The most substantial and important ethical problem of the 21st century will be the correction of the vast and undeniable imbalance of the possession and consumption of the world’s material, economic, and cultural resources. In this paper, I will argue that the primary long-term moral obligation the world’s over-privileged have to the underprivileged is to provide those in need with the means necessary to develop a foundation for fair future interactions. This will lead to the idea that a necessary part of the long-term obligation to the underprivileged, in addition to the redistribution of economic and material resources, is the redistribution of ideas and knowledge through philanthropic educational programs.
The principle I will use to motivate my argument for the obligation of the world’s over-privileged to adopt powerful programs of redistribution is, in my view, extremely difficult to deny. The consequences of this principle, however, will doubtless be met with opposition. For, the action to which these arguments call the world’s most affluent directly challenges these individuals’ and nations’ levels of affluence, comfort, and personal satisfaction. In addition, admitting that the world’s over-privileged are obligated to allow and administer the redistribution of ideas and knowledge leads to a number of difficult theoretical and practical challenges.
First, I will consider how a strong commitment to educational redistribution seems to come into conflict with dominant ideas on intellectual property. Second, I will consider our conception of the rights of individuals to the obedience of conscience and in what cases, if any this right could change or limit the demands of justice. Finally, I will consider how taking the ...
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... are obligated to teach the underprivileged about economic or political practices which the over-privileged themselves do not completely understand. An inevitable part of this process, then, is the creation of practices and standards compatible with the general demands of morality. In my view however, the burden of this task should not rest solely upon the shoulders of the over-privileged. Conveniently, those who would be the main beneficiaries of educational redistribution possess knowledge essential to the creation of improved practices and standards. So, the obligation to educate is also to a large extent, an obligation to cooperate with, and learn from, those in need. The development of such practices and standards is how I believe taking this argument seriously could build a foundation for the creation of new kinds of international cooperation and understanding.
The Stop and Frisk program, set by Terry vs. Ohio, is presently executed by the New York Police Department and it grant police officers the ability to stop a person, ask them question and frisk if necessary. The ruling has been a NYPD instrument for a long time. However, recently it has produced a lot of controversy regarding the exasperating rate in which minorities, who regularly fell under assault and irritated by the police. The Stop, Question and Frisk ruling should be implemented correctly by following Terry’s vs. Ohio guidelines which include: reasonable suspicion that a crime is about to be committed, identify himself as a police officer, and make reasonable inquires.
Terry v. Ohio was in 1968 it had a decision by the United States Supreme Court which held that the fourth amendment prohibition on the unreasonable search and seizures is not violated when a police officer stops a suspect on the streets and frisks him or her without probable cause to arrest, if the police officer had a reasonable suspicion of that person had commit a crime in which he can be belief that the person may have a weapons that can be dangerous to a police officer.
As I read Flannery O’Connor’s short story “A Good Man is Hard to Find”, I find myself being completely consumed by the rich tale that the author weaves; a tragic and ironic tale that concisely and precisely utilizes irony and foreshadowing with expert skill. As the story progresses, it is readily apparent that the story will end in a tragic and predictable state due to the devices which O’Connor expertly employs and thusly, I find that I cannot stop reading it; the plot grows thicker with every sentence and by doing so, the characters within the story are infinitely real in my mind’s eye. As I consider these factors, the story focuses on two main characters; that of the grandmother, who comes across as self-centered and self-serving and The Misfit, a man, who quite ingeniously, also appears to be self-centered and self-serving. It is the story behind the grandmother, however, that evidence appears to demonstrate the extreme differences between her superficial self and the true character of her persona; as the story unfolds, and proof of my thought process becomes apparently clear.
