Harry Brighouse and Adam Swift
- Published in print:
- 2014
- Published Online:
- October 2017
- ISBN:
- 9780691126913
- eISBN:
- 9781400852543
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691126913.003.0002
- Subject:
- Philosophy, Political Philosophy
This chapter sets out the various kinds of conflict between the value of equality and the value of those parent–child relationships that constitute the family. It offers two reasons not to pursue ...
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This chapter sets out the various kinds of conflict between the value of equality and the value of those parent–child relationships that constitute the family. It offers two reasons not to pursue fair equality of opportunity all the way. On the one hand, we must be prepared for children of similar talent and ability raised by different parents to enjoy somewhat unfairly unequal prospects of achieving the rewards attached to different jobs, since the alternative would cost too much in terms of familial relationship goods. On the other hand, some unfairness in the distribution of those prospects could be beneficial for those who have unfairly less. In both cases, then, there are conflicts between fair equality of opportunity and other values.Less
This chapter sets out the various kinds of conflict between the value of equality and the value of those parent–child relationships that constitute the family. It offers two reasons not to pursue fair equality of opportunity all the way. On the one hand, we must be prepared for children of similar talent and ability raised by different parents to enjoy somewhat unfairly unequal prospects of achieving the rewards attached to different jobs, since the alternative would cost too much in terms of familial relationship goods. On the other hand, some unfairness in the distribution of those prospects could be beneficial for those who have unfairly less. In both cases, then, there are conflicts between fair equality of opportunity and other values.
Deepak Nayyar
- Published in print:
- 2019
- Published Online:
- November 2019
- ISBN:
- 9780198849513
- eISBN:
- 9780191883620
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198849513.003.0007
- Subject:
- Economics and Finance, South and East Asia, Development, Growth, and Environmental
Rapid economic growth in Asia was associated with an unequal distribution of its benefits among countries and between people. There was, in fact, a widening gap in per capita income levels within the ...
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Rapid economic growth in Asia was associated with an unequal distribution of its benefits among countries and between people. There was, in fact, a widening gap in per capita income levels within the Asian-14, while the gap between the richest and poorest countries in Asia was awesome. Much of the income inequality between countries in Asia was attributable to inequality between, rather than within, countries. Yet, there was also a significant increase in inequality between people within countries, just as there was a marked increase in inequality between regions within countries, both of which were more pronounced in countries that experienced rapid growth. Even so, rapid growth did lead to a substantial reduction in absolute poverty. However, the scale of absolute poverty that persists, despite unprecedented growth, is just as striking as the sharp reduction therein. The poverty reduction could have been much greater, were it not for the rising inequality.Less
Rapid economic growth in Asia was associated with an unequal distribution of its benefits among countries and between people. There was, in fact, a widening gap in per capita income levels within the Asian-14, while the gap between the richest and poorest countries in Asia was awesome. Much of the income inequality between countries in Asia was attributable to inequality between, rather than within, countries. Yet, there was also a significant increase in inequality between people within countries, just as there was a marked increase in inequality between regions within countries, both of which were more pronounced in countries that experienced rapid growth. Even so, rapid growth did lead to a substantial reduction in absolute poverty. However, the scale of absolute poverty that persists, despite unprecedented growth, is just as striking as the sharp reduction therein. The poverty reduction could have been much greater, were it not for the rising inequality.
Mark D. Brewer and Jeffrey M. Stonecash
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780190239817
- eISBN:
- 9780190239848
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190239817.001.0001
- Subject:
- Political Science, American Politics
America is divided by two clashing views about how much individuals can be held responsible for their situation. Liberals see many individuals as not completely responsible for the situation they are ...
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America is divided by two clashing views about how much individuals can be held responsible for their situation. Liberals see many individuals as not completely responsible for the situation they are in. They see the opportunities of individuals limited by their class, race, and sex. The resulting distribution of outcomes is therefore seen as unjust, and the remedy is for government to help offset the limits people face. In contrast, conservatives believe individuals can and must live their lives with a presumption of personal responsibility for what happens. Without that presumption as a norm, individuals avoid responsibility for their actions. Government assistance is not seen as valuable, but as creating dependency and ultimately crippling to those who receive it. Society as a whole suffers.Less
America is divided by two clashing views about how much individuals can be held responsible for their situation. Liberals see many individuals as not completely responsible for the situation they are in. They see the opportunities of individuals limited by their class, race, and sex. The resulting distribution of outcomes is therefore seen as unjust, and the remedy is for government to help offset the limits people face. In contrast, conservatives believe individuals can and must live their lives with a presumption of personal responsibility for what happens. Without that presumption as a norm, individuals avoid responsibility for their actions. Government assistance is not seen as valuable, but as creating dependency and ultimately crippling to those who receive it. Society as a whole suffers.
