§3 then argues that the parties to the model have grounds to seek a variety of remedial social, legal, cultural, and economic ‘nonideal primary goods’ for combating injustice, as well as grounds to distribute these goods in an equitable and inclusive manner. §2 then argues that ‘nonideal fairness’ is best modeled by a nonideal original position adaptable to different nonideal conditions and background normative frameworks (including anti-Rawlsian ones). It then develops a new all-purpose model of ‘nonideal fairness.’ §1 argues that fairness is central to nonideal theory across diverse ideological and methodological frameworks. This article argues that diverse theorists have reasons to theorize about fairness in nonideal conditions, including theorists who reject fairness in ideal theory.
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The idea of democracy and its relevance to how we educate young people seemed never more pertinent than in that year.įour years before 2016, I became chair of a Steering Group of academics and practitioners who, anticipating the centenary, wished to mark Dewey's seminal educational work with an international conference. Times and events all suggested that the very practice and meaning of democracy was widely under scrutiny. Looking back, one could argue that 2016 also saw peoples across the globe enduring political repression and change, growth in the threat of international terror, a referendum decreeing that the UK should sever membership from the European Union and the election of Donald Trump as president of the US. The year 2016 was remarkable for many reasons, but one significant anniversary for the realm of education was that 2016 marked a hundred years since the influential publication of Democracy and Education by John Dewey ( Citation1916). They refused, and I ended up enjoying myself but was too traumatized to return to that particular wooded enclave the following summer instead, for the next four years, I bounced around from camp to camp, never finding one that stuck. I cried so hard and unrelentingly in the first few days that protocols were broken and I was allowed to call my parents and beg them to come get me. At ten years old, I braved the experience for the first time, spending two weeks in the Berkshires at the YMCA camp where my father had passed his childhood summers. My sister and I fall on different sides of the dividing line. A certain strata of middle- and upper-class America might be further categorized into two groups: those who take to summer camp-let’s call them “camp people”-and those who don’t. |