...approval by their family and the people around are considered as the most common trend between teenagers around the world and are used throughout the novel. Josephine was first introduced to the reading knowing that she was unsure of her identity and how she was searching for acceptance from her grandmother due to her illegitimacy. Marchetta created Josephine’s characteristic as one that the readers can truly understand and allow them to be able to feel a connection and a relation between the characters in the novel and themselves; it can make them realize that this is a social issues that each generation of teenagers face on a daily basis. The characters in the novel accompanied by the themes such as stereotypes and social statuses supported the author’s idea of creating a novel in which comment on the social issues and reflect reality within the novel.
First, studies have to show how the officers apply the procedure of stop-and-frisk second, it should describe how the Fourth Amendment ties with how the police officer performs it. As further research has passed, the authors have seen some articles of steps on how stop-and-frisk being done. “Officers should conduct stops only when they are justified.” By this standard, officers should be required to file a report explaining the reason and context surrounding the stop, along with the ultimate outcome (arrest, weapons or drug confiscation, etc.). Police leaders, commanders, and managers should communicate a clear, uniform message about the purpose of the practice and lay out the expectations for police conduct. Officers should be trained to conduct stops legally and respectfully. In essence, they need to “sell the stop” to citizens by explaining the purpose behind it, how it links to the agency’s crime control efforts, and why it benefits the
The stop-and-frisk policy could be considered a big controversy facing New York in recent times. The whole concept behind this stopping-and-frisking is the police officer, with reasonable suspicion of some crime committed or about to be committed, stops a pedestrian, questions them, then if needed frisks the person. This policy started gaining public attention back in 1968 from the Terry v. Ohio case. A police officer saw the three men casing a store and he believed they were going to rob the store; this led to him stopping and frisking them. After frisking them, he found a pistol and took the weapon from the men. The men then cried foul and claimed they were unconstitutionally targeted and frisked.
“The world holds enough to satisfy everyone’s need but not everyone’s greed,” Mahatma Gandhi once astutely observed. In a few carefully chosen words, Gandhi pointed out the reason behind economic tension. For example, “Poverty, hunger, homelessness, illiteracy, preventable disease, polluted air and water, and most of the other ills that beset humanity have the same root cause: the inequitable distribution of the planet's wealth and resources” (Canadian Centre for Policy Alternatives, All social and economic problems caused by an unfair distribution of wealth). Additionally, our economic system—unregulated capitalism—advocates and defends a wantonly unequal distribution of wealth. For instance in 2010, “The top 400 people (.0000013% of the population) held more wealth than the bottom 60% combined” (Brian Rogel, Unequal Distribution of Wealth). The top 1 percent has grown richer while inversely affecting the general population. “From 1983-2009 the bottom 60% have had a decrease in both their perce...
In the United States, the gap between the rich and the poor has been substantially increasing over the years. This growth between the rich and poor illustrates the wealth inequality between the social classes in our nation. Although it is impractical to precisely measure the morality of wealth inequality, we can use philosophical thought to determine what makes a political and economic system just. By analyzing the theories of political philosophers, Robert Nozick and John Rawls, it is clear that wealth inequality is morally justified, as long as equal opportunity and concern for justice among a society is provided under certain conditions.
In the 1997 article, “On The Uses of a Liberal Education: As a Weapon In the Hands of the Restless Poor,” published by Harper’s Magazine, the social critic Earl Shorris described how political power could be achieved by a rather non-vocational educational discipline, the humanities. He emphasizes on how the knowledge of a liberal Education can be used as a form of weapon within the lives for the poor.
In "A Good Man is Hard to Find" the Grandmother is a main character that symbolizes a savior. O' Connor describes the Grandmother as a savior with grace, who is saving the Misfit from evil. ." O’Connor determinues that the Grandmother shall be the Misfit’s savior, even though she may not seem so in the story” (Bandy, 151). She reaches out to the Misfit with a "touch of grace" because she is portrayed as the "good character" in the story. The Grandmothers purpose is trying to save the Misfit, or the "evil character." At the end of the story, when she was talking to the Misfit after she realized that he was going to kill her she murmurs, "'Why you're one of my own babies. You're one of my own children!' She reaches out and touches him on the shoulder. The Misfit sprang back as if a snake had bitten him and shot her three times through the chest" (O'Connor). Here the significance is that the Misfit was offered grace from the Grandmother, but denies it. “When the Misfit shoots the grandmother he is recoiling from whatever grace she offers. He is rejecting not just any warmth conveyed in the touch, but also th...
