tinomies of the Russian statehood in order to organically build its continuity originating not only from the Soviet Union, but also from the Russian Empire and the Muscovite Kingdom. The synthesis of socialist ideas in the economy (and — even more broadly — the ideas of social justice) and Christian conservative value paradigms is not an innovation, the article says. To prove its statement, it uses the example of Catholic solidarism among others. At the same time, the social-traditionalist ideological construction by Professor Alexander Shchipkov is seen as one of the most successful, philosophically re- fl ected and doctrinally formalized documents. Despite the existing conceptual contradictions, which are inevitable in conditions when many defi nitions in the scientifi c manifesto The Ideology of Social Traditionalism (Social Tradition) acquire new content, and the author of the manifesto proposes a number of neologisms being his own terminology. The article also gives an independent example of activi- ties performed by the international public organization World Russian People’s Council, one of the Deputy Heads of which is Alexander Shchipkov. Among today’s key tasks of the World Russian People’s Council is the comprehension and formulation of the Russian sover- eign ideology, which would be based on Orthodoxy. At this stage, this ideology remains “a task rather than a givenness”, including for the experts of the World Russian People’s Council, whose activity is coordinated, among others, by Professor Shchipkov. And the scien- tifi c manifesto The Ideology of Social Traditionalism (Social Tradition) is seen as important prolegomenon to this ideology.

The Ideology of Social Traditionalism (Social Tradition)

The Ideology of Social Traditionalism (Social Tradition) scientifi c manifesto off ers a modern concept of traditionalism. Today, this line is based on the principles of “double” social solidarity: both between contemporaries (horizontal solidarity) and intergenerational (vertical solidarity). The idea of the fi rst type of solidarity has historically evolved against the background of the leftist thought. The second type of solidarity dates back to classical traditionalism. It insists on placing the priority on the historical heritage, traditional values and on the rejection of historical gaps in public life. According to the author, the relevance of social traditionalism (social tradition) is growing as the crisis of neoliberal globalism deepens and currently observed deglobalization processes accelerate. The opposition of the ideas of social justice and traditional values is one of the false alternatives imposed on the society. It emerged and is still maintained within the framework of the ideology of neoliberalism, which is now in a state of decay. The article highlights the common value basis of colonialism, Nazism and neoliberal globalism. A way out of the historical impasse is possible if two conditions are met: the neoliberal ideology must be rejected and the cultural and spiritual connection with the native tradition — authentic Christianity — must be restored. After the ideological paradigm and the socioeconomic model are changed, the synthesis of socialist and traditionalist ideas can take priority in the society. The right-wing traditionalism needs to be opposed to the left-wing social traditionalism, in which the ethics of justice comes fi rst. Instead of the classic triad “conservatism—liberalism—socialism”, the society will have to develop within another political triangle: “nationalism—socialism—traditionalism”. Social traditionalism assumes the equality of nations, peoples and cultures, aff irms their incomparability, incommensurability and uniqueness. It also advocates the society governed by the social justice and supports the overcoming of painful historical gaps in the life of each people. The author proceeds on the basis that “tradition is a set of ways to preserve the historical continuity based on endowing inheritance procedures with ethical meaning”. Tradition is a method of social and cultural construction rather than a subject of restoration. The basis of the Russian (Russian-Byzantine) tradition and identity can be defi ned using the well-known formula by Max Weber as follows: “Orthodox Ethics and the Spirit of Solidarity”.

Perception of socio-economic and political situation in Russia by student youth of the southern region (based on regional studies)

