Abstract

Highlighting a progression of exercises, this paper develops a pedagogical model aimed at giving students tools to deliberate about justice from within the Original Position and to debate the broader goals and limitations of justice as fairness. The approach focuses on the idea of a “distribution” of primary goods without relying on caricatures or being intimidated by the more technical features of the presentation. The series of exercises shows students how to move from more intuitive to less intuitive deliberative situations—a move that depends on seeing a just distribution as a product of a pure procedure. In particular, the exercises show the importance of distinguishing carefully between a distribution and an allocation of goods. Finally, it suggests ways in which we may use the theory to engage with our own distributive practices in democratic societies by focusing on the moral significance of persons as equals.