فهرست نشریات علمی دسترسی آزاد ایران

Educational justice is not merely an educational or pedagogical concern; rather, it constitutes a fundamental component of social justice and a necessary condition for the realization of free and equal cooperation in society. Drawing on the theoretical foundations of John Rawls’s theory of justice, particularly the concepts of the basic structure of society, the sense of justice, and social cooperation, this study argues that public education plays a central role in sustaining a just social order. First, the concepts of the original position and the veil of ignorance are revisited as normative devices for the impartial evaluation of educational policies. Subsequently, by appealing to Rawls’s two principles of justice, equal basic liberties and fair equality of opportunity, it is argued, first, that the establishment of a fair educational system requires the systematic application of these principles, and second, that without such a fair educational system, the principles of justice themselves cannot achieve stability or durability over time. Finally, the paper concludes that education is not a secondary social good but rather a condition of possibility for a just society, insofar as the cultivation of a sense of justice in citizens and the continuation of social cooperation depend upon public education. In this way, Rawls’s theory of justice provides a normative framework for rethinking educational justice in contemporary democratic societies.