In a sense, proponents of "social justice" are unduly modest. What they are seeking to correct are not merely the deficiencies of society, but of the cosmos. What they call social justice encompasses far more than any given society is causally responsible for. Crusaders for social justice seek to correct not merely the sins of man but the oversights of God or the accidents of history. What they are really seeking is a universe tailor-made to their vision of equality. They are seeking cosmic justice. This perspective on justice can be found in a wide range of activities and places, from the street-corner community activist to the august judicial chambers of the Supreme Court. For example, a former dean of admissions at Stanford University said that she had never required applicants to submit Achievement Test scores because "requiring such tests could unfairly penalize disadvantaged students in the college admissions process," because such students, "through no fault of their own, often find themselves in high schools that provide inadequate preparation for the Achievement Tests."1 Through no fault of their own-- one of the recurrent phrases in this kind of argument-- seems to imply that it is the fault of "society" but remedies are sought independently of any empirical evidence that it is. Let me try to illustrate some of the problems with this approach by a mundane personal example. Whenever I hear discussions of fairness in education, my automatic response is: "Thank God my teachers were unfair to me when I was a kid growing up in Harlem." One of these teachers was a lady named Miss Simon, who was from what might be called the General Patton school of education. Every word that we misspelled in class had to be written 50 times-- not in class, but in our homework that was due the next morning, on top of all the other homework that she and other teachers loaded onto us. Misspell four or five words and you had quite an evening ahead of you. Was this fair? Of course not. Like many of the children in Harlem at that time, I came from a family where no one had been educated beyond elementary school. We could not afford to buy books and magazines, like children in more affluent neighborhood schools, so we were far less likely to be familiar with these words that we were required to write 50 times. But fairness in this cosmic sense was never an option. As noted at the outset, the impossible is not going to be achieved. Nothing that the schools could do would make things fair in this sense. It would have been an irresponsible self-indulgence for them to have pretended to make things fair. Far worse than unfairness is make-believe fairness. Instead, they forced us to meet standards that were harder for us to meet-- but far more necessary for us to meet, as these were the main avenues for our escape from poverty. tsowell/spquestc.html
Posted on: Wed, 17 Jul 2013 13:31:50 +0000
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