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Relevant bibliographies by topics / Recognition justice

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Academic literature on the topic 'Recognition justice'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Recognition justice"

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Hanhela, Teemu Eino Petteri. "Justice in education and recognitive justice." Studier i Pædagogisk Filosofi 7, no. 2 (January 9, 2020): 1–20. http://dx.doi.org/10.7146/spf.v7i2.117454.

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This paper focuses on a topical issue - the idea of ‘justice in education’ – developed by Krassimir Stojanov, among other recent educational justice theorists. Justice in education has to ask ‘educational questions about education’, which means that educational justice theory should be capable of dealing with educational practices, and constellations that are asymmetrical interaction orders. This requires, from the perspective of a child, criteria to distinguish between justified and unjustified educative demands towards responsibility and autonomy. This paper analyses forms of recognition as a legitimate summons that enables the individual’s autonomy. It also analyses the illegitimate demands that emerge from Stojanov’s innovative idea to combine the forms of misrecognition with the concepts of epistemic injustice. The second chapter of this paper introduces the challenges related to the recognitive justice as justice in education. The examination of Dietrich Benner’s recent critique of recognition theory illuminates these challenges in two ways: first, it is shown that there can be something negatively experienced, but the result of productive disruptions that the educator need to produce, which are out of the scope of recognition theory. Second, the recognitive justice paradigm ignores elementary pedagogical conditions and requirements, ‘the pedagogical knowledge’ and its methods, and is therefore unable to fully grasp the legitimate educational authority. This paper concludes with a synthesis that finds the crucial elements from the recognition theory to justice in education and critically assessing Benner’s claims. Overall, the paper offers potential for further development in justice in education.

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Honneth, Axel. "Recognition and Justice." Acta Sociologica 47, no. 4 (December 2004): 351–64. http://dx.doi.org/10.1177/0001699304048668.

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Cortés Rodas, Francisco. "Freedom, Justice and Recognition." Eidos, no. 28 (June 8, 2020): 334–57. http://dx.doi.org/10.14482/eidos.28.123.5.

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Cortés Rodas, Francisco. "Freedom, Justice and Recognition." Eidos, no. 28 (January 15, 2018): 334–57. http://dx.doi.org/10.14482/eidos.28.8901.

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Colish, Will. "Doing Justice to Recognition." Les ateliers de l'éthique 4, no. 2 (April 10, 2018): 4–15. http://dx.doi.org/10.7202/1044448ar.

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The traditional role of justice is to arbitrate where the good will of people is not enough, if even present, to settle a dispute between the concerned parties. It is a procedural approach that assumes a fractured relationship between those involved. Recognition, at first glance, would not seem to mirror these aspects of justice. Yet recognition is very much a subject of justice these days. The aim of this paper is to question the applicability of justice to the practice of recognition. The methodological orientation of this paper is a Kantian-style critique of the institution of justice, highlighting the limits of its reach and the dangers of overextension. The critique unfolds in the following three steps: 1) There is an immediate appeal to justice as a practice of recognition through its commitment to universality. This allure is shown to be deceptive in providing no prescription for the actual practice of this universality. 2) The interventionist character of justice is designed to address divided relationships. If recognition is only given expression through this channel, then we can only assume division as our starting ground. 3) The outcome of justice in respect to recognition is identification. This identification is left vulnerable to misrecognition itself, creating a cycle of injustice that demands recognition from anew. It seems to be well accepted that recognition is essential to justice, but less clear how to do justice to recognition. This paper is an effort in clarification.

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Schweiger, Gottfried. "Recognition, misrecognition and justice." Ethics & Global Politics 12, no. 4 (November 29, 2019): 1693870. http://dx.doi.org/10.1080/16544951.2019.1693870.

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Schutter, Helder De. "Subordinate language recognition." Sociolinguistica 33, no. 1 (December 1, 2019): 9–21. http://dx.doi.org/10.1515/soci-2019-0002.

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Abstract In this paper, I zoom in on linguistic justice for language groups who do not enjoy either local territorial dominance or equality with other language groups within the state. My question is: is there a separate linguistic justice category for such language groups whose recognition is ‘subordinate’ to that of other language groups? Does subordinate linguistic justice exist? A positive answer would mean that groups who belong to the category would not necessarily want to look at territorial dominance or equality as the proper ideal of linguistic justice: subordinate linguistic justice would not be an oxymoron. The answer I develop is indeed positive; it is possible for language groups to be in such a position of subordination while justice is fulfilled, but only under certain conditions. Nonfulfillment of one of these conditions generates reasons of justice for such groups to emancipate themselves from the position of subordination.

