The Origins and Development of Concepts of Justice (original) (raw)
Related papers
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.
Distributive justice development: Cross-cultural, contextual, and longitudinal evaluations
1984
The development of distributive justice was examined with the Distributive Justice Scale (DJS) in 3 studies. In Study 1, 176 children, ages 7, 9, and 11, from Sweden and the United States were given the DJS and 2 Piagetian logical reasoning tasks. Significant age trends in DJS scores and the relation with logical reasoning were comparable in the 2 cultures. In Study 2, 75 5-and 7-year-old children were given the standard peer DJS and a comparable family DJS to assess reasoning in different contexts. Family stimuli elicited higher levels of reasoning than peer stimuli. In Study 3, 84 6-and 9-year-old children were administered the DJS twice at 1-year intervals. Age trends with no cohort biases were found. Implications for distributive justice research are drawn.
2013
This paper analyzes the relations between the ontogenesis of social representations (SR) of justice and the individual’s conceptualization activity. A study was carried out with 216 children and adolescents from Buenos Aires, Argentina, aged between 6 and 17 years old, with different socioeconomic backgrounds. The instrument used for data collection was an interview, in search for participants’ narratives about justice in their everyday life. In the responses of the interviewees three representations of justice could be distinguished: utilitarian, retributive and distributive. Approximately from 9-10 years old onward, these basic representations become intertwined with each other by a dialectical movement of integration and differentiation, which is an expression of a developmental process. It is concluded that the conceptualization process, within the ontogenesis of SR of justice, implies the construction of novelties under social and cognitive constraints that enable the construct...
The Justice Motive in Adolescence and Young People: Origins and Consequences
Social Justice Research, 2005
The idea of a just, or an unjust, or simply an “a-just” world can be found in the writings of many ancient religious texts. Justice is a common theme in all peoples of the Book: The Old and New Testament as well as the Qur'an. Furthermore, justice is a concept that crosses disciplinary boundaries. Economists, lawyers, management thinkers, political scientists, psychologists, and sociologists all take an active research interest in all aspects of justice. And indeed there are specialist cross-disciplinary journals dedicated to the topics such as ...
The development of distributive justice and reward allocation in children
Japanese Psychological Research, 1990
The purpose of the present study was to investigate the interaction between the distributive justice development and social context which could influence reward allocation. Subjects (N= 150) ranged from kindergartner to third graders. Each subject was administered a positivejustice interview to assess the level of his/her reasoning about distributive justice. Then the subject was told that he/she would help to make badges as many as he/she could , and worked on a task with a fictitious partner whose performance was superior , equal, or inferior to his/her own. The subject was then given rewards to divide between the partner. Results indicated that the distributive justice levels did not directly determine developmental trends in the reward allocation and also that the interaction of distributive justice levels with performance was one of the substantial determinants of the reward allocation.
Social Development, 2021
This study examined the criteria children, adolescents, and adults intuitively apply when they distribute a resource between two protagonists who differ systematically in need and effort. Two main questions were investigated: (a) Do the allocation criteria (equality, need, effort, integration of need and effort) differ by age? (b) Do the allocation criteria of adolescents differ in accordance with whether they attend a vocational or an academic-track school? A total of N = 481 participants took part in two experiments. In each, they had to make 18 decisions about how to allocate a resource fairly. The experiments differed in their operationalization of need (amount of sweets in Experiment 1 vs. number of toys in Experiment 2). In Experiment 1, allocation decisions made on the basis of need information alone occurred primarily in 7-and 9-year-olds and became less frequent in 12-and 16-year-olds and adults. Allocation decisions made on the basis of effort information alone were rare in children and occurred with increasing frequency in adolescents and adults. An integration of need and effort was the most common principle chosen from ages 9 to 16, followed by an orientation toward integration or effort alone in adults. Adolescents' allocation patterns did not vary by the type of school they attended. In Experiment 2, only adolescents and This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Young Children's Understanding of Restorative Justice
Frontiers in Psychology, 2021
The present study investigated how young children understand the sophisticated concept of restorative justice in unintentional moral transgressions. A sex-balanced sample of 5-year-old (M = 5.67, SD = 0.34, 49.3% girls) and 8-year-old (M = 7.86, SD = 0.29, 46.0% girls) Chinese children (N = 193) participated in the study. In designing the materials, we distilled the multidimensional meanings of restorative justice into two stories, one addressing the theme of property violation and the other physical harm; both stories were set in an animal community. We then engaged the children in joint reading and an interview, during which they showed preference for the given treatments for the transgressor (two restorative treatments vs. two retributive treatments) and ranked two further sets of restorative vs. retributive treatments at the community level. The results indicated that most children favored restorative treatments over retributive treatments for a transgressor, and the 8-year-olds...
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...
The potential determinants of young people's sense of justice: an international study
British Journal of Sociology of Education, 2011
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