Two Views of Justice
Topic
Two Views of Justice
Big Idea
Essential Question
What is justice?
Learning Standards Content
Students are expected to know the following:
- fundamental nature of knowledge, existence, and reality (adapted from Philosophy 12)
Curricular Competencies
Students are expected to be able to do the following:
- Make reasoned ethical judgments about people, places, events, phenomena, ideas, or developments and determine appropriate ways to respond (ethical judgment)
Core Competencies
I can discuss the major issues around fairness and justice in creating laws for a society.
I can analyze the tensions between two visions of a society and their benefits and deficits.
I can consider the criteria for the concepts of fair, equal, and just in the context of public life.
First People's Principles of Learning
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).- Show the Crash Course Philosophy video What is Justice?. Stop at 6:40.
- Provide students with the handout “Viewing Guide: What is Justice” and show the video a second time while students fill in their responses.
- Write the following words on the board: Fairness, Equality, Equity, Entitlement, Justice.
- Ask: How are these concepts similar? How are they different?
Part 1: Simulation
- In advance of the simulation, print out “Actual Grades” and “Boosted Grades”. Cut out the marks and place them in 10 white and 10 coloured envelopes.
- Begin by asking students if they have ever felt like a mark was unfair.
- Using a Socratic Circle strategy, have ten volunteers sit in an inner circle surrounded by their classmates.
- Use the slides “The Grading Game” to guide students through a simulation that will have them consider competing visions of society and their implications for laws and legislation.
- Lead the simulation using the visuals and instructions provided in the slides.
Part 2: Two Views of Society
- Using the slides “Two Views of Society”, present and discuss two competing visions of the State.
- Have them work with a partner to critically analyze the benefits and deficits of these two views of society. Provide students with the handout “PMI Chart”. They should complete one “PMI Chart” for Rawles’s view and one for Nozick’s view.
- Have students respond in writing to the reflection questions on the handout “Just Society”.
- Explore the concept of an unequal playing field by showing the video Race, Equality, Equity (3:29).
- Explore the concept of privilege by sharing the Privilege Power Wheel.
“Comparison of John Rawls And Robert Nozick Politics Essay.” 2018. UKEssays. https://www.ukessays.com/essays/politics/comparison-of-john-rawls-and-robert-nozick-politics-essay.php?vref=1
“Essay: John Rawls and Robert Nozick: Liberalism vs. Libertarianism.” [ca.2011?] Parallel Narratives. https://parallelnarratives.com/john-rawls-and-robert-nozick-liberalism-vs-libertarianism/
Fraser, C. R. 2011. "John Rawls, Robert Nozick, and the Difference Principle: Finding Common Ground." Inquiries Journal/Student Pulse, 3(04). Retrieved from http://www.inquiriesjournal.com/a?id=510
McCartney, S. and Parent, R. [n.d.] “Rawls’ Theory of Justice”. Ethics in Law Enforcement. Chapter 2: Ethical Systems. [Victoria, B.C.]: BCCampus. https://opentextbc.ca/ethicsinlawenforcement/chapter/2-10-rawls-theory-of-justice/
“Rawls vs Nozick.” 1978. YouTube. https://www.youtube.com/watch?v=T6QvkLCCNN0 [20:30]
“Rawls-v-Nozick: Liberty for All, or Just the Rich?” October 9, 2003. The Sydney Morning Herald.
https://www.smh.com.au/opinion/rawls-v-nozick-liberty-for-all-or-just-the-rich-20031009-gdhk4e.html
