Abstract

In A Theory of Justice, John Rawls presents the most comprehensive and compelling explication of the liberal theory of justice. Accepting this liberal theory as one viable conception of justice, I intend to show possible applications of the theory to existing public schooling practices. ;This dissertation analyzes Rawls's principles of justice, and applies them to existing schooling practices and procedures. When evaluated on the Rawlsian model, they are shown to be unjust. This is a conceptual rather than an empirical exercise, although there are references to empirical studies that support the claims made. The purpose of this endeavor is to draw out the philosophical foundations of a liberal theory of social justice and to use them in gauging the justness of one of our contemporary society's institutions--public schools. ;Chapter I provides an overview of Rawls's theory of "justice as fairness" and the method by which his two principles would emerge in a contract view of society. ;Chapter II deals with Rawls's concept of "equal liberty" for all citizens. With respect to this notion, the aspects of paternalism, compulsion, and coercion as practiced by schooling institutions are explored. ;Chapters III, IV, and V analyze what Rawls denotes as "primary social goods"--equality of opportunity, income and wealth, and the bases of self-respect. ;Chapter VI examines specific practices and procedures observable in contemporary public schooling institutions and shows what Rawls's theory offers toward eliminating existing injustices.