Dialogue and the Limits of Violence: Some Thoughts on Responsible Action

Autor/in	Waghid, Yusef
Titel	Dialogue and the Limits of Violence: Some Thoughts on Responsible Action
Quelle	In: Journal of Beliefs & Values, 27 (2006) 3, S.315-325 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-7672
Schlagwörter	Stellungnahme; Foreign Countries; Violence; Aggression; Global Approach; Conflict Resolution; National Security; Self Destructive Behavior; Terrorism; Interpersonal Communication; Afghanistan; Germany; Iraq; Israel; Palestine; Rwanda; South Africa + Suchen Sie Ihr Suchwort? Ausland; Gewalt; Globales Denken; Conflict solving; Konfliktlösung; Konfliktregelung; National territory; Security; Staatsgebiet; Sicherheit; Self destrucive behaviour; Selbstzerstörung; Terrorismus; Interpersonale Kommunikation; Deutschland; Irak; Palästina; Ruanda; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article I explore some of the limitations of violence, in particular focusing on how it can possibly be undermined by dialogical action. Firstly, I argue that, although violence is at times justified by some people, its disrespectful use against innocent others, makes it illegitimate and therefore un-dialogical. Secondly, the use of violence is considered by some as circumstantial and restricted to the achievement of short-term goals. However, I argue that such action would lead to more violence and therefore should at all times be abandoned and conditions be established which are more favourable for dialogical action. Thirdly, violence ought to be prevented through the practice of responsible (respectful) action--action which takes into account non-instrumentality, impartiality and deliberation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10