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Zhang, Manny. "Recognition, Transformation and Collective Restitution." International Human Rights Law Review 7, no. 1 (June 19, 2018): 103–30. http://dx.doi.org/10.1163/22131035-00701006.

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In recent times, the question of whether transitional justice can and should ameliorate structural inequalities has been taken up with increased interest by scholars and policy makers. This has led to more ‘transformative’ understandings of transitional justice, which seek to inter alia broaden its conception of justice to include both restorative and redistributive agendas. The Colombian restitution program explicitly adopts a transformative concept of reparations and thus provides an opportunity to consider how a broader conception of justice could be translated into practice through transitional justice mechanisms. While recognising that both restorative and distributive justice can contribute to the reparative needs of victims, this article argues that a transformative approach does not adequately consider the genuine tensions between these dimensions. In addition to this theoretical obstacle, the difficulties of implementation suggest that it creates unrealistic expectations of what reparations can accomplish in practice.

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Hourdequin, Marion. "Geoengineering Justice: The Role of Recognition." Science, Technology, & Human Values 44, no. 3 (October 1, 2018): 448–77. http://dx.doi.org/10.1177/0162243918802893.

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Global-scale solar geoengineering raises critical ethical questions, including questions of distributive, procedural, and intergenerational justice. Although geoengineering is sometimes framed as a response to injustice, insofar as it might benefit those most vulnerable to climate-related harms, geoengineering also has the potential to exacerbate climate injustice, especially if control of research, governance, and potential plans for deployment remains concentrated in the hands of a few. The scope and scale of solar geoengineering, the diverse concerns it raises, and the lack of consensus surrounding it pose particular challenges for justice. I argue that addressing these challenges requires an inclusive, dialogical approach that takes seriously diverse perspectives, particularly the perspectives of those who are most affected by climate change and those who have had the least voice in decisions surrounding it. The concept of recognition––as developed in the work of Nancy Fraser, David Schlosberg, and others––offers a normative ground for this approach and can help guide the development of institutions and practices directed toward geoengineering justice.

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Hesford. "Surviving Recognition and Racial In/justice." Philosophy & Rhetoric 48, no. 4 (2015): 536. http://dx.doi.org/10.5325/philrhet.48.4.0536.

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Dissertations / Theses on the topic "Recognition justice"

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McConkey, J. "Knowledge and acknowledgement : justice, recognition and communication." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412027.

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Schuppert, Fabian. "Freedom, recognition & non-domination : an interest-based theory of justice." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534607.

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Gessas, Jeff. "Indigenous Knowledge on the Marshall Islands: a Case for Recognition Justice." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822739/.

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Recent decades have marked growing academic and scientific attention to the role of indigenous knowledge in climate change adaptation, mitigation, and detection strategies. However, how indigenous knowledge is incorporated is a point of contention between self-identifying indigenous groups and existing institutions which combat climate change. In this thesis, I argue that the full inclusion of indigenous knowledge is deterred by certain aspects of modernity. In order to overcome the problems of modernity, I argue that a recognition theory of justice is needed as it regards to indigenous knowledge. Recognition justice calls for indigenous groups to retain meaningful control over how and when their indigenous knowledge is shared. To supplement this, I use the Marshall Islands as a case study. The Marshall Islands afford a nice particular case because of their longstanding colonial relationship with the United States and the impending danger they face of rising sea levels. Despite this danger, the Republic of the Marshall Islands calls for increased recognition as leaders in addressing climate change.

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Lackay, Bradley. "Recognition of prior learning, benefits and social justice in the policing sector." University of the Western Cape, 2015. http://hdl.handle.net/11394/5281.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Conceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior learning is promoted by the South African government as an instrument for access and redress. This research paper focuses on an investigation into the benefits of the implementation of RPL policies and practices in the policing sector. Findings reveal that the participants in the study who are employed in the policing sector enjoyed a wide range of emancipatory benefits, including access to formal academic programmes. Furthermore, these programmes enabled historically disadvantaged staff to gain formal qualifications which in turn provided access to higher salaries and promotions. Explaining the latter as redress, I argue that RPL is a form of emancipation that has liberated disadvantaged staff from apartheid discrimination and domination.

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Idika, Christiana [Verfasser]. "Towards an Internormative Hermeneutics for Social Justice : Principles of Justice and Recognition in John Rawls and Axel Honneth / Christiana Idika." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1162723025/34.

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KINYAGU, NEEMA. "Political Ecology : Local Community on Water Justice." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85884.

