Module-Concepts [Justice] 2100-SPP-L-D4MOCO

https://sites.google.com/uw.edu.pl/justice

This seminar investigates key theories, concepts, and controversies in distributive justice. Rather than focusing on empirical policy design—already covered in other program courses—this course centers on normative frameworks that help us judge when and why certain distributions of resources, rights, or opportunities are just. Students will work with one core reading per session from The Handbook of Distributive Justice (edited by Serena Olsaretti). By examining classical and contemporary theories, as well as their implications for less commonly addressed areas such as language rights or obligations to future generations, participants will develop a sophisticated toolkit for analyzing policy challenges. Each session is discussion-based, with no lectures or workshops, relying on active student participation and critical reflection.

Workload Estimate:

Contact hours: 30 hours (15 seminar sessions, each 90 minutes)
Weekly reading and preparatory work: Approx. 3-4 hours
Total student effort: Approx. 75-90 hours over the semester
Seminar Topics and Required Readings:
(Each session is based on one chapter from The Handbook of Distributive Justice, S. Olsaretti ed.)

Introduction to Distributive Justice

Reading: Introduction: "The Idea of Distributive Justice" (Serena Olsaretti)
Focus: Overview of key themes and normative questions.
Rawls and the Difference Principle

Reading: Ch. 1 "Rawls on Distributive Justice and the Difference Principle" (Samuel Freeman)
Focus: Foundational liberal egalitarian theory.
Equality vs. Priority

Reading: Ch. 3 "Equality versus Priority" (Michael Otsuka & Alex Voorhoeve)
Focus: Disentangling equal treatment from prioritizing the disadvantaged.
The Capability Approach

Reading: Ch. 5 "The Capability Approach" (Ingrid Robeyns)
Focus: Well-being as capabilities rather than merely resources.
Desert-Based Justice

Reading: Ch. 7 "Desert-Based Justice" (Jeffrey Moriarty)
Focus: The moral relevance of merit and deservingness.
The Ethics of Care

Reading: Ch. 10 "The Ethics of Care" (Virginia Held)
Focus: Integrating relational and care-based considerations into justice discourse.
Foundational Moral Theories

Reading: Ch. 14 "Consequentialism, Deontology, Contractualism, and Equality" (Jonathan Quong)
Focus: Comparing fundamental moral frameworks underpinning distributive justice.
Ideal Theory

Reading: Ch. 15 "Ideal Theory" (David Schmidtz)
Focus: The role and limits of idealized conditions in theorizing justice.
Exploitation

Reading: Ch. 25 "Exploitation" (Benjamin Ferguson & Hillel Steiner)
Focus: Normative dimensions of unequal power dynamics and unfair advantage-taking.
Public Goods

Reading: Ch. 26 "Public Goods" (David Miller & Isaac Taylor)
Focus: Justifying fair provision and distribution of non-excludable resources.
Cultural and Religious Minorities

Reading: Ch. 27 "Cultural and Religious Minorities" (Peter Jones)
Focus: Accommodating minority rights within just frameworks.
Language

Reading: Ch. 28 "Language" (Alan Patten)
Focus: Linguistic justice and fair treatment of language communities.
Justice Across Borders

Reading: Ch. 29 "Justice Across Borders" (Michael Blake)
Focus: Global distributive justice beyond the nation-state.
Climate Change

Reading: Ch. 31 "Climate Change" (Simon Caney)
Focus: Normative issues in sharing climate burdens and responsibilities.
Future Generations

Reading: Ch. 32 "Future Generations" (Rahul Kumar)
Focus: Duties to those not yet born and long-term stewardship.
Pedagogical Approach:
Each session revolves around a student-led discussion of the assigned chapter. Students are expected to read in advance, identify key arguments, and engage critically with the text. The emphasis is on collective inquiry, debate, and the clarification of complex theoretical concepts. By the end of the seminar, students should be able to articulate, compare, and critically assess major theories of distributive justice, and apply these frameworks to novel policy issues that differ from those explored in more empirically focused courses.

Założenia (opisowo)

Before starting this seminar, students should possess: Foundational Knowledge in Social and Public Policy: Familiarity with basic social policy concepts, welfare state principles, and standard measures of inequality and redistribution. Prior courses introducing social policy, governance structures, and the role of state interventions will be beneficial. Introductory Understanding of Political Philosophy and Ethics: A general grasp of elementary moral and political concepts (e.g., fairness, rights, equality) as typically covered in introductory social science courses. The seminar does not require extensive philosophical background, but students should be comfortable engaging with abstract ideas. Analytical and Critical Thinking Skills: Ability to read academic texts carefully, identify key arguments, and analyze logical structures. Students should be ready to question assumptions, compare different theoretical perspectives, and discuss their implications. Communication Skills: Competence in expressing thoughts in spoken and written English, participating in discussions, and responding constructively to the viewpoints of others. These prerequisites ensure that students can engage meaningfully with the advanced theoretical material and participate actively in seminar debates.

