Justice

Step 1: A declaration of opportunity is not enough. Step 2: Unequal resources make competition unequal in reality. Step 3: In exams, clearly distinguish formal equality from real equality.

Step 1: The veil of ignorance assumes that a person does not know class, wealth, caste, or ability. Step 2: Therefore, they may imagine being disadvantaged. Step 3: In Rawls, understand fairness together with protection.

Step 1: Access to court is not fulfilled merely by an open door. Step 2: Without legal help, a poor person may present their side weakly. Step 3: Link access to justice with cost and support.

Step 1: Equal treatment generally appears fair. Step 2: But identical treatment for people with different needs and barriers may fail real justice. Step 3: Understand equality with context.

Step 1: Clarity of law is important but not sufficient. Step 2: Justice also examines how a law affects different groups. Step 3: In difficult questions, check both form and outcome.

Step 1: Distributive justice concerns the sharing of resources in society. Step 2: It includes not only benefits but also burdens and responsibilities. Step 3: When you see distribution, think of benefits, burdens, and criteria.

Step 1: Equal opportunity does not only mean permission. Step 2: A student with disability may need support for real access to the exam. Step 3: Treat accommodation as fair access, not favouritism.

Step 1: Fair hearing is a core part of justice. Step 2: Punishment without hearing increases arbitrariness. Step 3: In punishment questions, check both evidence and hearing.

Step 1: Rawls does not justify all inequalities. Step 2: Inequality is limitedly acceptable only if it benefits the disadvantaged. Step 3: In the difference principle, identify the least advantaged.

Step 1: Selection for public posts should be based on open and fair grounds. Step 2: Kinship-based selection weakens merit and equal opportunity. Step 3: In public posts, treat favouritism as a sign of injustice.

Step 1: Corrective justice repairs harm or wrongful decision. Step 2: Compensation and restoration of dignity after wrongful punishment show correction. Step 3: In corrective justice, check wrong, harm, and remedy.

Step 1: The same amount can create different burdens in different economic situations. Step 2: It may be heavier for the poor. Step 3: In tax questions, treat ability to pay as a key basis.

Step 1: Transparency makes decisions open. Step 2: It allows citizens to examine reasons and demand accountability. Step 3: Link transparency with public reason and trust.

Step 1: Following law is one part of justice. Step 2: Social justice is also linked with opportunity, respect, and living conditions. Step 3: Understand law and social justice as related but not identical.

Step 1: A competition needs equal information along with equal rules. Step 2: Secret information gives unfair advantage to some. Step 3: In competition questions, check rules, information, and timing.

Step 1: In disasters, the seriousness of need differs. Step 2: Helping the most affected families first is need-based justice. Step 3: In relief examples, check need and urgency.

Step 1: Past disadvantage can affect present life. Step 2: But reform remains incomplete if present barriers are not removed. Step 3: Link historical and present dimensions together.

Step 1: A just inquiry requires an impartial investigator. Step 2: Investigating one's own case raises the risk of bias. Step 3: In inquiry and hearing, check independence and impartiality.

Step 1: Charity may depend on the giver's will. Step 2: Justice is linked with rights and fair social arrangements. Step 3: Understand the difference through rights.

Step 1: Birth is not a personal achievement. Step 2: Birth-based privilege can harm equal opportunity and dignity. Step 3: Treat birth privilege as a sign against justice.

Step 1: Balanced punishment is necessary for justice. Step 2: The same penalty for minor and serious wrongs may be disproportionate. Step 3: In punishment, check seriousness, context, and procedure.

Step 1: Good intention can be a beginning of justice. Step 2: But if the outcome harms the disadvantaged, the policy is questionable. Step 3: In policy, examine intention, procedure, and outcome together.

Step 1: A right is not merely a written statement. Step 2: Without awareness, a citizen cannot claim it. Step 3: Write awareness and access along with rights.

Step 1: Structural inequality is not limited to one incident. Step 2: It can be deeply present in education, work, respect, and institutions. Step 3: When you see structural, look for deeper social arrangements.

Step 1: Similar wrongs require similar legal treatment. Step 2: Different punishment based on influence shows bias. Step 3: Treat equality before law as a basic foundation of justice.