Distributive Justice in Competitive Access to Intercollegiate Athletic Teams Segregated by Sex

A theory of justice for the basic structure of society may constrain though not directly govern colleges. The principle of "equal opportunity" commonly applied to jobs either does or does not apply to varsity opportunities. If it applies, it interdicts sex discrimination but, one fallacious argument notwithstanding, it states no obligation to expend resources on new teams. If it does not apply, an analogue of Rawls's difference principle may appropriately constrain inequalities between the sexes. In either case the preferences of a majority of the sex affected by any inequality are pivotal in fashioning any tenable distributive policy. Those preferences are neglected by a government policy that assimilates equal opportunity to equality of (i) the ratio of male:female varsity athletes and (ii) the ratio of male:female students. It is argued that such policy rests on affirming the consequent. Its effects include misallocations of resources and overvaluation of athletics. It is argued that what should approximately be equal is competitive access, the ratio of available positions to aspirants, for each sex. Two versions of a principle of equal competitive access are proposed, the recommended one of which pertains to teams whose net consumption of resources is positive.     

Chaïm Perelman: Justice,argumentation and ancient rhetoric

Theoretical interest in Perelman's thought is linked, for the main part, to the place he accords to the notion of argumentation, defined in his work in reference to the Greek philosophy, as represented by Plato and Aristotle, in contrast to the assertions of the sophists and rhetors. He separates the notion of demonstration and that of argumentation and supports his position on an analysis of the debates which were common in the sophistic and rhetoric period.It is in different ways that the notion of argumentation comes into the work of Perelman. By taking up again the analysis of justice with the aim of removing the various strata of meaning which had accumulated on it as a result of the reductions of Plato and the dialectical analyses of Aristotle, Perelman showed that the theory of argumentation transcends the domain of right in which it is rooted and ought not be abandoned to lawyers only. Thus, he follows a train of thought to which he accords a certain nobilty in the name of the new rhetoric. This manner of considering the relationship of the moderns to the Greeks leads him to set up the notion of argumentation in his own texts, where it demonstrates a logical retreat which enables him to work back from Aristotle to Plato and from him to the rhetors and sophists, whose discourse is defined on the level of the self-referential.The exemplary character of Perelman's work is on account of this rehabilitation of argumentation in the old rhetoric which will be examined here.A slightly different version of this essay was presented at the Third Intenational Philosophy Symposium on Justice, Athens, 22–27 May 1987.     

Preschoolers’ Distributive Justice When They Distribute Few Total Rewards in a Third‐Party Task

Five‐year‐old children were presented with a story in which one character made three origami stars and another made nine. Then the participants were asked to distribute small rewards to each character (“Three” or “Four” candies), and were told to use all the candies (“All” instruction), or that “You can leave some candies, if you don't want to use all the candies (‘Partial’ instruction).” In Study 1, almost all children distributed the candies equally (Four). Some participants (28.1%) refused the All instruction for Three, and then equally distributed the candies. They conducted equality allocations in three or all four of the conditions, giving a ratio for “Thorough Egalitarians” of 20–30%. Study 2 used looking‐time measures to assess participants’ judgment. Children looked longer at the amounts of production of two characters in condition Three than in condition Four. Allocation patterns were almost identical to Study 1, but the condition “Partial‐Three” results were not reproduced. The paper discusses the types of egalitarian behavior and the associated production and reward quantities observed.     

The Cross

ABSTRACT

My aim is a philosophical understanding of sacrifice, and especially of the Christian conception of sacrifice. Initially distancing myself a little from the strictly ritual notion of sacrifice, I work with a concept of sacrifice as 1) a voluntary choice (2) to forgo or lose or give away (3) something costly, perhaps supremely costly, (4) as an expressive action, where (5) what is so expressed typically is or includes devotion or loyalty to something exalted. I consider three historical examples of political sacrifices, sacrifices made for a cause, and three literary examples of personal sacrifices, sacrifices made by one person for another. I note that in the Christian context it is very common for sacrifices either political or personal to be taken to be imitations of Jesus’ sacrifice as presented in the New Testament, and ask therefore how we are to understand that. My conclusion is that Jesus’ sacrifice can be seen as involving both a political and a personal aspect—but that in fact, it can only be made as intelligible as may be by understanding it, as the Letter to the Hebrews does, in ritual terms.     