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Tourism is often promoted as growing industries that make an important economic contribution especially to marginalized communities in rural areas. But taking a Political Ecology approach, what sort of contribution does tourism really make? Why are its benefits spread unevenly? And have communities necessarily need to give up access and use rights to certain natural resources? This study provides an insight on understanding the different dimensions of justice on water access by local community from a tourism perspective. In understanding the issues of justice on water, environmental justice has been a central focus of this research. Justice issuesrelated to water access is still a complex phenomenal due to the truth that, it is embedded to historical and socio-cultural context and linked to integrity of ecosystem. However, justice issues can be viewed differently from different people in relation to different perspective. Therefore, Schlosberg framework of justice is adopted in this research to understand and explore water issues in three realms of justice i.e distributive, recognition and participation. Qualitative research method was employed in data collection and findings were presented based on three realms of Schlosberg's theory. However, researcher concluded that, there are mixed feelings and perceptions on understanding the sense of justice to local people in water access. Lastly, due to the fact that, the researches related to justice in tourism studies are still very limited , further research need to be done in investigating the access rights local people have on accessing their natural resources for instance water.

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Garbett, Claire Joyce. "War and its witnesses : International criminal justice and the legal recognition of civilian victims." Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514287.

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Holmström, Lisen. "En rättvisa eller flera? : En studie av rättvisepluralism i samrådet inför bildandet av naturreservatet Gräsö östra skärgård." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28583.

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Our perceptions of what is just and unjust varies depending on our experiences or ideological affiliation. The formation of the nature reserve Gräsö eastern archipelago was preceded by a debate highlighted in the media, where several of the people on Gräsö positioned themselves for and against the marine reserve. The claims of justice in the debate show variations in perceptions of environmental justice aspects of distribution, recognition and participation. The purpose of this study is to investigate whether the pluralism in perceptions of justice may have contributed to the conflict by conducting interviews with advocates and opponents who participated in the deliberation that preceded the decision of the reserve. These are compared with the opinions of environmental justice expressed in interviews with employees of the provincial government who handled the deliberation. The results show a variation in ideas of justice in most aspects and many times the opinions of the advocates better with county government persons than the opponents. That the local population must be recognized as one of the parties to take the decision on reserve formation, if the reserve means a restriction of rights and whether compensation should be paid for these losses are aspects which perceptions of justice varies. In order to address conflicts that are rooted in the variations of justice perception attention must be paid to pluralism in interpretations of environmental justice and the rights that should be taken into account.

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Mantilla, Falcón Julissa. "Transitional Justice and Women’s Rights: Possibilities and challenges." IUS ET VERITAS, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/122951.

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This article is about the issue of Transitional Justice and its relationship with women’s rights. The author defines the concept of this term and makes a list of the rights that are covered by it, also she mentions that women have not been properly considered in the Transitional Justice process by not having the gender perspective, which is necessary to be done. The author concludes by stating that the reports have been more truthful when gender perspective was applied.
El presente artículo versa sobre la Justicia Transicional y su relación con los derechos de las mujeres. La autora define el concepto de este término y da a conocer un listado de los derechos que éste engloba, asimismo menciona que las mujeres no han sido debidamente incorporadas en los procesos de Justicia Transicional al no tener estos una perspectiva de género, lo cual es necesario que ocurra. Finalmente, la autora señala que se han tenido informes más verídicos cuando se aplicó este enfoque de género.

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Kruger, Marie Elizabeth. "The development of a protocol to ensure the recognition of the rights of children during a legal process." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07182006-103946.

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Books on the topic "Recognition justice"

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Lovell, Terry. (Mis)recognition, social inequality, and social justice. Milton Park, Abingdon, Oxon: Routledge, 2007.

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Burns, Tony. Global justice and the politics of recognition. Houndmills, Basinstoke, Hampshire: Palgrave Macmillan, 2013.

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Burns, Tony, and Simon Thompson, eds. Global Justice and the Politics of Recognition. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137318169.

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Ateneo de Manila University Press, ed. Recognition: Examining identity struggles. Quezon City: Ateneo de Manila University Press, 2015.

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Bound by recognition. Princeton, NJ: Princeton University Press, 2002.

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Solidarity in individualized societies: Recognition, justice and good judgement. Abingdon, Oxon: Routledge, 2013.

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Piromalli, Eleonora. Axel Honneth: Giustizia sociale come riconoscimento. Milano: Mimesis, 2012.

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Hegel and feminist social criticism: Justice, recognition, and the feminine. Albany: State University of New York Press, 1997.

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Fraser, Nancy. Adding insult to injury: Social justice and the politics of recognition. London: Verso, 1999.

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Huntly, Alyson. Of love and justice: Toward the civil recognition of same-sex marriage. Toronto: United Church of Canada, Justice, Global and Ecumenical Relations Unit, 2003.

