Professor Michael J. Sandel previews his series and book “Justice: What’s the Right Thing to Do?”, taken from his popular course at Harvard University. http://us.macmillan.com/justice-2
Michael Sandel – Harvard University – Justice: What’s the right thing to do?
Page Description
Michael Sandel is a prominent political philosopher and professor at Harvard University,
he is concerned with questions of justice and fairness.
An Introduction to Michael Sandel’s “Justice” Course
Gepubliceerd op 13 jul. 2009
Michael Sandel is a prominent political philosopher and professor at Harvard University, known for his contributions to the fields of ethics, political philosophy, and public policy. Some of the key points of his work include:
Critique of liberalism: Sandel is critical of the liberal approach to politics and argues that it ignores important moral and ethical considerations. He believes that a just society must be based on a shared sense of the good life, rather than individual rights and freedoms.
Communitarianism: Sandel is associated with the communitarian school of thought, which emphasizes the importance of community and social relationships in shaping individual identity and values. He believes that communities play a crucial role in fostering moral virtues and a sense of civic responsibility.
Critique of market society: Sandel is critical of the tendency to treat everything as a commodity that can be bought and sold, including goods, services, and even human relationships. He argues that this marketization of society undermines important social values and contributes to inequality.
Justice: Sandel is concerned with questions of justice and fairness, and has written extensively on issues such as affirmative action, income inequality, and the distribution of goods and resources. He believes that a just society must take into account the diverse needs and interests of all its members.
Democratic citizenship: Sandel is a strong advocate of democratic citizenship and believes that individuals have a responsibility to participate in the political process and work to improve their communities. He argues that a healthy democracy requires active engagement and a commitment to the common good.
1. Justice: What’s The Right Thing To Do? Episode 01 “THE MORAL SIDE OF MURDER”
Gepubliceerd op 4 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: THE MORAL SIDE OF MURDER
If you had to choose between (1) killing one person to save the lives of five others and (2) doing nothing even though you knew that five people would die right before your eyes if you did nothing—what would you do? What would be the right thing to do? Thats the hypothetical scenario Professor Michael Sandel uses to launch his course on moral reasoning. After the majority of students votes for killing the one person in order to save the lives of five others, Sandel presents three similar moral conundrums—each one artfully designed to make the decision more difficult. As students stand up to defend their conflicting choices, it becomes clear that the assumptions behind our moral reasoning are often contradictory, and the question of what is right and what is wrong is not always black and white.
PART TWO: THE CASE FOR CANNIBALISM
Sandel introduces the principles of utilitarian philosopher, Jeremy Bentham, with a famous nineteenth century legal case involving a shipwrecked crew of four. After nineteen days lost at sea, the captain decides to kill the weakest amongst them, the young cabin boy, so that the rest can feed on his blood and body to survive. The case sets up a classroom debate about the moral validity of utilitarianism—and its doctrine that the right thing to do is whatever produces “the greatest good for the greatest number.”
2. Justice: What’s The Right Thing To Do? Episode 02: “PUTTING A PRICE TAG ON LIFE”
Gepubliceerd op 8 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: PUTTING A PRICE TAG ON LIFE
Today, companies and governments often use Jeremy Benthams utilitarian logic under the name of cost-benefit analysis. Sandel presents some contemporary cases in which cost-benefit analysis was used to put a dollar value on human life. The cases give rise to several objections to the utilitarian logic of seeking the greatest good for the greatest number. Should we always give more weight to the happiness of a majority, even if the majority is cruel or ignoble? Is it possible to sum up and compare all values using a common measure like money?
PART TWO: HOW TO MEASURE PLEASURE
Sandel introduces J.S. Mill, a utilitarian philosopher who attempts to defend utilitarianism against the objections raised by critics of the doctrine. Mill argues that seeking the greatest good for the greatest number is compatible with protecting individual rights, and that utilitarianism can make room for a distinction between higher and lower pleasures. Mills idea is that the higher pleasure is always the pleasure preferred by a well-informed majority. Sandel tests this theory by playing video clips from three very different forms of entertainment: Shakespeares Hamlet, the reality show Fear Factor, and The Simpsons. Students debate which experience provides the higher pleasure, and whether Mills defense of utilitarianism is successful.
3. Justice: What’s The Right Thing To Do? Episode 03: “FREE TO CHOOSE”
Gepubliceerd op 8 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: FREE TO CHOOSE
Sandel introduces the libertarian conception of individual rights, according to which only a minimal state is justified. Libertarians argue that government shouldnt have the power to enact laws that 1) protect people from themselves, such as seat belt laws, 2) impose some peoples moral values on society as a whole, or 3) redistribute income from the rich to the poor. Sandel explains the libertarian notion that redistributive taxation is akin to forced labor with references to Bill Gates and Michael Jordan.
PART TWO: WHO OWNS ME?