权利游戏——中国文化中的人情对腐败意识的影响

腐败是危害社会公正、法治的不良现象。为考察中国文化中的人情对腐败意图的影响,通过两轮问卷向190名大学生进行调查,结果发现:(1)人情不是单一整体,而是包含情感、资源、规范三个维度的复杂构念;(2)人情中的资源维度显著正向影响腐败意图,并且这一过程不受道德认同的影响。研究结果说明,为建立一个清廉、和谐的社会,人情中的不良成分,如利用人情资源获得优先对待必须被避免。     

The impact of perceived effort–reward imbalance on workplace bullying: also a matter of organizational identification

Work environments characterized by inadequate work conditions have been widely recognized as being particularly prone to the occurrence and exacerbation of bullying behavior. Accordingly, this longitudinal study aimed to explore whether the impact of effort–reward imbalance (ERI) on workplace bullying was mediated by a lower perception of organizational justice, and whether the association between ERI and perceptions of justice was moderated by organizational identification. In the current study, a sample of N = 195 Spanish employees from different occupational sectors filled in an online questionnaire at two different times with a time lag of 8 months. In line with the hypothesized moderated mediation model, results showed that organizational justice mediated the impact of ERI on workplace bullying. Moreover, the effect of perceived ERI on organizational justice was stronger for employees with low organizational identification. Overall, this study can contribute to better understanding how and when ERI boosts the risk of workplace bullying. Accordingly, early intervention designed to buffer the negative effects of ERI should focus on increasing individual levels of organizational identification.     

Indirect cosmopolitan education: on the contribution of national education to attitudes towards foreigners

ABSTRACT

Many rich countries are witnessing the rise of xenophobic political parties. The opposition to immigration and global redistributive policies is high. How can we pursue global justice in such non-ideal circumstances? Whatever the way we want to pursue global justice, it seems that a change in the political ethos of citizens from rich countries will be necessary. They must come to internalize some genuine concern for foreigners and relativize national identities. Can education contribute to the promotion of such cosmopolitan ethos? An overtly cosmopolitan educational agenda is not likely to be endorsed in these societies where national ties and national priority may be considered fully legitimate by the majority. Nevertheless, this paper argues, some more achievable educational aims may have desirable cosmopolitan spillover effects although it is not their primary purpose. Decentration, empathy, critical thinking, understanding of social reality and social mix can be defended as necessary for a better domestic society. Yet these aims also make the widespread development of a cosmopolitan ethos more likely. This paper thus considers the arguments that can be made for these educational aims and their potential effects on citizens’ attitudes towards foreigners. Then, it discusses a possible tension with another aspect of national civic education: national integration.     

Educational justice and transnational migration

ABSTRACT

In this paper I address the distributive, inclusive, and relational dimensions of educational justice individually in relation to transnational migration. First, I thematize distributive issues with regard to immigrant students, the central question being whether these students are entitled to more or less educational resources as non-immigrant students. Second, I discuss to which extent and in which sense enabling immigrant students to participate fully in the social and political life of their receiving country is a demand of educational justice. Third, I elaborate on which kinds of educational interactions – in the first place, which types of teaching – could perpetuate unjust treatment of those students in the form of disrespect. I claim that educational justice with regard to immigrated students consists in their enabling to full social and political participation by a mode of teaching that positively addresses students’ biographical experiences with migration, and by constructing school curricula which encourage inter-lingual, inter-cultural, and inter-contextual translations in the classroom. That is to say, that educational justice in context of migration is to be ultimately understood as relational justice, or more specific – as a matter of just pedagogical relations.     

顾客公平、情绪体验与员工情绪劳动的关系

采用情景故事法模拟八个顾客公平情景,对160名接线员情绪劳动进行测量,并比较不同故事情景下员工情绪劳动的差异。结果表明,公平感与员工情绪体验正相关显著,二者均与员工情绪劳动负相关显著;在顾客对员工自身或同事公平的情景下,完成情绪劳动付出的意志努力显著低于在顾客对员工自身或同事不公情景中付出意志努力;但在顾客对员工或同事一方不公平及都不公平情景下,情绪劳动差异不显著,员工完成情绪劳动均需付出的较高意志努力,但会显著高于顾客对员工或同事都公平的情景中完成情绪劳动付出的意志努力,即无论顾客对员工自己不公平还是对同事不公平及二者都不公平,只要有不公平情境的存在,员工都需要付出较多的意志努力完成情绪劳动。     

Brock on the justification,content, and application of global justice

Abstract

A review essay of Gillian Brock Global Justice: A Cosmopolitan Account (Oxford University Press, 2009)