Redistributive claims aim to distribute justly the allocation of resources (Fraser, 1996:3). For example, resources of the rich are justly redistributed to help an economy that receives less. Furthermore, redistributive claims focus on the socio-economical injustices that are embedded within an economic society and are assumed wholly concerned with the injustices of class orientations (Fraser, 1996:6). Essentially, if injustices arise within redistribution, people’s participation is prevented as equals by economic structures and this causes complications since resources are denied. In denying resources, it excludes economic structures that institutionalise poverty, exploitation and inconsistencies in wealth, income and labour (Blunden, 2004). Moreover, injustices with redistributive claims raise issues with class structure. Since, the injustices lie at the heart of the economic structures, the appropriate solution would then be to restructure the economic society and by doing this, the recognition of economic classes should not be recognised and abolished (Fraser,
In “A Good Man Is Hard to Find” the readers are lead to believe that the Grandmother is a good Southern woman who lives her life by God’s grace, and the Misfit is a horrendous, murderous, mad man that believes in nothing. Although these first impressions seem spot on at a first glance, the actual characteristics and traits of these characters are far more complex. The Grandmother and Misfit have a very intriguing conversation before he murders her, but in the short time before her death, the readers see the grandmothers need for redemption and how the murderous Misfit gave her the redemption she so desperately needed,
Through education, Condorcet suggests, all people in the world will “acknowledge no master other than their own reason” (131). Condorcet states, “by such an education, they can...free themselves from a blind confidence in those to whom they may [otherwise] entrust the care of their interests and the security of their rights” (131). Condorcet argues that through equal education, citizens will become free and independant, able to think for themselves, while becoming able use their own reason and judgment; as a result, people will not succumb to prejudices, thus creating a better society. As a result, Condorcet suggests, “the new members of the enlightened class of men...will serve as the friends of humankind, exerting themselves together to advance the [continued] improvement and happiness of the species” (130). Condorcet’s vision of education would surely constitute as progress and change for the better; as history has proven, a society that enlightens and fosters individual education, is far superior to one that keeps its citizens
The entire world attempts to make a better life for themselves; however, too often the majority of the people of a country will suffer more from their technology than benefit from them. As technology increases the wealth distribution in the United States has shifted from all having relatively equal wealth to the rich becoming even more rich than everyone else. Since the 1970’s the wealthy have gained more wealth while the lower and middle class have begun to suffer shown by “…the share of total household wealth owned by the top 0.1 percent increasing to 22 percent in 2012 from 7 percent in the late 1970s” (Saez, & Zucman, 2014, Np). Robert Reich in “Why the Rich are Getting Richer and the Poor Poorer,” discusses the inequality that technology
The use inventive spelling, abbreviations. As high school students start to use short texting, some of their grades dropped due to the spelling errors they make. So many teens get used to wing abbreviating that they just begin to write that that way. Some teenagers writing skills have turned into sentence fragments, because of the limited space they put into text sentence. In my research how does texting affect teen literacy the percentage was 64 percent of students who say they incorporated text language in their writing, 25 percent said they did so to convey have used text shortcuts a lot of students, vocabulary and grammar is also affecting their literacy. The outlook of the teachers is that. Text plus recently released results of its own survey of 1,214 teens that use their services. 43 percent of which have texted in class, they seem to pay more attention to their phone than what the teacher is teaching. They seem to have the phones that will spell the word for them so they have to worry about spelling. In the age of text message, where words are reduce to no stand abbreviating, symbols, But in my research I pointed out that technology has put new emphasis on reading and