Koordynatorzy przedmiotu

Ryszard Szarfenberg

Rodzaj przedmiotu

obowiązkowe

Tryb prowadzenia

w sali

Efekty kształcenia

Upon completion of this seminar, students will:

Knowledge:

Understand and distinguish between major theoretical frameworks of distributive justice, including Rawlsian egalitarianism, the capability approach, desert-based justice, and care ethics.
Identify key philosophical debates (e.g., equality vs. priority, ideal vs. non-ideal theory) and explain their significance for analyzing distributive issues.
Recognize the moral dimensions of less commonly discussed policy areas, such as linguistic justice, climate justice, and intergenerational obligations.
Skills:

Critically evaluate different theories of distributive justice, assessing their strengths and weaknesses in relation to various moral and political challenges.
Apply abstract normative principles to new contexts and policy dilemmas without depending solely on familiar empirical cases.
Engage in scholarly debate, construct well-reasoned arguments, and respond effectively to counterarguments in seminar discussions.
Social Competences (Attitudes):

Demonstrate openness to multiple normative perspectives and a willingness to consider morally challenging viewpoints.
Develop the capacity for reflective and respectful dialogue, both by presenting original thought and by critically, yet constructively, engaging with peers’ contributions.
Cultivate intellectual curiosity and independence in evaluating complex ethical and political questions related to social justice.

Kryteria oceniania

Assessment Methods:

Active Participation (40%):
Regular contributions to seminar discussions, demonstrating thorough preparation of readings. Students must show the ability to summarize key arguments, ask critical questions, and engage in thoughtful, respectful dialogue with peers.
Criteria: Frequency and quality of contributions, depth of understanding, and critical engagement with the text and classmates’ viewpoints.

Short In-Class Written Responses (30%):
Periodic short responses to prompts given in-class without prior warning. These are designed to test immediate comprehension and critical reflection on the assigned reading.
Criteria: Accuracy in representing authors’ arguments, coherence in reasoning, and ability to connect theoretical points to normative debates.

Final Analytical Oral Exam or Presentation (30%):
At the end of the semester, each student will present or orally defend a chosen theoretical standpoint from the course, applying it to a distinct topic not covered extensively in other modules (e.g., language rights in a multilingual society). The oral exam ensures that students can articulate their reasoning spontaneously and handle follow-up questions.
Criteria: Clarity of argumentation, depth of theoretical insight, ability to integrate multiple perspectives, and competence in responding to critical feedback.

Passing Criteria:
To pass the course, students must achieve at least 50% overall, with a minimum satisfactory performance in each of the components (participation, in-class responses, final oral assessment). High marks require demonstrated intellectual curiosity, strong analytical skills, and the capacity to synthesize course materials into original, well-reasoned normative arguments.

Praktyki zawodowe

Literatura

The primary and essential readings for this seminar are the selected chapters from The Oxford Handbook of Distributive Justice, edited by Serena Olsaretti (Oxford University Press, 2018). Each session focuses on one specific chapter from this volume. Students are required to read, in advance, the assigned chapter for each seminar meeting.

Core Text:

Olsaretti, Serena (ed.). The Oxford Handbook of Distributive Justice. Oxford: Oxford University Press, 2018.
Specific chapters assigned per session:

Introduction: “The Idea of Distributive Justice” (Serena Olsaretti)
Ch. 1: “Rawls on Distributive Justice and the Difference Principle” (Samuel Freeman)
Ch. 3: “Equality versus Priority” (Michael Otsuka and Alex Voorhoeve)
Ch. 5: “The Capability Approach” (Ingrid Robeyns)
Ch. 7: “Desert-Based Justice” (Jeffrey Moriarty)
Ch. 10: “The Ethics of Care” (Virginia Held)
Ch. 14: “Consequentialism, Deontology, Contractualism, and Equality” (Jonathan Quong)
Ch. 15: “Ideal Theory” (David Schmidtz)
Ch. 25: “Exploitation” (Benjamin Ferguson and Hillel Steiner)
Ch. 26: “Public Goods” (David Miller and Isaac Taylor)
Ch. 27: “Cultural and Religious Minorities” (Peter Jones)
Ch. 28: “Language” (Alan Patten)
Ch. 29: “Justice Across Borders” (Michael Blake)
Ch. 31: “Climate Change” (Simon Caney)
Ch. 32: “Future Generations” (Rahul Kumar)
Students must have access to the text and thoroughly prepare by reading the assigned chapter before each seminar. Additional supplementary readings may be recommended by the instructor during the semester to further clarify theoretical issues or provide additional context, but the above chapters are the essential literature required for successful completion of the course.

Uwagi

W cyklu 2024L:

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