Justice

Step 1: Justice does not always mean giving identical benefits to everyone. Step 2: Extra help for economically weaker students reflects attention to special needs. Step 3: In exams, connect justice with fair support, not mere sameness.

Step 1: The veil of ignorance asks people to think without knowing their class, wealth, caste, or abilities. Step 2: This encourages rules that are fair for all. Step 3: For Rawls-based questions, focus on impartiality.

Step 1: Equal treatment is generally valued. Step 2: But when needs differ greatly, identical treatment may produce unfair results. Step 3: In exam answers, always read equality with context.

Step 1: Merit matters, but equal opportunity may not exist for everyone. Step 2: A disadvantaged student may fall behind due to fewer resources. Step 3: Link merit with opportunity in exam reasoning.

Step 1: Proportionality means judging according to situation and contribution. Step 2: The same penalty for different degrees of wrongdoing may be unfair. Step 3: When you see proportionality, think of balanced fairness.

Step 1: Legal justice is about following laws. Step 2: Social justice is about fair access to opportunities, dignity, and resources in society. Step 3: Treat them as different but connected ideas.

Step 1: Justice is not limited to correct procedure. Step 2: If the outcome is deeply unequal or harmful, justice is questioned. Step 3: In exams, notice both procedure and outcome.

Step 1: Rawls asks us to think without knowing our actual social position. Step 2: A person would consider that they might be among the least advantaged. Step 3: Therefore, they would choose fair and protective rules.

Step 1: Reservation is linked not to mere identical treatment but to correcting past disadvantage. Step 2: Its aim is to improve real equality of opportunity. Step 3: In such questions, identify corrective justice.

Step 1: Punishment is only one aspect of justice. Step 2: Justice also asks how people receive opportunities, resources, and dignity. Step 3: Remember justice as a broad concept.

Step 1: Similar offences require similar legal treatment. Step 2: Different punishment without valid reason shows bias. Step 3: Treat equality before law as a core part of justice.

Step 1: Distributive justice concerns the sharing of resources and opportunities. Step 2: It asks how benefits and burdens should be fairly allocated. Step 3: When you see distribution, think of resources and opportunities.

Step 1: Corrective justice is about repairing a wrong or harm. Step 2: Compensation to a victim is a way to correct loss. Step 3: Link corrective justice with harm and remedy.

Step 1: The existence of law alone is not enough. Step 2: If a law is biased in nature, even its enforcement can be unjust. Step 3: Do not assume law and justice are always identical.

Step 1: Social justice recognises inequalities present in society. Step 2: Its goal is to provide dignity and opportunities to disadvantaged people. Step 3: Connect social justice with dignity and opportunity.

Step 1: Formal equality and real equality can differ. Step 2: Extra support may bring disadvantaged persons closer to equal opportunity. Step 3: In justice questions, mention the importance of context.

Step 1: A just decision should not depend on personal likes or dislikes. Step 2: Impartiality gives equal consideration to all sides. Step 3: Understand impartiality as the opposite of bias.

Step 1: Equality is a major basis of justice. Step 2: But different support may be just when needs or historical disadvantages differ. Step 3: Do not treat equality as rigid sameness.

Step 1: Need is an important basis of justice. Step 2: But using only need may ignore contribution and responsibility. Step 3: In hard questions, identify both strengths and limits of each basis.

Step 1: Rights protect a person's freedom and dignity. Step 2: Duties ensure that we do not harm the rights of others. Step 3: Remember rights and duties as complementary.

Step 1: Declaring equal opportunity on paper is only a first step. Step 2: Education, income, family background, and social barriers affect actual opportunity. Step 3: Remember the difference between formal and real equality.

Step 1: Aristotle linked justice with proportion and merit. Step 2: People in similar positions should be treated similarly, and different positions may need appropriate difference. Step 3: Focus on justified difference in this idea.

Step 1: In a disaster, many need help, but some needs are more urgent. Step 2: Helping the most affected first is need-based justice. Step 3: In crisis examples, identify the role of need.

Step 1: Justice is not a tool to justify the interests of the powerful. Step 2: It requires fair standards for both weak and powerful. Step 3: In such questions, identify the clearly biased statement.

Step 1: Liberty is important but cannot be unlimited. Step 2: If one person's liberty harms another's rights or opportunities, justice demands balance. Step 3: Understand liberty and justice through balance.