Libertarian philosopher Robert Nozick makes the case that taxing the wealthy—to pay for housing, health care, and education for the poor—is a form of coercion. Students first discuss the arguments behind redistributive taxation. Dont most poor people need the social services they receive in order to survive? If you live in a society that has a system of progressive taxation, arent you obligated to pay your taxes? Dont many rich people often acquire their wealth through sheer luck or family fortune? A group of students dubbed Team Libertarian volunteers to defend the libertarian philosophy against these objections.
4. Justice: What’s The Right Thing To Do? Episode 04: “THIS LAND IS MY LAND”
Gepubliceerd op 8 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: THIS LAND IS MY LAND
The philosopher John Locke believes that individuals have certain rights so fundamental that no government can ever take them away. These rights—to life, liberty and property—were given to us as human beings in the the state of nature, a time before government and laws were created. According to Locke, our natural rights are governed by the law of nature, known by reason, which says that we can neither give them up nor take them away from anyone else. Sandel wraps up the lecture by raising a question: what happens to our natural rights once we enter society and consent to a system of laws?
PART TWO: CONSENTING ADULTS
If we all have unalienable rights to life, liberty, and property, how can a government enforce tax laws passed by the representatives of a mere majority? Doesnt that amount to taking some peoples property without their consent? Lockes response is that we give our tacit consent to obey the tax laws passed by a majority when we choose to live in a society. Therefore, taxation is legitimate and compatible with individual rights, as long as it applies to everyone and does not arbitrarily single anyone out.
5. Justice: What’s The Right Thing To Do? Episode 05: “HIRED GUNS”
Gepubliceerd op 8 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: HIRED GUNS
During the Civil War, men drafted into war had the option of hiring substitutes to fight in their place. Professor Sandel asks students whether they consider this policy just. Many do not, arguing that it is unfair to allow the affluent to avoid serving and risking their lives by paying less privileged citizens to fight in their place. This leads to a classroom debate about war and conscription. Is todays voluntary army open to the same objection? Should military service be allocated by the labor market or by conscription? What role should patriotism play, and what are the obligations of citizenship? Is there a civic duty to serve ones country? And are utilitarians and libertarians able to account for this duty?
PART TWO: MOTHERHOOD: FOR SALE
In this lecture, Professor Sandel examines the principle of free-market exchange in light of the contemporary controversy over reproductive rights. Sandel begins with a humorous discussion of the business of egg and sperm donation. He then describes the case of Baby M”—a famous legal battle in the mid-eighties that raised the unsettling question, Who owns a baby?” In 1985, a woman named Mary Beth Whitehead signed a contract with a New Jersey couple, agreeing to be a surrogate mother in exchange for a fee of $10,000. However, after giving birth, Ms. Whitehead decided she wanted to keep the child, and the case went to court. Sandel and students debate the nature of informed consent, the morality of selling a human life, and the meaning of maternal rights.
6. Justice: What’s The Right Thing To Do? Episode 06: “MIND YOUR MOTIVE”
Gepubliceerd op 8 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: MIND YOUR MOTIVE
Professor Sandel introduces Immanuel Kant, a challenging but influential philosopher. Kant rejects utilitarianism. He argues that each of us has certain fundamental duties and rights that take precedence over maximizing utility. Kant rejects the notion that morality is about calculating consequences. When we act out of duty—doing something simply because it is right—only then do our actions have moral worth. Kant gives the example of a shopkeeper who passes up the chance to shortchange a customer only because his business might suffer if other customers found out. According to Kant, the shopkeepers action has no moral worth, because he did the right thing for the wrong reason.
PART TWO: THE SUPREME PRINCIPLE OF MORALITY
Immanuel Kant says that insofar as our actions have moral worth, what confers moral worth is our capacity to rise above self-interest and inclination and to act out of duty. Sandel tells the true story of a thirteen-year old boy who won a spelling bee contest, but then admitted to the judges that he had, in fact, misspelled the final word. Using this story and others, Sandel explains Kants test for determining whether an action is morally right: to identify the principle expressed in our action and then ask whether that principle could ever become a universal law that every other human being could act on.
7. Justice: What’s The Right Thing To Do? Episode 07: “A LESSON IN LYING”
Gepubliceerd op 4 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: A LESSON IN LYING
Immanuel Kants stringent theory of morality allows for no exceptions. Kant believed that telling a lie, even a white lie, is a violation of ones own dignity. Professor Sandel asks students to test Kants theory with this hypothetical case: if your friend were hiding inside your home, and a person intent on killing your friend came to your door and asked you where he was, would it be wrong to tell a lie? If so, would it be moral to try to mislead the murderer without actually lying? This leads to a discussion of the morality of misleading truths. Sandel wraps up the lecture with a video clip of one of the most famous, recent examples of dodging the truth: President Clinton talking about his relationship with Monica Lewinsky.
