Distributive Justice
Basic Information
Dates
Description
This module examines some of the central debates about distributive justice that have taken place in Anglo-American political philosophy from the publication of John Rawls's A Theory of Justice in 1971 to today. Rawls's work has stimulated responses from the right, most notably from Robert Nozick, a libertarian, as well as from the left, including authors like G. A. Cohen, feminists like Susan Okin and other liberal egalitarians like Ronald Dworkin and Amartya Sen.
Topic organization: Responses to Rawls can be organized via three main debates.
- The first concerns the search for the correct principles of distributive justice. For example, is it important to distribute benefits equally or is all that matters that people have enough?
- The second, known as the debate on "the currency or metric of justice", concerns what are the correct standards for interpersonal comparisons. For example, what should be distributed equally (or according to whatever turns out to be the right principle or combination of principles) in a just society? Is it primary goods, as Rawls argues, or resources, as Dworkin advocates? Is it access to advantage, as Cohen believes, or is it what Sen describes as capabilities and functionings?
- The second half of the course is devoted to the third and more extensive debate in distributive justice, which concerns the scope of application of whatever combination of principles and currencies turns out to be correct. Many employ the term "distributive justice" as if it were coextensive with social justice. However, those terms aren't equivalent. One important reason is that discussing the ethics of distribution is relevant at both micro- and macro-levels. For example, Cohen has argued that those principles should apply all the way down to individuals and even specific actions, including those concerning occupational choice. He appeals to the feminist slogan "the personal is political", which those concerned with gender equality have also employed to argue in favor of including the family as a legitimate site for distributive justice. Distributive justice, thus, has sub-social applications. It also has supra-social applications, as it can also apply across countries, generations, and even species. Each application will be discussed in a different session.
Topics
I. Introduction.
- *J.S. Mill, Utilitarianism. (Any edition).
- *John Rawls, Justice as Fairness: A Restatement (Cambridge, MA: Harvard University Press, 2001)
- John Rawls, "Reply to Alexander and Musgrave" (extracts), in The Ideal of Equality ed. Matthew Clayton and Andrew Williams (London: Palgrave MacMillan, 2002)
II. Equality or Priority?
- *Derek Parfit, "Equality or Priority?", The Ideal of Equality, ed. Clayton and Williams (London: Palgrave MacMillan, 2002)
- Larry Temkin, Inequality (Oxford: Oxford University Press, 1993), Ch. 9.
- Michael Otsuka and Alex Voorhoeve, "Why It Matters That Some Are Worse Off Than Others", Philosophy and Public Affairs (2009)
III. Equality or Sufficiency?
- *Paula Casal, "Why Sufficiency Is Not Enough", Ethics (2007)
- Harry Frankfurt, "Equality as a Moral Ideal", Ethics (1987)
IV. Equality of what?
- *Ronald Dworkin, Sovereign Virtue (Harvard University Press, 2000), Chs. 1 and 2.
- Derek Parfit, Reasons and Persons (Oxford: Oxford University Press, 1984), Appendix I "What Makes Someone's Life Go Best"
- Amartya Sen, "Equality of What?", in http://www.tannerlectures.utah.edu/ and Equal Freedom ed. Stephen Darwall (Ann Arbor: University of Michigan Press, 1995)
- G. A. Cohen, "On the Currency of Egalitarian Justice", Ethics (1989)
V. The rejection of distributive justice
- *Robert Nozick, Anarchy, State, and Utopia (Basic Books, 1974) Ch. 7
VI. The egalitarian ethos
- *G. A. Cohen (1995). "The Pareto Argument for Inequality", Social Philosophy and Policy, 12, pp. 160–185. doi:10.1017/S026505250000460X
- G. A. Cohen, "Incentives, Inequality and Community", http://www.tannerlectures.utah.edu/
- Rescuing Justice and Equality (Harvard UP, 2008)
VII. Justice within the family
- *Susan Okin, Justice, Gender and the Family (Basic Books, 1989) Ch. 7.
