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This book originated as lectures for a course on political philosophy that Rawls taught regularly at Harvard in the 1980s. |
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S. L. Hurley's ambitious work brings these two areas of lively debate into overdue contact with each other. |
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In this book, T. M. Scanlon offers new answers to these questions, as they apply to the central part of morality that concerns what we owe to each other. |
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John Wilson; Does Equality (of Opportunity) Make Sense in Education?, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 27–32, https://. |
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Since it appeared in 1971, John Rawls's A Theory of Justice has become a classic. The author has now revised the original edition to clear up a number of difficulties he and others have found in the original book. Rawls aims to express an essential part of the common core of the democratic tradition--justice as fairness--and to provide an alternative to utilitarianism, which had dominated the Anglo-Saxon tradition of political thought since the nineteenth century. Rawls substitutes the ideal of the (...) |
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Though the revised edition of A Theory of Justice, published in 1999, is the definitive statement of Rawls's view, so much of the extensive literature on Rawls's theory refers to the first edition. This reissue makes the first edition once again available for scholars and serious students of Rawls's work. |
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In this stimulating work of political philosophy, acclaimed philosopher G. A. Cohen sets out to rescue the egalitarian thesis that in a society in which distributive justice prevails, peopleâes material prospects are roughly equal. Arguing against the Rawlsian version of a just society, Cohen demonstrates that distributive justice does not tolerate deep inequality. In the course of providing a deep and sophisticated critique of Rawlsâes theory of justice, Cohen demonstrates that questions of distributive justice arise not only for the state (...) |
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Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's rights include a right to personal autonomy. The book argues that school reform must always be evaluated from the perspective of social justice and applies the theory, in particular, to school choice proposals. It looks at the parental choice schemes in Milwaukee, Wisconsin, and in England and Wales, and argues that (...) |
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This is a volume of philosophical studies, centred on problems of personal identity and extending to related topics in the philosophy of mind and moral philosophy. |
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In this article, I develop and defend a prioritarian principle of justice for the distribution of educational resources. I argue that this principle should be conceptualized as directing educators to confer a general benefit, where that benefit need not be mediated by improved academic outcomes. I go on to argue that it should employ a metric of all-things-considered flourishing over the course of the student's lifetime. Finally, I discuss the relationship between my proposed prioritarian principle and the meritocratic principle that (...) |
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Thomas Nagel addresses the conflict between the claims of the group and those of the individual. Nagel attempts to clarify the nature of the conflict – one of the most fundamental problems in moral and political theory – and argues that its reconciliation is the essential task of any legitimate political system. |
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Some people believe that the equality of people's well-being makes an outcome better, other things being constant. Call this Telic Egalitarianism. In this paper I will propose a new interpretation of Telic Egalitarianism, and compare it with the interpretation that is proposed by Derek Parfit 1995 and widely accepted by many philosophers. I will argue that my proposed interpretation is more plausible than Parfit's. One of the virtues in my interpretation is that it shows his Levelling Down Objection does not (...) |
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Though the Revised Edition of A Theory of Justice, published in 1999, is the definitive statement of Rawlsıs view, so much of the extensive literature on ... |
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Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence - in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding 'equal opportunities', 'social mix' (...) |
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The question of our educational obligations to disadvantaged students has typically been conceptualized using the language of achievement gaps: how and to what extent should we ameliorate gaps between students in terms of their attainment of certain valuable outcomes that are correlated with education? Recently, some have argued that the language of achievement gaps is misconceived and problematic, and that we should instead conceptualize our obligations to students as an education debt that is owed to certain disadvantaged students as descendants (...) |
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John Wilson; Does Equality (of Opportunity) Make Sense in Education?, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 27–32, https://. |
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This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum. |
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This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum. |
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