The relevance of researching the perception of socio-economic and political processes in the country by the youth is driven by a social demand to understand the readiness of young people to participate in the country’s economic development, its political life, acceptable forms of migration and civic behaviour, and the level of protest potential. The aim of this article is to identify the interconnection of trends in evaluations by student youth regarding the socio-economic and socio-political situation with characteristics such as dependence on socio-psychological well-being, financial status, trust levels in political institutions and the political course, migration and protest attitudes. The empirical basis of the analysis comprises data from studies conducted among student youth of the Southern region of Russia from 2017 to 2022 by the Southern Russian branch of the FCTAS RAS. The analysis revealed the ambivalence of the state of public consciousness among student youth, both in their assessment of the socio-economic situation and the socio-political position in the country. Despite students’ uncertain future perceptions, their migration attitudes have hardly changed compared to 2017, aligning with nationwide tendencies. It was established that the student youth of the Southern region of Russia does not display significant interest in politics (similar to the broader Russian population), yet concurrently expresses a higher level of personalised trust in the President of Russia and the military, more so than in the overall political direction of the authorities. Ideas of social justice, freedom of speech, and expressing political stance resonate with students from the Southern region of Russia, as well as fostering friendly relations with the West. A trend was identified over the last 5 years of reduced ratings in the ability to express political views while having a high level of legal consciousness, alongside a growth in the acceptability of unlawful forms of protest due to increasing distrust in the government and its political course.

A Comparative Study of Values-Based Fields of Adult Learning and Education in Austria, Scotland, and South Tyrol, Italy: Practitioners Resisting Neoliberal Tendencies Based on Their Ideas of Social Justice

This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the Winterschule, a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields in which practitioners are unequivocally committed to social justice. Our findings highlighted repertoires of resistance, affirmed pedagogy as a values-based endeavor, and elucidated practitioners’ commitments to holistic approaches that re-negotiate ideas of social justice for people and the planet. Our analysis shows that when ideas of social justice are shared amongst allies, practitioners can effectively maintain their values-based approaches and thus re-affirm and protect democratic ALE practice.

“People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education

ABSTRACT Teacher education programs must prepare their preservice science teachers to center social justice and to meet the academic needs of culturally, racially, and linguistically diverse students, as justice-centered discourses are traditionally absent from science classrooms yet integral to the teaching and learning of rich and relevant phenomena. In this study, we investigated a cohort of preservice secondary science teachers enrolled in a yearlong, post-baccalaureate teacher education program that attended to social justice. We conducted four interviews with each participant across their program and qualitatively analyzed their discussions of social justice ideas and teaching practices using three tenets of a justice-centered science pedagogy framework: enacting an antiracist and equitable science education, grounding instruction in social and environmental justice phenomena, and framing students as transformative intellectuals. We found preservice teacher participants discussed enacting antiracist and equitable science teaching by using a critical lens to identify inequities in classrooms and schools, and by attending to high academic expectations. Preservice teachers described focusing on socioscientific phenomena and local contexts as starting points for teaching about social justice science issues. Participants also shared their work toward framing students as transformative intellectuals by developing teacher-student relationships, building from students’ ideas, and discussing emerging ideas and efforts for student advocacy. Findings from this study underscore the need for more focused work on ways to prioritize the justice component of social justice science issues and the student advocacy component of students as transformative intellectuals so as to prepare preservice teachers to fully enact a socially just science education.

The Idea of Social Justice in the Philosophy of Vladimir Solovyov

The article examines the main provisions of the idea of social justice in the philosophy of the famous Russian philosopher Vladimir Solovyov. His interpretation of the idea of justice is studied in the context of his understanding of such concepts as morality, kindness, mercy, altruism, compassion, etc. It is emphasized that in his works V. Solovyov pays special attention to the question of the relationship and interdependence of justice and morality. A socially just and moral society is considered by him as a possible future. The idea of social justice in the philosophy of V. Solovyov is studied as an original teaching in the light of the enrichment of this problem. The author considers the views of V. Solovyov as a reflection of the realities of modern Solovyov society and tries to identify ideas in it that can be used in the implementation of social justice in the conditions of modern realities. The author explores the idea of justice in the philosophy of V. Solovyov in the context of the unity of all spheres of social life, causal and functional relationships, from the point of view of the relationship and interdependence of needs, interests, material and spiritual values. The interpretation of the idea of justice by V. Solovyov seems to the author interesting and original. This interpretation reflects the worldview of certain social strata of society and their wishes. His idea of justice has its absolute merits. The most interesting in the views of V. Solovyov is the provision according to which all the peoples of the world should have freedom of choice in terms of religion and religious orientation, proposals on the need for religious tolerance in society and in relations between peoples are interesting. The idea of social justice in V. Solovyov's philosophy requires further in-depth research in the context of current and subsequent social realities. At the same time, the author does not observe in the views of V. Solovyov the interrelation of the concepts of due and good, the interrelation of needs, interests and moral values.

