Ethics and Sustainable Development Goals
SDG does not mean only the third most visited website on un.org. It’s about the noblest human aspirations of all. The UN defines the Sustainable Development Goals (SDGs) as “the world we want”. There is a good reason for that. SDGs “apply to all nations and mean, quite simply, to ensure that no one is left behind”. The road is well marked. “Above all, by adopting the map of the world we want to see in 2030.” (Ref. A. Smale. https://www.un.org/en/chronicle/article/what-sdgs-mean). Globethics Library goes a step further on this path and proposes a thematic collection on the SDGs, offering a single place for accessing the myriad of these precious indicators of the world we want, not the vision of some idealist dreamers nor the cynical reduction of human reality to cost and benefits, but a shared space we welcome around 17 key categories, aiming at better preserving this word from degradation.
The 17 Sustainable Development Goals
- (1) No Poverty
- (2) Zero Hunger
- (3) Good Health and Well-being
- (4) Quality Education
- (5) Gender Equality
- (6) Clean Water and Sanitation
- (7) Affordable and Clean Energy
- (8) Decent Work and Economic Growth
- (9) Industry, Innovation and Infrastructure
- (10) Reduced Inequality
- (11) Sustainable Cities and Communities
- (12) Responsible Consumption and Production
- (13) Climate Action
- (14) Life Below Water
- (15) Life On Land
- (16) Peace, Justice, and Strong Institutions
- (17) Partnerships for the Goals
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- The Future of Sustainability (Berkshire Encyclopedia of Sustainability). Berkshire Publishing Group, 2012
- Radical Human Ecology: Intercultural and Indigenous Approaches. Ashgate Publishing, 2012
- Green Business: An A-to-Z Guide. Sage Publications, 2010
See more Credo Reference titles Globethics Publications
- NANDHIKKARA, Jose. Gandhian ethics for sustainable development goals. In : Who cares about ethics? : selected essays from Globethics.net. Online. Globethics.net, 2021. p. 129–150.
- Blue Ethics : Ethical Perspectives on Sustainable, Fair Water Resources Use and Management. Online. Globethics.net, 2019.
- Sustainability Ethics : Ecology, Economy & Ethics : International Conference SusCon III, Shillong/India. Online. Globethics.net, 2015.
See more Globethics Publications Journals
- Challenges in Sustainability
- Discourse and Communication for Sustainable Education
- Management of Sustainable Development
See more journals Other resources
- United Nations
- SDG Academy
- Taylor & Francis SDG online
- Religion and Sustainable Development (Globethics.net Library collection)
Can customer relationships backfire?Shuqair, S., Costa Pinto, D., Cruz-Jesus, F., Mattila, A. S., da Fonseca Guerreiro, P., & Kam Fung So, K. (2022). Can customer relationships backfire? : How relationship norms shape moral obligation in cancelation behavior. Journal of Business Research, 151(November), 463-472. https://doi.org/10.1016/j.jbusres.2022.07.008 ---Funding Information: The authors Diego and Frederico gratefully acknowledge financial support from FCT Fundação para a Ciência e a Tecnologia (Portugal), national funding through research grant Information Management Research Center – MagIC/NOVA IMS (UIDB/04152/2020).
Understanding the barriers and facilitators of Students´ Individual PerformanceDissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Knowledge Management and Business Intelligence
A Weight and Meta-Analysis on the Academic Achievement of High School StudentsNunes, C., Oliveira, T., Santini, F. D. O., Castelli, M., & Cruz-jesus, F. (2022). A Weight and Meta-Analysis on the Academic Achievement of High School Students. Education Sciences, 12(5), 1-17. . https://doi.org/10.3390/educsci12050287
Governance and Choice of Upper Secondary Education in the Nordic Countries:Access and FairnessThis work discusses how the complex relationship between welfare policies of equity and market efficiencies/deficiencies of education policies is handled in local practices. It offers contributions from the five Nordic countries - Norway, Sweden, Denmark, Finland and Iceland - and pays special attention to questions about access and diversity in upper secondary education.
