In his Tanner Lecture of 1979 called ‘Equality of What?’ Amartya Sen asked what metric egalitarians should use to establish the extent to which their ideal is realized in a given society. What aspect of a person’s condition should count in a fundamental way for egalitarians, and not merely as cause of or evidence of or proxy for what they regard as fundamental?

_How not to be a hypocrite: _the indispensable guide to school choice that morally perplexed parents have been waiting for. Many of us believe in social justice and equality of opportunity - but we also want the best for our kids. How can we square our political principles with our special concern for our own children? This marvellous book takes us through the moral minefield that is school choice today. Does a commitment to social justice mean you have to send (...) your children to the local comprehensive - regardless of its academic results? Is it hypocritical to disapprove of private schools and yet send your child to one? Some parents feel guilty but shouldn't. Others should feel guilty but don't. Read _How Not to be a Hypocrite_, then answer the questionnaire, and work out where you stand on this crucial issue. (shrink)

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 (...) social contract as a more satisfactory account of the basic rights and liberties of citizens as free and equal persons. "Each person," writes Rawls, "possesses an inviolability founded on justice that even the welfare of society as a whole cannot override." Advancing the ideas of Rousseau, Kant, Emerson, and Lincoln, Rawls's theory is as powerful today as it was when first published. (shrink)

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.

"Equality of opportunity for all" is a fine piece of political rhetoric but the ideal that lies behind it is slippery to say the least. This book defends a particular account of the ideal and its place in a more radical version of what it is to level the playing field.

Some theorists argue that rather than advocating a principle of educational equality as a component of a theory of justice in education, egalitarians should adopt a principle of educational adequacy. This paper looks at two recent attempts to show that adequacy, not equality, constitutes justice in education. It responds to the criticisms of equality by claiming that they are either unsuccessful or merely show that other values are also important, not that equality is not important. It also argues that a (...) principle of educational adequacy cannot be all there is to justice in education. (shrink)

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 ...

Some of the barriers to the realisation of equality reflect the value of respecting prerogatives people have to favour themselves. Even G.A. Cohen, whose egalitarianism is especially pervasive and demanding, says that.

_How not to be a hypocrite: _the indispensable guide to school choice that morally perplexed parents have been waiting for. Many of us believe in social justice and equality of opportunity - but we also want the best for our kids. How can we square our political principles with our special concern for our own children? This marvellous book takes us through the moral minefield that is school choice today. Does a commitment to social justice mean you have to send (...) your children to the local comprehensive - regardless of its academic results? Is it hypocritical to disapprove of private schools and yet send your child to one? Some parents feel guilty but shouldn't. Others should feel guilty but don't. Read _How Not to be a Hypocrite_, then answer the questionnaire, and work out where you stand on this crucial issue. (shrink)

This chapter contains section titled: I II III IV V VI VII VIII IX X XI XII Coda Appendix Acknowledgements.

_Dworkin and His Critics_ provides an in-depth, analytical discussion of Ronald Dworkin's ethical, legal and political philosophical writings, and it includes substantial replies from Dworkin himself. Includes substantial replies by Ronald Dworkin, a comprehensive bibliography of his work, and suggestions for further reading. Contributors include Richard Arneson, G. A. Cohen, Frances Kamm, Will Kymlicka, Philippe van Parijs, Eric Rakowski, Joseph Raz and Jeremy Waldron. Makes an important contribution to many on-going debates over abortion, euthanasia, the rule of law, distributive justice, (...) group rights, political obligation, and genetics. (shrink)

Does the unequal participation of non-traditional students in higher education indicate social injustice, even if it can be traced back to individuals' choices? Drawing on luck egalitarian approaches,this article suggests that an answer to this question must take into account the effects of unequal brute luck on educational choices.I use a framework based on expected utility theory to analyse qualitative studies on educational choice.This reveals a variety of mechanisms through which differences in background conditions make non-traditional students less likely to (...) apply to university and/or particular institutions; the unequal participation of nontraditional students in higher education remains a problem of social justice. (shrink)