Notions of fair earnings for high-status and low-status professions

In contemporary European societies, notions of earnings justice are based on the one hand, on the meritocratic principle, that people who perform better in their job should earn more; on the other hand, these notions are shaped by historically grown ideas of social justice which differ between countries. Against this backdrop, we examine what earnings gaps between high-status occupations (managers, cabinet ministers, doctors) and low-status jobs (shop assistants, unskilled workers) are considered as fair by the population of 14 Western and Eastern European countries. Analyses are based on survey data from the International Social Survey Programme. Comparing results for 2009 and 2019, we also analyze, whether notions of legitimate differences in earnings between occupational groups changed, in a period of increasing social inequality and precarious working conditions.

Poverty as a Political Problem in Late Eighteenth‐Century Britain: Smith, Burke, Malthus

AbstractIn eighteenth‐century Britain, there was more than one way of thinking about poverty. For some, poverty was an essentially moral problem. Another way of conceiving of poverty was in economic terms. In this article, however, I want to consider some eighteenth‐century versions of the idea that poverty might be a political issue. What I have in mind is the idea that a society containing a large proportion of very poor people might be, just for that reason, an unstable and disordered society. I argue, first, that this idea is central to Smith's treatment of poverty in The Wealth of Nations. Then, after a brief account of how Paine and Godwin imagined the end of poverty, I describe the further development and refinement of Smithian lines of thought in Burke and Malthus. My conclusion is that Smith, Burke, and Malthus constitute evidence that present‐day ideas of social justice derive more from the nineteenth century and subsequent developments in moral and political thought than from the early modern period.

Social Justice and Humanism as Axiological Principles of Labor Law and the Concept of the Quality of Working Life

In the context of the intensification of the integration processes of the Russian Federation and the Republic of Belarus, the focus of legal integration on the harmonization and even unification of labor legislation, it seems relevant to address the legal issues of decent work and ensuring the quality of life of citizens of both states, the convergence of state minimum social standards. The main attention in the article is given to such initial axiological legal principles that play a leading role in ensuring decent work and the quality of work life as social justice and humanism in the social and labor sphere, which determines the structure of this article. The problem of quality of life is interdisciplinary. It has not only a legal, but also an economic, sociological, socio-cultural, general philosophical context. Therefore, in the article, along with general scientific and special legal methods, an interdisciplinary approach is widely used. The authors aim is, based on doctrinal developments, normative material and its comparative analysis, to deepen the understanding of the ideas of social justice and humanism in the social and labor sphere, which underlie the legal program of decent work and the concept of the quality of work life with the development of proposals for improving the labor legislation of Russia and Belarus.

The Other Kind of Utopia, Or How Social Justice Is Possible in the World of Those Loving One’s Non-Neighbor

Martha Nussbaum is a famous American philosopher and an incredibly prolific author who published more than twenty books and five hundred articles on a wide range of issues of “good living” — from the fragility of goodness and poetic justice, love of country and cultivating humanity to the intelligence of emotions and the new religious intolerance (and this is not an exhaustive list). Unfortunately, only two books have been translated into Russian — Not for Profit: Why Democracy Needs the Humanities (2014) and Political Emotions: Why Love Matters for Justice (2023). The first book is thematically focused and aims at proving both the flawed interpretation of education as an exclusively tool for economic growth and the value of the humanities and arts for the high quality of life and prosperity of democratic states. The second book also emphasizes the importance of education and the arts, compassionate citizenship and the pursuit of the common good, is based on personal observations of life in the United States and India, promotes the ideas of social justice and equality, but on a higher level of generalizations, relying on the author’s previous research and adding the most important emotional “ingredient” of social order — love. The article is an attempt to show the undoubted strengths of this great book (rich in research, concepts and illustrations) and its (more doubtful) limitations which are due primarily to the book’s implicit expectation of the reader’s awareness of its conceptual foundations (previous works of Nussbaum), and the past decade’s peculiar effect on its ideological, conceptual and illustrative content.