- Catharine MacKinnon, Toward a Feminist Theory of the State (Harvard UP, 1989)
- Jennifer Saul, Feminism (OUP, 2003)
- Alison Jaggar (ed.) Living with Contradictions (Westview, 1994)
VIII. International and global justice
- *Paula Casal, "Global Taxes on Natural Resources", with replies from Pogge and Steiner, Journal of Moral Philosophy (2011)
- Thomas Pogge, World Poverty and Human Rights (Polity, 2008) ch. 9.
- Hillel Steiner, "Just Taxation and International Redistribution", NOMOS XLI (1999)
IX. Inter-generational distributive justice
- Joseph Mazor, "Liberal Justice, Future People, and Natural Resource Conservation", Philosophy and Public Affairs (2010).
- Paula Casal, "Sufficiency, Nature and the Future", Political Philosophy 1(1):79. Open access: https://politicalphilosophyjournal.org/article/id/15252/
- *Lukas Meyer and Dominic Roser, "Enough for the Future", in Intergenerational Justice, ed. Axel Gosseries and Lukas Meyer (Oxford: Oxford University Press, 2009), pp. 219–48.
X. Justice across species
- Paula Casal, Distributive Justice and Animals, Oxford Studies in Political Philosophy 2026. Available at: https://www.academia.edu/144779346/CASAL_2025_Distributive_Justice_and_Animals
- *Peter Vallentyne, "Of Mice and Men: Equality and Animals", in Egalitarianism, ed. Nils Holtug and Kasper Lippert-Rasmussen (Oxford University Press, 2007).
- Sue Donaldson and Will Kymlicka, Zoopolis: A Political Theory of Animal Rights (OUP, 2011).
- Animals and the Right to Politics (OUP, 2025).
- Oscar Horta, "Zoopolis, Intervention and the State of Nature", Law, Ethics and Philosophy 1 (2013), pp. 113–125.
Learning outcomes
Competences and skills acquired in the theoretical part.
- Acquiring knowledge of the main schools of thought and political ideologies, as well as knowledge of general values and principles.
- Learning how to define positions accurately and distinguish them by one or more features, by exploring variants of utilitarianism, egalitarianism, prioritarianism and sufficientarianism, as well as variants of welfarism, capabilism and resourcism.
- Gaining the necessary background information to produce novel research papers on distributive justice.
- Learning to present the most persuasive version of every view, and to distinguish it from closely related variants.
- Learning to explain different arguments to specialized and non-specialized audiences in a clear, engaging, and rigorous manner, avoiding ambiguity, unnecessary jargon, and other pointless complications.
- Using abstract theoretical concepts and principles to discuss specific problems of distribution from real life and propose implications for public policy.
- Learning how to use pictures and make effective PowerPoints with diagrams and few words per slide and to draw on scientific studies of memory to ensure that students retain the information with extremely quick revisions that merely involve flicking through images.
Competences and skills acquired in the practical part.
The student-led discussion has several objectives: ensuring we all understand the key terms accurately, practicing and applying the theory just explained, and learning how to teach or conduct a class. Students learn:
- How to design different exercises (a different one per class), lead a class discussion on an appropriately narrow topic and ensure widespread participation.
- How to command the attention of a class and keep everybody mentally active and engaged with others for at least one hour.
- How to debate in public in a convivial and respectful manner, with both rhetorical efficacy and a sense of humor, employing theoretical concepts in distributive justice rigorously.
- How to develop the capacity to identify the most powerful arguments and counterarguments in a paper and in a discussion.
Competences and skills acquired in the "how to write" part of the course.
Each session devotes 5–10 minutes to how to go about writing an essay, explained chronologically, from the choice of a good topic to polishing the bibliography. I offer an additional final session devoted exclusively to this matter, with special attention to typical mistakes made by native speakers of other languages, and individuals with excessive or insufficient confidence.
Students learn:
How to choose a good topic, how to structure the essay, the appropriate length and content of a good introduction or a good conclusion. How to identify, name and organize arguments, objections and replies to objections, how to cite, how to compose a bibliography, how to revise a paper, how to reduce the word-count, and so on.
Methodology
Format: Participants are expected to (i) attend the sessions having read at least one paper to participate in a student-led discussion, and (ii) write an essay of under 2,000 words (including notes, excluding abstract and bibliography). Both the format of the discussion and the most recommended item, marked with an asterisk (*), can change depending on students' preferences.