Time matters in higher education:How the ECTS changes ideas of desired student conductThe European Credit Transfer and Accumulation System (ECTS) is based on a
Contrary to reason: documentary filmmaking and alternative psychotherapiesThis article explores the relationship between documentary filmmaking and the radical psychotherapeutic theories and practices of François Tosquelles and Jan Bastiaans. In particular, it examines how the counter-cultural activism of the 1960s and the social commitments of various filmmakers influenced documentary aesthetics at this time, especially in relation to the representation of the realities of life and relationships in alternative psychotherapeutic communities. Focussing on
Network TD-SOM, using self-organizing maps and network analysis to make sense of large collections of documents: the case of NOVA IMS Master´s thesesDissertation presented as the partial requirement for obtaining a Master's degree in Data Science and Advanced Analytics, specialization in Data Science
Fostering a social practices approach for adult literacies to improve people's quality of life in Rwanda : policy brief number 2Acknowledgement: The project “Fostering a Social Practice Approach for Adult Literacies to Improve People’s Quality of Life In Western Rwanda” is funded by the Scottish Government under its Scotland Rwanda programme 2017-2023: https://www.gov.scot/publications/rwandadevelopment-programme2017-2023-grant-awards/.
Engaging with the Sustainable Development Goals by going beyond Modernity: An ethical evaluation within a worldview frameworkThe UN Sustainable Development Goals (SDGs) and targets are an important achievement. They largely reflect the worldview of Modernity, with its emphasis on scientific and planning rationality and emancipatory ideals. This worldview is no longer evident and dominant, and it is time to systematically explore complementing worldviews. Explicit use of worldviews, as sets of values and beliefs, and ethics enriches the interpretation and implementation of the SDGs. This facilitates the engagement of citizens in their real-world diversity and the development of respect for and empathy and cooperation with people holding other values, beliefs and morals. Dialogue around ‘the middle road’ can give guidance to just, fair and sustainable development pathways.
Policy dialogue, collaboration and ICTS:A mobilization Decision Theory PerspectiveThe use of ICT to support activities in the policymaking process is on the increase. At the inception of the COVID-19 pandemic, Government agencies around the world relied on ICTs to either remotely support and/or enable policy-making activities. Policy-making activities occur via collaborative processes between interested parties by means of dialogue. Some extant ICTs utilized by government agencies support and enable collaboration and dialogue. However, the decision on what ICT to adopt is not always easy as a result of the failure of some ICTs to support the task they were designed for. As a result due diligence is needed by public service administrators to decide on which ICT to adopt. This implies a decision process required to decide if the public agency will mobilize resources to acquire and implement the ICT. But as most government agencies around the world have adopted ICT to support dialogue and collaborative activities in their policy making decision. This paper provides the result of a study where the mobilization-decision theory was used to analyse and explain reasons why government agencies around the world, aside the pressure from COVID-19, made the decision to mobilize resources to acquire, implement and utilize ICTs for policy dialogue and collaboration.
Cognitive impairment and partnership status in the United States, 1998-2016, by sex, race/ethnicity, and educationShubhankar Sharma holds a St Andrews—Max Planck PhD Scholarship in Population Health. He gratefully acknowledges funding from the Max Planck Institute for Demographic Research, the University of St Andrews, and the resources made available by the International Max Planck Research School for Population, Health and Data Science. Hill Kulu received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No. 834103). His research was also supported by Economic and Social Research Council grant ES/K007394/1 (ESRC Centre for Population Change). Mikko Myrskylä was supported by the ERC Synergy Grant to BIOSFER (No. 101071773) and the Strategic Research Council (SRC) grant to FLUX Consortium, decision numbers 345130 and 345131.
A model for putting connectivism into practice in a classroom environmentDissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Information Systems and Technologies Management
Expanding educational opportunity: the mission of the Queen’s Colleges and their successors since 1845This brief overview will focus on one theme that has been central to mission of the original Queen’s Colleges and the modern-day successors (Queen’s University Belfast, University College Cork, and the National University of Ireland Galway/University of Galway) – that of expanding educational opportunities – as illustrated through three seminal periods in their history.
The complications of engaging with why the decolonisation of ‘knowledge’ matters to teaching and learning in higher education (ESAI)In postgraduate modules in education, I present opportunities for participants to engage inter-textually with deliberations on (a) why knowledge (singular) should be decolonised within the modern western-oriented university; (b) why the decolonisation of knowledges matter, with consideration of their relation to the formations of the self, social and ecological in education; and (c) what the potential act(s) of decolonising knowledge - through education - holds for engendering critical and generative roles which educators should occupy.
The complications of engaging with why the decolonisation of ‘knowledge’ matters to teaching and learning in higher educationIn postgraduate modules in education, I present opportunities for participants to engage inter-textually with deliberations on (a) why knowledge (singular) should be decolonised within the modern western-oriented university; (b) why the decolonisation of knowledges matter, with consideration of their relation to the formations of the self, social and ecological in education; and (c) what the potential act(s) of decolonising knowledge - through education - holds for engendering critical and generative roles which educators should occupy.