Justice

Step 1: Justice is a balance of many values. Step 2: Equality need merit and rights matter in different situations. Step 3: In exams mention more than one basis in a balanced way.

Step 1: Formal equality means rules appear the same for all. Step 2: Real equality checks whether people can actually use those rules. Step 3: In exams write the difference between equality on paper and equality in life.

Step 1: Equal rules are necessary for justice. Step 2: But if some people lack resources they cannot benefit from the rule. Step 3: In exams check access along with equal rules.

Step 1: Behind the veil of ignorance a person does not know their position in advance. Step 2: So the person chooses rules that give protection even in a weak position. Step 3: Remember it as an idea for choosing fair rules.

Step 1: Rawls emphasizes fair rules. Step 2: If rules protect even the least advantaged person society can be considered more just. Step 3: In exams connect Rawls with protection of weaker sections.

Step 1: In distributive justice the basis of distribution can change with the situation. Step 2: In relief and basic facilities need can be most important. Step 3: In exams identify need based justice in relief examples.

Step 1: Merit values effort and ability. Step 2: But comparison may be incomplete if some people lacked preparation resources. Step 3: In exams mention equality of opportunity along with merit.

Step 1: Many inequalities are formed through long term social conditions. Step 2: Understanding historical disadvantage helps explain lack of present opportunities. Step 3: In exams connect social justice with history and present opportunity.

Step 1: Procedural justice is linked with the method of decision making. Step 2: Hearing both sides and deciding by rules is a fair process. Step 3: In exams connect procedure with hearing and rules.

Step 1: Outcome based justice looks at the final effect. Step 2: If a decision places unfair burden on some groups questions of justice arise. Step 3: In exams analyse the effect of a policy.

Step 1: The effect of an equal policy may not be equal for all. Step 2: Justice requires checking how much effect falls on which group. Step 3: In exams write the impact along with the rule.

Step 1: Transparency makes process and reasons clear. Step 2: It helps people understand the fairness of a decision. Step 3: In exams connect transparency with trust and accountability.

Step 1: Accountability means an institution or officer must explain the reason for a decision. Step 2: This reduces arbitrariness and strengthens justice. Step 3: In exams connect accountability with fair governance.

Step 1: Just punishment should not be too low or too high compared with the wrong. Step 2: Proportionality keeps balance between punishment and mistake. Step 3: In punishment questions check seriousness and balance.

Step 1: Equal pay is considered fair for similar work and responsibility. Step 2: It reduces wage discrimination without fair reason. Step 3: In exams connect equal work with equal treatment.

Step 1: Justice does not call every difference wrong. Step 2: If responsibility and skill differ a pay difference can have a fair basis. Step 3: In exams distinguish fair reason from bias.

Step 1: Special support is just when it reduces a real barrier. Step 2: Assistance to a visually impaired student helps create equal opportunity. Step 3: In exams identify special support by its purpose.

Step 1: Bias is based on personal reason or arbitrariness. Step 2: Special support can aim to reduce real inequality. Step 3: In exams distinguish them by checking the purpose.

Step 1: Services like education health and food are linked with life. Step 2: If the market excludes the poor the state can promote justice through support. Step 3: In exams connect the role of the state with social justice.

Step 1: A welfare state focuses on basic needs. Step 2: Education health and support schemes make opportunities more real. Step 3: In exams connect the welfare state with social justice.

Step 1: Liberty gives a person a chance to choose. Step 2: Equality ensures that this chance reaches more people in society. Step 3: In exams treat both values as complementary not opposite.

Step 1: Dignity means a person should get conditions to live with respect. Step 2: Rights form the basis of security opportunity and respect. Step 3: In exams connect dignity with life conditions not only words.

Step 1: Law is useful when people can understand it. Step 2: Simple procedure and information help citizens use their rights. Step 3: In exams treat access to law as a part of justice.

Step 1: The right to apply may be equal on paper. Step 2: Without centres village students may not be able to use that right. Step 3: In exams treat lack of access as lack of real opportunity.

Step 1: Social justice understands the barriers of disadvantaged groups. Step 2: Reservation can aim to reduce lack of opportunity. Step 3: In exams mention the purpose and context of the policy.