Skip to content
Carmelics
TopicsThinkersChangesContributorsLoading account…

    Carmelics

    A reasoning platform. Break down any belief into clear reasons, explore both sides, and weigh the evidence honestly.

    Navigate

    • Topics
    • Search
    • Recent Changes
    • Contribute
    • How It Works
    • Glossary
    • Thinkers
    • Contributors
    • About
    • Statistics
    • Terms
    • Privacy

    Database

    Statements
    —
    Perspectives
    —
    Topics
    —

    Press ? for keyboard shortcuts

    LoyalLoyalJusticeJustice
    Made withinDC&Austin
    Statements
    321,452
    Perspectives
    108,905
    Topics
    42
    Home/Original/inverse
    See Original
    Inverse View

    It is not the case that Educational institutions must provide compensatory support for students with genetic disadvantages, not only those from disadvantaged family backgrounds.

    ?Set your confidence on the premises below to see your aggregate.

    Reasons For

    2 perspectives
    Reason for 1 of 2
    ?
    • 1.Rawls's difference principle addresses social institutions, not natural distributions, which fall outside the scope of basic structural justice.
      ?

      Think about whether this reason is strong or weak

    • 2.Educational institutions are social structures whose obligations extend only to correcting socially produced inequalities, not naturally occurring ones.
      ?

      Think about whether this reason is strong or weak

    • 3.Conflating natural and social disadvantages in institutional design collapses the distinction between what society owes persons and what nature merely imposes.
      ?

      Think about whether this reason is strong or weak

    Reason for 2 of 2
    ?
    • 1.Norman Daniels argues that fair equality of opportunity requires only that social positions be open to those with relevant natural talents, not that talents themselves be equalized.
      ?

      Think about whether this reason is strong or weak

    • 2.Compensating for genetic disadvantage presupposes a baseline of normal functioning that is itself philosophically contested and risks medicalizing ordinary human variation.
      ?

      Think about whether this reason is strong or weak

    Reasons Against

    1 perspective
    Reason against
    ?
    • 1.Equality of opportunity for flourishing requires that all students have equal prospects for living well regardless of differences in natural potentials.
      ?

      Think about whether this reason is strong or weak

    • 2.Genetic differences constitute natural potentials that affect prospects for living well.
      ?

      Think about whether this reason is strong or weak

    • 3.Educational institutions organized according to equality of opportunity for flourishing must compensate for all factors that create unequal prospects.
      ?

      Think about whether this reason is strong or weak

    Next step

    Based on where you are in your exploration

    Strongest counterpoint
    Explore the most compelling reason on the other side.