 If we can make one person better off without making anyone else worse off, do it.   EFFICIENCY is king.  If there’s a loser, compensate.  If no compensation … no guidance  I give to others because I’m happy

 The greatest happiness for the greatest number  U1 + U2 + … + U  If utility shows marginally decreasing returns to income, can trade off utility  I give to others if their gain is greater than my loss.  Notice: ends justify means

 Singer  If we can prevent a great deal of misery without sacrificing anything of comparable moral value, we should.  Each person has a duty to maximize SWF  Give 5%, 25%, a lot more, to reduce hunger.

 Singer  If we can prevent a great deal of misery without sacrificing anything of comparable moral value, we should.  Rawls  Veil of ignorance  1 – Be free  2 – Choose the distribution to make the least happy person as happy as possible  Max(U1), then max (U2), then max (U3), then….

1 – Deontology: the study of duty  This is what you ought (not) to do  This is what a good person would do.  Doing something you should that you don’t want to? How holy!  I give because I ought to.

1 – Deontology: the study of duty 2 – Virtue Ethics: the virtuous person  Who are you becoming?  “Not virtuous acts, but being a virtuous person” – Schiller  I give because I want to be a compassionate person.

1 – Deontology: the study of duty 2 – Virtue Ethics: the virtuous person 3 – Rights  Duty holder and duty bearer  Charity vs. Entitlement vs. Right  India ~2001

1 – Deontology: the study of duty 2 – Virtue Ethics: the virtuous person 3 – Rights 4 – Sen capabilities Development is capability or freedom Transform resources into valuable activities Multi-dimensional

1 – Deontology: the study of duty 2 – Virtue Ethics: the virtuous person 3 – Rights 4 – Sen capabilities 5 – Nozick Freedom Is the process fair? Was the start fair?

In our Classroom!

 Richest/Poorest  Richest 1 / Poorest 1 = 42/0  Richest 10%/Poorest 10% = 119/0.3 ~ 376  R25%/P25% = 275/47 = 5.9

 Right now, 26 points/46  At end of the semester, 60/100  Headcount ratio: 68%  Poverty gap: 46%  Pov gap squared: 31%

 You all started fairly.  The process that determines grades was fair and impartial.  The grades as they stand are equitable.

 No student owns their own points. The entire class owns all points.  “From each according to his ability, to each according to his need.”

 Now the distribution has

 Now the distribution has everyone flunking.

 Now the distribution has

 Now the distribution has everyone flunking.

 Now the distribution has

 Now the distribution has everyone flunking.

 Now the distribution has

 Now the distribution has everyone flunking.

 20% of the points go to the government.  Now the distribution has everyone flunking.  Winston Churchill:  The inherent vice of capitalism is the unequal sharing of blessings; the inherent virtue of socialism is the equal sharing of miseries.

 What is my duty to help my fellow students who aren’t doing as well as I am?