PART TWO: A DEAL IS A DEAL
Sandel introduces the modern philosopher John Rawls and his theory of a hypothetical social contract. Rawls argues that principles of justice are the outcome of a special kind of agreement. They are the principles we would all agree to if we had to choose rules for our society and no one had any unfair bargaining power. According to Rawls, the only way to ensure that no one has more power than anyone else is to imagine a scenario where no one knows his or her age, sex, race, intelligence, strength, social position, family wealth, religion, or even his or her goals in life. Rawls calls this hypothetical situation a veil of ignorance. What principles would we agree to behind this veil of ignorance? And would these principles be fair? Professor Sandel explains the idea of a fair agreement with some humorous examples of actual contracts that produce unfair results.
8. Justice: What’s The Right Thing To Do? Episode 08: “WHATS A FAIR START?”
9 Justice: What’s The Right Thing To Do? Episode 09: “ARGUING AFFIRMATIVE ACTION”
Gepubliceerd op 4 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: ARGUING AFFIRMATIVE ACTION
PART TWO: WHAT’S THE PURPOSE?
Part 1
Sandel describes the 1996 court case of a white woman named Cheryl Hopwood who was denied admission to a Texas law school, even though she had higher grades and test scores than some of the minority applicants who were admitted. Hopwood took her case to court, arguing the schools affirmative action program violated her rights. Students discuss the pros and cons of affirmative action. Should we try to correct for inequality in educational backgrounds by taking race into consideration? Should we compensate for historical injustices such as slavery and segregation? Is the argument in favor of promoting diversity a valid one? How does it size up against the argument that a students efforts and achievements should carry more weight than factors that are out of his or her control and therefore arbitrary? When a universitys stated mission is to increase diversity, is it a violation of rights to deny a white person admission?
PART TWO: WHATS THE PURPOSE?
Sandel introduces Aristotle and his theory of justice. Aristotle disagrees with Rawls and Kant. He believes that justice is about giving people their due, what they deserve. When considering matters of distribution, Aristotle argues one must consider the goal, the end, the purpose of what is being distributed. The best flutes, for example, should go to the best flute players. And the highest political offices should go to those with the best judgment and the greatest civic virtue. For Aristotle, justice is a matter of fitting a persons virtues with an appropriate role.
10. Justice: What’s The Right Thing To Do? Episode 10: “THE GOOD CITIZEN”
Gepubliceerd op 9 sep. 2009
11 Justice: What’s The Right Thing To Do? Episode 11: “THE CLAIMS OF COMMUNITY”
Gepubliceerd op 8 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: THE CLAIMS OF COMMUNITY
Professor Sandel presents Kants objections to Aristotles theory. Kant believes politics must respect individual freedom. People must always respect other peoples freedom to make their own choices—a universal duty to humanity—but for Kant, there is no other source of moral obligation. The discussion of Kants view leads to an introduction to the communitarian philosophy. Communitarians argue that, in addition to voluntary and universal duties, we also have obligations of membership, solidarity, and loyalty. These obligations are not necessarily based on consent. We inherit our past, and our identities, from our family, city, or country. But what happens if our obligations to our family or community come into conflict with our universal obligations to humanity?
PART TWO: WHERE OUR LOYALTY LIES
Professor Sandel leads a discussion about the arguments for and against obligations of solidarity and membership. Do we owe more to our fellow citizens that to citizens of other countries? Is patriotism a virtue, or a prejudice for ones own kind? If our identities are defined by the particular communities we inhabit, what becomes of universal human rights? Using various scenarios, students debate whether or not obligations of loyalty can ever outweigh universal duties of justice.
12 Justice: What’s The Right Thing To Do? Episode 12: “DEBATING SAME-SEX MARRIAGE”
Harvard University
Gepubliceerd op 9 sep. 2009
To register for the 2015 course, visit https://www.edx.org/course/justice-ha….
PART ONE: DEBATING SAME-SEX MARRIAGE
If principles of justice depend on the moral or intrinsic worth of the ends that rights serve, how should we deal with the fact that people hold different ideas and conceptions of what is good? Students address this question in a heated debate about same-sex marriage. Should same-sex marriage be legal? Can we settle the matter without discussing the moral permissibility of homosexuality or the purpose of marriage?
PART TWO: THE GOOD LIFE
Professor Sandel raises two questions. Is it necessary to reason about the good life in order to decide what rights people have and what is just? If so, how is it possible to argue about the nature of the good life? Students explore these questions with a discussion about the relation of law and morality, as played out in public controversies over same-sex marriage and abortion. Michael Sandel concludes his lecture series by making the point that, in many cases, the law cant be neutral on hard moral questions. Engaging rather than avoiding the moral convictions of our fellow citizens may be the best way of seeking a just society.
13 White lie or Misleading truth – Bill Clinton – Harvard
Gepubliceerd op 6 sep. 2017
14 Book : Michael Sandel “Justice: What’s the Right Thing to Do?”
15 Michael J. Sandel Lecture on Jurisprudence: Justice, Neutrality and Law
Gepubliceerd op 4 mrt. 2019
16 Michael J. Sandel reflexiona sobre la Justicia
Gepubliceerd op 15 apr. 2011
Three traditions of justice that can be found in the history of idea’s
17 Does Truth Have a Future?
Live gestreamd op 20 feb. 2020
