1. EQUALITY Good morning! Please sit with your reading group. Walzer 1:Peter, Emma, Mike LaRosa, Thomas, Rebecca Walzer 2:Cole, Erica, Hannah, Robbie Satz 1:Kirsten, Jessica Boston, Jonathan, Chanell, Adam Satz 2:Anna, Vaughan, Christine, Jessica Z., Caroline, Meghan Rawls 1: Gemma, Dan, Rich, Liz, Annie Rawls 2: Gabby, Isabella, Sangwoo, Kate, Jeanie

2. Goals 1.Discuss arguments for and against different conceptions of equality, as well as adequacy 2.Provide preliminary answers to the framing questions: What does equality mean? Why is it valuable--if at all? How do we know? 3.Name at least 5 other students in the class 4.Draw upon conceptions of both justice and equality to identify dilemmas in and discuss approaches to the “promotion v. retention case”

3. Agenda 1.Expert reading groups: Making sense of equality 2.Consolidating understanding 3.Four corners: Taking a stand on the promotion/retention case 4.Closure

4. Expert Author Groups What does your author have to say about equality? What should equality mean? Why is it valuable--if at all? How do we know? On the wall, write up a summary or bullet points of your author’s main ideas/arguments. Also write up 1-3 key quotations from the text.

5. Consolidation of Understanding Rawls vs. Walzer – singularity or multiplicity/pluralism? – veil of ignorance and original position, or history and context? – goods as given (primary goods) and of individual benefit, or goods as socially constructed? – institutional structures or webs of relationships? Resources vs. Outcomes vs. Opportunities – equality of what? Equality vs. Adequacy Need vs. Desert vs. Fairness

6. FOUR CORNERS

7. Merit and need conflict in determining justice in Ada’s case

8. This dilemma is primarily about educational resources.

9. Walzer’s conception of complex equality eliminates the dilemma in Ada’s case because her educational attainment would not determine her life chances

10. Rawls’ difference principle demands that Ada be promoted, not retained

11. Principles of justice apply to the design of school systems, but not to Ada’s individual case