The Ontogenesis of Social Representation of Justice: Personal Conceptualization and Social Constraints (original) (raw)
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The Origins and Development of Concepts of Justice
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The origins and development of concepts of justice are examined from three theoretical points of view—learning theory, psychoanalysis, and cognitive developmental theory. Cognitive developmental theory and research, particularly the work of Piaget and Kohlberg, has contributed most to our understanding of children's ideas of justice and how these change and mature. Empirical data supporting the hypothesis that concepts of justice develop through a fixed and invariant sequence of stages is reviewed together with hypotheses and studies related to the process of transition from one stage to the next. Knowledge about the course of development needs to be supplemented, through systematic research, with information about aspects of the socialization process as antecedents of mature concepts of justice and of behavior consistent with these concepts.
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In order to study children´s conceptions of primary education about Social Justice, we have applied a questionnaire and an interview, based on dilemmas of different situations on the educative and social context. Participants were 4th and 6th grade primary education students from five schools of the Community of Madrid. We compared the responses of the students by grade, gender and school type (schools promoters of social justice vs. standard schools).The results show differences between grade or gender, in a different way in questionnaire and interview. In further analysis we are try to compare the responses of the students enrolled in schools promoters of social justice with those of students enrolled in standard schools.
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Most research on justice perceptions stems from high-income contexts, even though most youth grow up in contexts of inequality and injustice. This study examines the development of justice perceptions in 659 Brazilian adolescents (51.3% male; 45.2% White) in São Paulo across 3 years, ages 12, 13, and 14. Perceptions of justice of the world declined with age and perceived justice in one's personal life differed across ethnic, economic, and educational groups. Privileged groups differentiated more between their evaluations of the world and their personal lives. K-means clustering revealed five trajectories of justice beliefs, which significantly differed across school type, race/ethnicity, and income levels. Evidence suggests that personal belief in a just world reflects known social group inequalities.
,,,,,22 SENSE OF JUSTICE AND THE CHILDREN ENGLISH ESPAÑOL
SENSE OF JUSTICE AND CILDREN, 2020
armonía y la cooperación, con conductas o normas del grupo o sean conductas morales. Estas con equidad, con justicia e igualdad de oportunidades al nacer: (J. Mill. John Rawls, (1-2-77). Esto radica en distribuir los recursos producidos, de acuerdo al mérito, y a los esfuerzos de cada uno, en la producción y distribución. De forma que todos estén satisfechos en cuanto lo que se merecen, y, motivados a colaborar en la justa distribución. Tomassello. 2016. [3-4-5-6]. La equidad, no es exclusividad de los humanos. Bekoff. 20212. de Waal F.B.M. 2014.-2.-14-La equidad y la justicia son mucho más que importantes; en el desarrollo moral y la equidad en los niños, durante su crianza, desde bebes, y, por el ejemplo que ven en su desarrollo. Según Durkheim 1925, y Piaget, 1981, (7-8-9), las normas sociales surgen por la organización, la reciprocidad, la interacción y el ejemplo, de los adultos, y los padres, y, no tanto por lo temático. Los niños se atienen a las normas sociales, y también, por qué, las cumplan y las hagan cumplir. Cuando se crían y se desarrollan en ambientes de abusos, violencia, anti-sociales, y con ejemplo de inmoralidad, inequidad e injusticia, pierden las conductas prosociales. (10). (80): Rivas Melean. 2017).-3.-Los niños perciben que valoran sus conductas, y, ven las conductas de los padres y los mayores, con actitud vigilante por ellos, por qué, les sirve de ejemplo, o, al contrario, arruinan sus sentimientos prosociales innatos, que forman su carácter o éthos de su personalidad. La gran importancia de la crianza psico-cultural. Impresiona la cantidad de estudios que confirman estas afirmaciones, entre muchos: Shanker.
The Appropriation Process of the Belief in a Just World
Research on the belief in a just world (BJW) has been developing since the mid 60s. However, studies have been mainly developed from an individual differences perspective. As a consequence there are no studies that analyze the cognitive processes implied in the appropriation of the BJW during the socialization processes that occur in infancy and onwards. The main purpose of this paper is therefore to analyze this psychological process from childhood to adolescence. The study was carried out with a convenience sample of children and adolescents (N=216) from Buenos Aires, between 6 and 17 years old, who participated in an interview guided by the piagetian clinical method. Results indicate that during the appropriation process of the BJW participants reconstruct this belief to make it coherent with hypothetical deductive thinking. This is expressed in three different justifications that the individuals give to justify their BJW: immanent justice, social reciprocity and personal merit. Yet, the appropriation process is incomplete. In the majority of the adolescents a magical thinking remains, constituting a state of cognitive polyphasia expressed in oscillating answers. In conclusion, the BJW is not a previous social condition transmitted from one generation to another. Its appropriation goes beyond the mere reproduction of social beliefs and involves a conceptual reconstruction.
The sense of distributive justice in children from 6 to 10
Revue Européenne des Sciences Sociales
In order to learn what principles of distributive justice children privilege, we conducted in 2013 a study of 169 children aged from 6 to 10 attending four primary schools in four different Parisian suburbs. Overall there emerged a strong consensus in favor of the equality principle. Among the other distribution principles envisaged, need came in first. These results are little affected by social or demographic differences, or by self-interest. Only the children's school performance plays a significant role in their choice of a justice principle.
ΠΗΓΗ/FONS
In this paper I offer a conceptual characterization of the idea of a “sense of justice” as a suitable motivational basis for respect for the principles of justice in force in a given society, and argue that a similar concern can be found not only in John Rawls, who expressely talks about that notion, but also in Aristotle. My main contention is that both thinkers invite readers to conceive of the sense of justice as an attitude admitting of various degrees, ranging from a fear-inspired respect for the law up to an unconditional appreciation of the established constitutional principles and the laws stemming fom such principles. In the first part of this paper, I will address Aristotle’s view of a natural capacity of human beings for sociability, political participation and functional interdependence within the city culminating in a virtue-based political friendship. In the second part I will contend that, in Rawls’ view, the individual sense of justice is at work not only after the e...