During the last decades of the twentieth century, various social and philosophical changes pushed to problematize some of the fundamental ideas of the theory of justice. Among them is the relationship that until then was postulated between the ideas of justice, an ideal construction that the philosopher was supposed to elucidate, and injustice, a secondary concept understood as the absence of justice. The idea of the “priority of injustice” now appears as a fundamental starting point for many philosophers of diverse (...) traditions. In this article I will analyze the different meanings that this priority adopts in the main representatives of this “shift”, as well as their different ways of conceiving injustices, giving reasons to prefer some approaches to others. This “Copernican shift”, as I will attempt to show, entails transformations relevant to the idea of justice that no contemporary theory should ignore.Keywords: justice, injustice, ideal theory, democracy, justice as a process. (shrink)

the aim of this paper is to prove that secession is inherently undemocratic. We will review the secessionist arguments: the one that starts from a wrong idea of selfgovernment and the one that starts from liberalism. then, we will oppose objections to both: defending the value of equality; rejecting internal homogeneity claims; picking up Buchanan’s classic objections; and finally, reformulating, with Habermas and Pogge, a concept of self-government in order to deduce that it is not legitimate to draw more boundaries (...) because an ideal democracy would require to eliminate the current borders. (shrink)

Proposals for moral education have been formulated since as long back as in Greek Antiquity. It is remarkable that, despite its plurality and its long history, victims have rarely found a relevant space in that education. This fact does not only fuel an injustice, a non-recognition of their rights, but it also means a serious damage to the quality of such education. This paper seeks to fill in such a gap by looking into how contemporary educational models are improved when (...) victims are considered in their respective formative designs. This transformation is dwelt upon here from the perspective of classical approaches such as the formation of character or the development of moral judgement, and also from more recent paradigms such as the care relation and alterity. Always keeping in mind the ultimate objective of achieving a wellfounded and sound moral education, this is pursued by never forgetting the impact on the victims and the protection of their rights. _Received_: 24 January 2020 _Accepted_: 08 April 2020 _Published online: _Articles in Press 07 April 2020; No. 5 26 June 2020. (shrink)