Chapter 3

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Chapter 3
According to Pollock (52), philosophers have since time immemorial studied justice from its very inception. He defined it as the “the quality of being impartial, fair, and just. Although it seems easy to explain or define it, there are many other different elements that make up the aspect of justice, critical thinking and its application. The most difficult issue when justice is concerned is the ability to determine what should be considered fair and how one can be fair to everybody else. This is because human beings are wired to instinctively judge and be biased (Katz 23). Thus, it is a struggle for one person to be impartial at any given time.
Pluto was a strong believer in maintaining a person’s status quo as far as justice was concerned. Furthermore, according to Plato justice is one of the four civic virtues, which included, wisdom, temperance, courage and justice. He viewed the world as being one big community with everyone having their special role to play. Therefore, his version of what justice should be is that every individual has their predetermined part to play and for the society to function well, the roles should be kept like that. On the other hand, Aristotle agreed with Plato that justice could only be served when each person participates in their natural roles, and it is unjust to be oppressive or have slaves (Pollock 53). Thus, with the notion of naturally given roles, he argued that some people are inferior because of nature and not merely because of others.

Rawls proposes the socialist idea of justice. In distributive and corrective justice, Rawls argues that the burdens and responsibilities of justice should always be distributed across according to benefits and ability (Pollock 60). In essences, he points out that the least privileged individuals in the community require a lot. On the other hand, those with powers in the society must have special burdens and responsibilities.
Work Cited
Katz, Rebecca S. “Building the Foundation for a Side-by-Side Explanatory Model: A General Theory of Crime, the Age-Graded Life Course Theory, and Attachment Theory.” Western Criminology Review 1.2 (1999). Pg. 23-34
Pollock, Joycelyn M. Ethical dilemmas and decisions in criminal justice. Nelson Education, 2014. Pg. 51-70