Participation: Students can collectively select the participation model during the first day and change it at any time. The most successful format from past years involves a discussion with rules invented by two or three students (different ones each week) who will also evaluate the discussion and the performance of different teams, and sometimes give real or imaginary awards to participants for all sorts of reasons. Normally, the student-led session starts with some clarificatory questions answered by voting for various options or using apps like Mentimeter or Kahoot with either real names or pseudonyms. They can also use short contests with an element of luck, like defining randomly picked terms with the fewest words. Then different groups defend randomly allocated philosophical positions following invented rules that try to achieve widespread participation. Other groups can either defend rival positions or show why other groups' defenses could be improved on.
Class representative: after the first session, the students should choose a class representative who will have the email addresses or phone numbers of all the students, and tell me if the students want to change the participation model, discuss a topic in more depth, spend an hour or more on how to write a good essay, change the submission deadline, etc.
Evaluation
Essays: Students can write an essay on any topic they want provided the essay concerns distributive justice, employs the course material, has been agreed in class by week 8, and does not look like a recycled version of a pre-existing paper. Titles may come from a list of Sample Titles or be invented by the student. Essays with unauthorized topics will receive no comments and be particularly scrutinized for plagiarism. There are various technologies to detect plagiarism, which now include checking what common AI would say about similar questions.
Completed essays should be submitted in Word, no need for PDF, to paula.casal@upf.edu and cc'd to the MA administrator, blanca.ribera@upf.edu, 2 weeks after the course ends and include a word count. Excessively long essays will be penalized, particularly if the essay could easily be shortened, as the challenge is to say something about distributive justice in the given number of words, and whoever exceeds the limit is already failing this aspect of the challenge. Late essays will receive a 5-point penalty for every 24 hours of unjustified delay, and no comments, whilst class participation can raise the course mark by between 0 and 5 points. So, a person who always comes, always shows evidence of having read the material, makes good contributions to class and does a good job on their chosen topic could go from a mark the majority can reach to an Excellent/Sobresaliente or even Matrícula de Honor, a distinction that is mentioned in reference letters.
Marking criteria
The UK marking system is roughly this one (this is from Keele University).
| 85% | Quite exceptional. All of 80% qualities plus even greater complexity and sometimes originality of argument and analysis. Some professional qualities. (It is conceivable that the work, with some revision, could form the basis of a publishable paper.) |
| 80% | Outstanding First Class: All of 70% qualities plus evidence of both wider reading and complexity and independence in argument and analysis. |
| 75% | Clearly First Class: All of 70% qualities plus either evidence of extra reading around the subject (research), greater independence of thought, or complexity of argument and analysis. |
| 70% | First class: Directed exactly to the point of the essay question, covering the required literature, well-structured, well-argued, and clear. |
| 65% | Clear Upper Second: All of 60% qualities plus some signs of independent thought in respect of argument or analysis. |
| 60% | Upper Second: Answers the question set and makes a sound, clear argument through good use of the literature, demonstrating an appreciation of the complexity of the issues involved. |
| 55% | Middling II: All of 50% qualities plus evidence of more thorough reading, but either not quite appreciating the central issues or covering only some of them. |
| 50% | Lower Second: A clear attempt to answer the question set but some misunderstanding which indicates a failure to appreciate the point of the question. Usually the result of inadequate preparation. |
| 45% | Third: Not covering the literature or answering the question, but showing redeeming qualities above the third. |
| 40% | Lower Third: Rushed, underprepared, superficial, or ill-thought-out. Although it makes some attempt, it does not adequately answer the question or show understanding of the issues involved. |
Under 40% means 'utterly hopeless', 'an insult to the reader', or involving plagiarism.
Spanish grades are on a scale of 0-10. Below 5 is the same as below 40%: a fail.
On the other hand, more students obtain grades above 7. There is a reason for this. In other competitions, such as jumping, once you have jumped really high, every extra millimeter is a challenge and so should be highly rewarded. The same rationale can be applied to essays.
- 9–10 Sobresaliente (stands above the others, so few can obtain it)
- 7–8 Notable (noticeable or remarkable)
- 6 Bien (good)
- 5 Suficiente (merely enough to pass). Below 5: fail.