Egalitarianism is a broad political and moral philosophy that prioritizes equal moral worth and seeks to reduce or eliminate unjust inequalities in political power, resources, and opportunities. There are diverse interpretations about what exactly should be equalized and by what means.
Core idea is all humans have equal fundamental worth, which should be reflected in fair treatment under the law and in distributions of resources or opportunities.
Equality of opportunity and equality of outcome are two different ways egalitarians think about what should be made equal in a just society. They often overlap in practice, but they focus on different moral targets.
Equality of opportunity
Positions, rewards, and offices should be open to all under fair conditions. So people with similar talent and effort have similar chances, regardless of race, gender, family background, or class. Inequalities in results are then acceptable if they arise from people’s choices and efforts rather than from arbitrary disadvantages.
Everyone should face fair rules and have similar education, health, and rights. So jobs, income, and status depend mainly on effort and talent, not on race, class, or luck at birth.
Moral arguments for preferring equality of opportunity is that it is better to remove unfair obstacles than to force everyone to end up roughly the same.
It is unfair for arbitrary factors like race, class, or family wealth to shape a person’s life chances. So it should be removed from determinants of access to jobs, education, and offices.
People should rise or fall mainly on effort and relevant talent, not on luck at birth,. It makes resulting inequalities more acceptable than when they stem from discrimination or rigid social caste. Individuals are free to make choices and live with the consequences.
Many see forced equalization of outcomes as intruding too far into personal life. It is penalizing those who work harder or save more.
Equality of outcome
People should end up with roughly the same level of income, wealth, welfare, or status and persistent gaps in these outcomes are presumptively bad and call for correction. Any significant inequality in the chosen metric is unjust. Robust redistribution, wage compression, or socialization of key resources required to narrow outcome gaps.
Supporters of equality of outcome argue that some degree of equalizing results is needed for genuine justice, social stability, and effective freedom, not just for cosmetic fairness at the starting line. They typically see outcome gaps as symptoms of structural disadvantage rather than merely different choices or talents.
A central claim is that narrowing outcome gaps directly reduces poverty and material insecurity, improving health, education, and life expectancy for those at the bottom. Proponents point to evidence that more economically equal societies have lower rates of violence, mental illness, and other social problems, so everyone benefits from reduced disparities.
Advocates argue that many outcome differences reflect long‑term patterns of discrimination, colonialism, class hierarchy, or systemic bias. Equal opportunity alone can not overcome these disadvantages.
Supporters point to progressive taxation, universal healthcare, strong public education, and robust social insurance as ways to compress extreme outcome gaps while preserving room for some differences. These policies are presented as investments in human capabilities and social stability, not just as transfers.
Most mainstream political philosophers and policymakers today treat equality of opportunity as the primary goal and see strict equality of outcome as neither realistic nor desirable. Many still support narrowing extreme outcome gaps. In practice, debates are often about how much outcome inequality to allow while keeping opportunities genuinely fair.
Some people still have the illusion that the British Raj was not all that bad. But in reality is that the British Colonial rule as against the interests of the common people of the Indian sub-continent and it destroyed the education system, economy, ancient monuments and livelihood of the people. One can trace the education system in India to third century B.C. Ancient days, the sages and scholars imparted education orally. After the development of letters it took the form of writing. Palm leaves and bark of trees were used for education. Temples and community centers often took the role of schools. When Buddhism spread in India , education became available to everyone and this led to the establishment of some world famous educational institutions Nalanda, Vikramshila and Takshashila. These educational institutes in fact arose from the monasteries. History has taken special care to give Nalanda University , which flourished from the fifth to 13th century AD, full credit for its e...
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