Justice

In the Preamble, justice is understood as a broad constitutional goal rather than merely the settlement of individual court cases. It includes social justice, economic justice and political justice. These dimensions seek fair treatment, reduced structural inequality and meaningful participation in public affairs. Hence option B is correct. The other options restrict justice to sports, family customs or profit and ignore its public and democratic scope.

Step 1: Justice supports equal treatment in similar situations. Step 2: When situations differ special support can help create equal opportunity. Step 3: In exams understand equality and need together.

Step 1: Merit is important but every student or citizen does not start with the same facilities. Step 2: So looking only at merit can ignore hidden inequalities. Step 3: In exams connect merit with equality of opportunity.

Step 1: Behind the veil of ignorance a person does not know their social position in advance. Step 2: So they would choose rules that are safe and fair for all. Step 3: In exams remember Rawls through the idea of fair choice.

Step 1: When a person does not know their position they try to reduce risk. Step 2: Therefore they would choose rules that give protection even in a weak position. Step 3: Understand this as an example of the veil of ignorance.

Step 1: Proportionality means a decision should be balanced according to the situation. Step 2: Punishment benefit or share should be decided with a fair reason. Step 3: In exams link proportionality with fair balance.

Step 1: Some groups have been denied opportunities for a long time. Step 2: Such a policy can be an attempt to provide real opportunities. Step 3: In exams connect it with social justice and special support.

Step 1: A just process gives people fair hearing and clear rules. Step 2: A just outcome shows that the decision had a fair effect on people. Step 3: In exams mention both method and effect.

Step 1: In a hospital the seriousness of need may differ. Step 2: Treating a serious patient first is an example of need based justice. Step 3: In health related examples identify seriousness of need.

Step 1: Written rights alone are not enough. Step 2: If a person cannot use the right then real equality remains incomplete. Step 3: In exams write the difference between formal equality and real opportunity.

Step 1: Facilities like food health education and shelter are basic needs of life. Step 2: Without them a person cannot fully use opportunities. Step 3: In exams connect basic facilities with social justice.

Step 1: Equal treatment can generally be just. Step 2: But if people's needs differ identical treatment may create unequal effects. Step 3: In exams check the situation along with equal treatment.

Step 1: Neutrality can be useful but is not enough in every situation. Step 2: If barriers are unequal support is needed to remove them. Step 3: In exams connect fairness with real opportunity.

Step 1: Rights give a person the basis to make rightful claims. Step 2: Justice protects these claims and human dignity. Step 3: In exams connect rights with dignity and protection.

Step 1: A just decision should not be based on guesswork. Step 2: Evidence and reason make a decision factual and fair. Step 3: In exams connect evidence with proper procedure.

Step 1: Rawls idea emphasizes choosing fair rules. Step 2: Protection of the least advantaged is considered important in this view. Step 3: In exams connect Rawls with protection of weaker sections.

Step 1: In a market purchasing power can affect opportunities. Step 2: Very poor people may remain away from facilities like education or health. Step 3: In exams write the relation between market and social justice in a balanced way.

Step 1: A welfare state focuses on people's basic needs. Step 2: Education health and support schemes can make opportunities more just. Step 3: In exams connect welfare state with social justice.

Step 1: Rules may look equal but barriers like fees can block opportunity. Step 2: This means equal opportunity is not real for poor children. Step 3: In exams identify the difference between formal and real equality.

Step 1: Public interest means that a decision serves the wider good of society. Step 2: A just policy does not benefit only a few people but considers common welfare. Step 3: In exams connect public interest with policy and justice.

Step 1: Equal rules are necessary in competition. Step 2: But if preparation resources are very unequal real competition may be weak. Step 3: In exams mention both rules and opportunity.

Step 1: Accountability means power or an institution answers for its actions. Step 2: This reduces arbitrariness and increases public trust. Step 3: In exams connect accountability with transparency and justice.

Step 1: Proportional justice accepts difference according to situation and responsibility. Step 2: Higher pay for greater responsibility can be based on a fair reason. Step 3: In exams look for the relation between responsibility and proportion.

Step 1: In the same offence the basis of punishment should also be similar. Step 2: Very different punishment without fair reason harms fairness. Step 3: In punishment questions identify similar situations.

Step 1: Law can be a first step toward justice. Step 2: But if the law is not implemented or people cannot use it justice remains incomplete. Step 3: In exams write both law and implementation.