Freire’s pedagogy is commonly applied to the education of those relegated to known dangerous socio-economic exploitation locally and globally. In contrast, we apply his concerns to ourselves as among the seemingly privileged humans on this Earth. Through this essay, we challenge uncritical assumptions embedded in the forms of The Global Market normalized (and only occasionally challenged) in much business school education. We personalize ‘The Global Market’ as a particular representation of ‘Moloch’, an ancient deity demanding human sacrifice. We depict ‘Democracy’ as Moloch’s Handmaiden. Informed by Freire’s emancipatory values, we offer a contribution to management education that is responsive to, responsible for and response- able in the realization of global justice exemplified in (but not unique to) the aspirations of the United Nations. We offer an interpretation of the radical ethics of Emanuel Levinas whose attention lies with those countless people he claims each of us to have responsibilities for. Applied to the field of management education, we reflect on whether the United Nations-led Principles for Responsible Management Education offer opportunities to progress Freire’s Pedagogy of Hope to enhance forms of management learning infused with courageous love for universal emancipation from Moloch’s harms, an emancipation we express as universal justice.

Global peace and universal justice are aspirations of the Parliament of the World's Religions and the United Nations. Depicted as a braided river, this chapter endorses enhanced dialogue between these two organisations and their impact on peace leadership through a critical focus on the Principles for Responsible Management Education, principles informed by the UN's Sustainable Development Goals sourced in the Global Compact. Currents of such dialogue flowing towards just and sustainable ways of being human are posited as energetic streams of universal peace. The chapter considers divine love as an energy to invigorate leadership for such peace in the context of management education. The chapter does not directly address those for whom spiritual considerations are meaningless except insomuch as differences in ways of being human, spirit[ed], or otherwise energised, must be reconciled if global peace based on universal justice is to be the outcome of individual and collective human activities.

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