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Book chapters on the topic "Recognition justice"

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Coolsaet, Brendan, and Pierre-Yves Néron. "Recognition and environmental justice." In Environmental Justice, 52–63. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Key issues in environment and sustainability: Routledge, 2020. http://dx.doi.org/10.4324/9780429029585-6.

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Heins, Volker M. "Recognition and Global Justice." In Handbuch Filmtheorie, 1–8. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-19561-8_72-1.

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Predelli, Line Nyhagen, Beatrice Halsaa, Cecilie Thun, Kim Perren, and Adriana Sandu. "Citizenship, Recognition and Justice." In Majority-Minority Relations in Contemporary Women’s Movements, 61–85. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137020666_3.

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Diez, Thomas. "Recognition, reproduction, transformation." In Conflict Resolution and Global Justice, 19–34. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003026747-3.

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Mookherjee, Monica. "Recognition, the Politics of." In Encyclopedia of Global Justice, 933–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9160-5_373.

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Pereira, Gustavo. "Justice and Recognition: Two Models." In Elements of a Critical Theory of Justice, 11–22. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137263384_2.

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Schuppert, Fabian. "Global Justice and Non-Domination." In Freedom, Recognition and Non-Domination, 145–77. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6806-2_6.

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Browning, Gary. "Hegel on War, Recognition and Justice." In Hegel and Global Justice, 193–209. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-90-481-8996-0_10.

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Buchwalter, Andrew. "Hegel, Global Justice, and Mutual Recognition." In Hegel and Global Justice, 211–32. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-90-481-8996-0_11.

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Winter, Christine J. "The settler state, recognition and power." In Subjects of Intergenerational Justice, 52–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003097457-4.

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Conference papers on the topic "Recognition justice"

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Govaris, Christos, Dimitrios Sakatzis, Emmi Sarafidou, and Stavroula Kaldi. "INVESTIGATING SCHOOL INEQUALITIES IN THE GREEK SCHOOL FROM THE PERSPECTIVE OF RECOGNITION JUSTICE (ANERKENNUNGSGERECHTIGKEIT)." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1457.

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Kharlie, Ahmad Tholabi, and Dr Fathudin. "The Constitutional Policy: State Recognition of the Believers in Indonesia." In 1st International Conference of Law and Justice - Good Governance and Human Rights in Muslim Countries: Experiences and Challenges (ICLJ 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclj-17.2018.30.

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Van den Berg, Carolien, and Belinda Verster. "Design principles for interdisciplinary collaborative learning through social, digital innovation." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13092.

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As academics, we are acutely aware of our responsibility in the design of our teaching and learning environment to instil principles of ethics, sustainability, agency and social justice. We are at the crossroad between the commodification of knowledge versus learning that steeped in well-being and innovative socio-ecological and or socio-technical transitions. These complexities prompted a Design-Based Research (DBR) project that commenced in 2020 to test and refine design principles that can facilitate an interdisciplinary, collaborative learning environment that exposes students to future challenges foregrounded in social justice perspectives of local voice, collaboration and co-design. A conceptual model informed by four pedagogical propositions of relationality, reflexivity, responsiveness and recognition is stipulated and nine design principles derived from these propositions are proposed. The overall purpose of this DBR project is to situate the student within a multifaceted learning experience that mimics the complexities associated with an interdisciplinary collaborative learning environment steeped in contemporary societal problems within a specific societal context. The ultimate aim of this project is to shift from interdisciplinary to transdisciplinary collaboration to explore a holistic approach to complex societal problems.

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Yi Jian, Izzy, Esther H.K. Yung, May Jiemei Luo, Weizhen Chen, and Edwin H.W. Chan. "A typological study of public open space in private developments in Hong Kong." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/ebov7340.

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Public Open Space (POS) can generate a range of benefits across economic, social and environmental dimensions. As the government gradually contracting out the urban development responsibilities to private sectors, the fundamental mechanisms for the provision and management of POS have altered in cities all over the world. Public Open Space in Private Developments (POSPD) are accused of limiting the manifestation of social or ethnic identity, declining in public space quality. The typological study of POSPD offers a vital tool to understand, assessing and improving the existing POSPD. However, there are surprisingly few published typologies investigating the publicness and management dimension with a special focus on POSPD. Intentionally, we first discuss existing classifications and typologies of POS and comply with a list of complex measures that are inherited from scholars’ previous research. By examining the diversity of POSPD in terms of its spatial justice performance, we organise this diversity into a POSPD typology dedicated to compact urban morphology. The proposed POSPD typology allows the most effective management of existing POSPD, as well as a more precise recognition of gaps that is relevant to POS service and governance practice.

