The general consequentialist argument for the global education of girls is examined with a view toward explicating the necessity of sensitivity to cultural factors. The work of Nussbaum, Chen and Yousafzai is alluded to, and it is concluded that educational work for girls and women cannot meaningfully be done without some advertence to local cultural standards, even if they seem restrictive.

This paper presents a curricular justification for teaching undergraduate college students in the United States about the practice of management. This justification turns on a conception of management as the routine, daily practice of seeking just relationships between an organization and distinct constituents of that organization. This search is an act of essay, the verb. With this interpretation of managerial practice as routine justice inquiry, I convene teachers from dozens of academic disciplines in a hypothetical endeavor to re-purpose managerial practice for purposes of General Education teaching. The resulting justification is an alternative to the customary defense that teaching about business and management enhances a college’s cash flow through substantial enrollments in those classes, a defense that stops well short of anything intellectual, much less curricular.