Justice Class 4 | Wednesday/Thursday, August 24-25, 2016

Justice Class 4 | Wednesday/Thursday, August 24-25, 2016

• What? Discussion on Two Among the Righteous Few in preparation for the author's class visit. Introduce next reading - H. Smith on the Prophets of Israel as people of justice . . .
• Why? To encourage thoughtful discourse through preparation and practice. To listen carefully and grow in understanding. To become familiar with the Prophetic Tradition and its contribution to justice theory.

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• Check for books - especially Two Among the Righteous Few
• Espacio: Living life from the inside --> out.
• Indigenous wisdom:
• I will follow the white man's trail.
• I will take him as my friend, but I will not bend my back to his burdens.
• I will be cunning as a coyote. I will ask him to understand his ways, then I will prepare the way for my children, and their children. The Great Spirit has shown me - a day will come when they will outrun the white man in his own shoes. ~Many Horses
• ARTICLE: "The Great Affluence Fallacy"
• Reflective Essay: Edit Righteous Few Essays 
• NOTE: What we are doing may differ from your English classes or from what other teachers may say. We are not writing an argumentative essay or expository essay. These carry their own guidelines. You are writing a reflective essay that is meant do demonstrate comprehension and clarity. 
• We will move all reflection into a Google Folder that will be shared with Mr. Brounstein. Once in the folder, you cannot edit them. Be sure your work is finalized before putting it in the folder today by the end of class . . .
• Add to your written reflection a direct quote from the book the supports what you write.
• This quote should be well chosen and relevant
• Include its context
• Include a parenthetical citation
• Add the Work Cited entry and be sure it is formatted correctly.
• Book Discussion & Reflections (For Marty Brounstein's Visit)
• Use the book to support your comments, what about this narrative invited you to new appreciation of life, humanity, the Holocaust, etc. 
• Speak clearly, 
• Express yourself in well organized thoughts, 
• Avoid repetitive comments 
• Be brief, allow others to speak
• Reading & Work: Huston Smith, "Judaism: Meaning in Justice"
• Begin listening to the EDPuzzle on this reading. It is assigned in on EDPuzzle
• The reading (PDF) is on HAIKU as well as the assignment.
• What we do not finish in class is due before the NEXT CLASS. 

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Student Comments: What is Justice?

• Doing the right thing, making sure that no bad deed goes unpunished.
• right behavior or treatment.
• Encourages communal benefit within a society.
• Bringing peace and equality to an area/community.
• right thing and being punished if you don't.
• Moral action taken to handle certain situations. However, because morality can sometimes be subjective, I also believe that justice is subjective.
• Doing what is right. This debate changes within different cultural norms. 
• Treating people fairly and respectfully and understanding right from wrong. 
• It is the proper way to answer/approach an issue or ethical dilemma. It is when the right outcome is drawn from a difficult situation. 
• Discerning what is morally right from what is morally wrong and working towards what is morally right. 
• Looking at social issues and see them from multiple points of view before trying to find a way to solve the problem at hand. 
• Making morally and ethically correct decisions for the betterment and growth of society 
• An equal playing field for all people.
• Giving back to people who need help helping themselves.
• Doing what is right whether or not it is what society thinks is right. 
• Making decisions based on your perception of right and wrong. 
• follow through with laws. 
• fairness, equality, morality, being reasonable. 
• Creating a level playing field for all members of a community. Providing a standard fairness across all peoples.
• An ideal for the way society should respond to any situation. The ideal relies on basic morality/ethics and the understanding of common truths.
• Resolution to a conflict.
• Doing the right thing in order to help the community and the future
• A just action that excludes the negativity in a community. 
• For example, policemen that come together with young black children to make sure they express to the children that there is no separation or divide between the two races.
• The righteous solution to a problem. 
• A course of ethical action that reaps the most benefits for a given community. Given this, just actions would effectively uphold principles like dignity, fairness, and equality. 
• In practice, justice in its purest form is supposed to be "blind"; it transcends factors like race, religion, gender, etc. to substantiate a set of standards for people to act in a way that would best maintain an honorable society. 
• Fairness for all
• Doing the right thing and learning how to make good choices. 
• Acting on your conscious to lead a situation to what you believe is a moral conclusion. 
• Concept of moral rightness that incorporates ethics, rationality, and fairness. 
• Evening out a wrong that someone has committed. 
• Understanding all theories but at the same time one will not oppose them nor believe them. Learning for the greater good of yourself and those around you. 
• Doing right things for the world 
• Bringing order to society 
• Knowledge and decision making based on morals and ideals. 
• Quality of being fair to all parties involve