Psychology

The ideals of social development ethics are based on a hypothetical ground that speaks of education for all and poverty for none. This conjecture standardizes social morality within a discursive framework. Subsequently, it creates the need to address the issues that might show up in the events of educational deprivation in the grip of poverty. The primacy of education can never be undermined in relation to social development and eradication of poverty and crime (Guico et al., n. d.). Analyses of social trends over the years in varying contexts have underpinned that lack of education tends to trigger criminal activities. Poverty is at once a signifier and signified of criminal practices. In other words, economic oppression mobilizes deviant ways, which, in turn, leads to further degradation of ethical standards. This coursework aims to investigate into the probable correlation between education, poverty and crime.

The two key ethical considerations in relation to the thesis topic are, according to Carlton (2009), as follows
Education tends to diminish crime.
It reduces the amount of poverty and distress.

It may be noted that both these principles form a methodological groundwork for further inquiry into the interdependency among the three elements. Now the pertinent question to resolve is what the ethical considerations are for nullifying the adverse effects of the conditions that promote crime and other social malpractices. Having religious piety and socioeconomic stability may well reduce moral quandaries related to what is right and what is wrong. But then again, a person who, due to lack of education, is intellectually incapacitated to make the distinction between different ethical standards or, for that matter, aloof to the possibilities of ethical degeneration may never be brought back to the normal course of life from felonious slants.