Alice M. Hammel and Ryan M. Hourigan
- Published in print:
- 2011
- Published Online:
- November 2020
- ISBN:
- 9780195395402
- eISBN:
- 9780197562819
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195395402.003.0006
- Subject:
- Education, Teaching of Specific Groups and Special Educational Needs
The beginning of the school year is a time when situations similar to Mrs. Johnson’s first day occur. It is when these first lessons go awry that some music teachers first begin to think of their ...
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The beginning of the school year is a time when situations similar to Mrs. Johnson’s first day occur. It is when these first lessons go awry that some music teachers first begin to think of their individual students, rather than the collective group. Who is the girl who moves slower than the rest and uses a walker? Who are the students in the small group who come late each day with a teacher to assist them? Who is the boy who bounds down the hall and begins to take down one of the brand new bulletin boards that have just been finished? The answer to the questions above is that they are all our students. They all have a place in our schools and they all deserve to have an education that includes music. As music teachers, we have both the right and responsibility to educate all the students in our schools. We are charged with studying each student who enters our classroom and with providing all students the music education they deserve. To do this, however, we must begin to plan for the inclusive education of all students before that first group heads down our hall on the first day of school. Unfortunately, until recently this was not the educational philosophy of public schools within the United States. This chapter will introduce the process we as a nation have experienced as we have come to the understanding of what an education for all students in the United States entails, including: challenges within families; the real-world realities of inclusion in practice; and a label-free approach to teaching music in the public school setting. This book is designed to facilitate the planning, implementation, and assessment of music education for students with special needs. It is written from a paradigm that advocates thoughtful inclusion and honors the teaching and learning relationship between music teachers and their students. It is hoped that this text will present a philosophy and a set of guiding principles for teaching students with special needs in a helpful and pragmatic manner.
Less
The beginning of the school year is a time when situations similar to Mrs. Johnson’s first day occur. It is when these first lessons go awry that some music teachers first begin to think of their individual students, rather than the collective group. Who is the girl who moves slower than the rest and uses a walker? Who are the students in the small group who come late each day with a teacher to assist them? Who is the boy who bounds down the hall and begins to take down one of the brand new bulletin boards that have just been finished? The answer to the questions above is that they are all our students. They all have a place in our schools and they all deserve to have an education that includes music. As music teachers, we have both the right and responsibility to educate all the students in our schools. We are charged with studying each student who enters our classroom and with providing all students the music education they deserve. To do this, however, we must begin to plan for the inclusive education of all students before that first group heads down our hall on the first day of school. Unfortunately, until recently this was not the educational philosophy of public schools within the United States. This chapter will introduce the process we as a nation have experienced as we have come to the understanding of what an education for all students in the United States entails, including: challenges within families; the real-world realities of inclusion in practice; and a label-free approach to teaching music in the public school setting. This book is designed to facilitate the planning, implementation, and assessment of music education for students with special needs. It is written from a paradigm that advocates thoughtful inclusion and honors the teaching and learning relationship between music teachers and their students. It is hoped that this text will present a philosophy and a set of guiding principles for teaching students with special needs in a helpful and pragmatic manner.
Tim Butler
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781447310594
- eISBN:
- 9781447310624
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447310594.003.0010
- Subject:
- Sociology, Population and Demography
This chapter argues that education has joined housing and transport as one of the vital issues for London's ability to sustain itself as a world-leading city. It argues that schooling and education ...
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This chapter argues that education has joined housing and transport as one of the vital issues for London's ability to sustain itself as a world-leading city. It argues that schooling and education should be the means by which citizens can recognize their aspirations for their children in order to achieve intergenerational social mobility. With de-industrialisation and widespread gentrification, London's middle class and those aspiring to join them now form the largest population group in the city. Currently, London's schooling system is socially regressive and is likely to contribute to, rather than mitigate, London's failure to build itself a sustainable future.Less
This chapter argues that education has joined housing and transport as one of the vital issues for London's ability to sustain itself as a world-leading city. It argues that schooling and education should be the means by which citizens can recognize their aspirations for their children in order to achieve intergenerational social mobility. With de-industrialisation and widespread gentrification, London's middle class and those aspiring to join them now form the largest population group in the city. Currently, London's schooling system is socially regressive and is likely to contribute to, rather than mitigate, London's failure to build itself a sustainable future.
