Normativity in the context of "Legal norm"

Ethics is the philosophical study of moral phenomena. Also called moral philosophy, it investigates normative questions about what people ought to do or which behavior is morally right. Its main branches include normative ethics, applied ethics, and metaethics.

Normative ethics aims to find general principles that govern how people should act. Applied ethics examines concrete ethical problems in real-life situations, such as abortion, treatment of animals, and business practices. Metaethics explores the underlying assumptions and concepts of ethics. It asks whether there are objective moral facts, how moral knowledge is possible, and how moral judgments motivate people. Influential normative theories are consequentialism, deontology, and virtue ethics. According to consequentialists, an act is right if it leads to the best consequences. Deontologists focus on acts themselves, saying that they must adhere to duties, like telling the truth and keeping promises. Virtue ethics sees the manifestation of virtues, like courage and compassion, as the fundamental principle of morality.

Sustainable development is an approach to growth and human development that aims to meet the needs of the present without compromising the ability of future generations to meet their own needs. The aim is to have a society where living conditions and resources meet human needs without undermining planetary integrity. Sustainable development aims to balance the needs of the economy, environment, and society. The Brundtland Report in 1987 helped to make the concept of sustainable development better known.

Sustainable development overlaps with the idea of sustainability which is a normative concept. UNESCO formulated a distinction between the two concepts as follows: "Sustainability is often thought of as a long-term goal (i.e. a more sustainable world), while sustainable development refers to the many processes and pathways to achieve it."

Heteronormativity is the definition of heterosexuality as the normative human sexuality. It assumes the gender binary (i.e., that there are only two distinct, opposite genders) and that sexual and marital relations are most fitting between people of the opposite sex.

Heteronormativity creates and upholds a social hierarchy based on sexual orientation with the practice and belief that heterosexuality is deemed as the societal norm. A heteronormative view, therefore, involves alignment of biological sex, sexuality, gender identity and gender roles. Heteronormativity has been linked to heterosexism and homophobia, and the effects of societal heteronormativity on lesbian, gay and bisexual individuals have been described as heterosexual or "straight" privilege.

The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced.

A great variety of topics is discussed in the philosophy of education. Some studies provide a conceptual analysis of the fundamental concepts of education. Others center around the aims or purpose of education, like passing on knowledge and the development of the abilities of good reasoning, judging, and acting. An influential discussion concerning the epistemic aims of education is whether education should focus mainly on the transmission of true beliefs or rather on the abilities to reason and arrive at new knowledge. In this context, many theorists emphasize the importance of critical thinking in contrast to indoctrination. Another debate about the aims of education is whether the primary beneficiary is the student or the society to which the student belongs.