{"title":"如何公正地做事:罗尔斯教授，1962-1971","authors":"Brad Baranowski","doi":"10.1515/auk-2022-2027","DOIUrl":null,"url":null,"abstract":"Abstract Understanding the social bases of what John Rawls meant by justice requires understanding a central part of Rawls’s professional life: his role as a teacher. As this essay shows, Rawls’s approach to teaching was not ancillary to his approach to heady philosophical issues like the justification of moral reasoning. Rather, there’s an ethic that runs through Rawls’s work, one focused on deliberation and consensus-seeking, and one whose strengths and weaknesses are easiest to see when you examine his teaching.","PeriodicalId":35240,"journal":{"name":"Analyse und Kritik","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How to Do Things with Justice: Professor Rawls, 1962–1971\",\"authors\":\"Brad Baranowski\",\"doi\":\"10.1515/auk-2022-2027\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Understanding the social bases of what John Rawls meant by justice requires understanding a central part of Rawls’s professional life: his role as a teacher. As this essay shows, Rawls’s approach to teaching was not ancillary to his approach to heady philosophical issues like the justification of moral reasoning. Rather, there’s an ethic that runs through Rawls’s work, one focused on deliberation and consensus-seeking, and one whose strengths and weaknesses are easiest to see when you examine his teaching.\",\"PeriodicalId\":35240,\"journal\":{\"name\":\"Analyse und Kritik\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Analyse und Kritik\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/auk-2022-2027\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Analyse und Kritik","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/auk-2022-2027","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}
How to Do Things with Justice: Professor Rawls, 1962–1971
Abstract Understanding the social bases of what John Rawls meant by justice requires understanding a central part of Rawls’s professional life: his role as a teacher. As this essay shows, Rawls’s approach to teaching was not ancillary to his approach to heady philosophical issues like the justification of moral reasoning. Rather, there’s an ethic that runs through Rawls’s work, one focused on deliberation and consensus-seeking, and one whose strengths and weaknesses are easiest to see when you examine his teaching.
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