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Namiq, Asos. "Base estoppel and its impact on modifying the binding force of the contract." In INTERNATIONAL CONFERENCE OF DEFICIENCIES AND INFLATION ASPECTS IN LEGISLATION. University of Human Development, 2021. http://dx.doi.org/10.21928/uhdicdial.pp213-221.

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The contract is the Sharia of the Contracting Party as a rule that does not govern the contract only upon formation, but also upon execution, since the terms of the contract are transformed, after its formation, into a law that imposes itself, and its sanctity cannot be violated. That is, when the contract is valid and enforceable, it must be executed according to what it contains and in accordance with good faith and trust between people, and this is called the principle of binding force of the contract. Whenever the contract is binding on both parties, one of the parties cannot be the only one to rescind or amend it. The mandatory limits of the contract are not limited to what the contracting parties have agreed only, but include all of its requirements in accordance with legislative and customary rules, and what justice requires, and what is imposed by the nature of the full-time obligation of the contract. When executing the contract, the extent of the debtor’s commitment to the contract is measured in the manner in which it is implemented, and his agreement with the requirements of the contract, that is, the closer the method of implementation is with the requirements of the contract, the debtor is considered on the right path in fulfillment, and the more the method of implementation is far from the requirements of the contract, the debtor is considered in breach of his contractual obligations. Since the debtor may deviate from the prescribed path in some cases due to the difficulty of implementing the obligation on the one hand, and the difficulty of harmonizing the circumstances and methods of implementation on the other hand, the law allowed the creditor to object to the debtor’s behavior whenever he saw it as different from the contract based on the binding force of the contract. But this right granted to the creditor is not an absolute right. Rather, it is restricted by his act or statement that revealed to the debtor the safety of his conduct in the implementation of the contract, meaning that despite the recognition of the right to object to the creditor, the creditor may be suspended by what was previously issued by him, i.e. closed The door of objection to it, and this is called the rule of judgment closure that we have chosen as the subject of our study. We deal with it by research and study to show the limits of this rule, and its impact on modifying the binding force of the contract, whether by making mandatory certain clauses in the contract or even creating new clauses, or by stripping a contractual obligation of its binding force.

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Joglar, Hernan, and Julian Chaparro. "Valuing IS/IT Resources as an Antecedent of Ab-sorptive Capacity: An RBV Perspective." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3121.

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Knowledge recognition as an organizational asset of strategic importance has generated growing interest on absorptive capacity. Surprisingly enough, research on the factors that originate this capacity has been rather scarce. Thus, existing knowledge on the matter suffers relevant omissions. One significant factor that has been excluded from the identified set of antecedents is the collection of resources and capabilities that derive from information systems and information technology (IS/IT). Therefore, this article is aimed at developing the arguments that justify considering IS/IT resources as an antecedent of absorptive capacity, and also at identifying the main relationships among these resources and the most relevant antecedents previously identified. This research concludes that IS/IT resources not only are an important antecedent of absorptive capacity, but also play a moderating role over the effects of many other antecedents.

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Veide, Martins. "Learning Self-Reliance and Responsibility from the Point of View of Existentialism." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.027.

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As a result of the increased amount of information the importance of its independent, critical evaluation is increasing, so that the knowledge learning would not be replaced by the accumulation of information. The responsibility for and the ability to evaluate information independently are relevant as learning outcomes of education for sustainable development. Responsibility and self-reliance as important areas of human life are the focus areas of the existentialist approach; still, this approach is very little used in pedagogy. The results of this research substantiate the topicality of the existentialist approach in modern humanistic pedagogy, in which the emphasis is placed on the personal significance of the learning process. The main aim of the article is to analyse the learning of self-reliance and responsibility from the point of view of existentialism and to evaluate the conditions of its realization in pedagogical practice. The study was done by combining the results of the author’s previous empirical research, observations in pedagogical practice and analysis of the scientific literature. In the minds of Latvian adults, their self-reliance and responsibility are integral components of both the quality of living and the meaning of learning. With age, there is a growing tendency to associate self-reliance not with independent thinking, but with independence and, consequently, existential concerns about the possibility of its realization. An important existential aspect of the learning process is: the distinction between learning to be self-reliant and responsible and learning to find a place in the network and function in pursuit of personal safety and worth. Self-reliance as a relative independence from security, belongingness and recognition and responsibility as an awareness of one's impulses, feelings and attitudes are related to the survival of existential loneliness and overcoming anxiety. Learning self-reliance and responsibility means learning self-reflection, learning to meet oneself, getting to know one's interests and the factors that cause fear, rather than diverting attention to others to information that helps to justify oneself.

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