Vol. XXXVIII / 1 - Studia Moralia
Vol. XXXVIII / 1 - Studia Moralia Vol. XXXVIII / 1 - Studia Moralia
260 STEPHEN T. REHRAUER Social reality is pliable. What holds its fibers together are concepts of justice. Justice and injustice however, are also flexible concepts. They are conceived of in terms of comparative equity, noncomparative equity, comparative equality and noncomparative equality. Often the demands of two or more of these conceptions are in harmony in what they require, but there are times and situations where the demands of one type of justice concept are at odds with the demands of another. It is often difficult for conscience to keep them clear. The lines between them are fuzzy enough in many peoples minds to begin with. When they become further blurred, the result is injustice, often carried out in the defense of justice. The data concerning the effects of the understanding of justice upon actual justice and injustice related behavior is extremely important for us as moral theologians. From the perspective of our tradition it can both remind us to look seriously at, and also scientifically validate the accuracy of one very important insight of our Catholic moral tradition. Sin and virtue are in the will informed by the reason. 64 On the one hand, the data certainly indicates that the way people reason about justice has a consequent effect in their helping behavior. On the other hand, there is sufficient data to indicate that the effect reasoning has differs depending upon the nature of the task at hand, the situation, and the particular goal in the mind of the individual. All of these findings lend force to much of our classical descriptions of how human moral action unfolds, and reinforces the traditional wisdom that it is not enough to educate the minds of our people, it is also essential to strengthen and form their wills, and to be vigilant over the structure of the societies in which their lives unfold. Combined with intellectual education, there is a need for Christian discipline. Combined with moral catechesis there is a demand for the formation of real Christian community. By the same token, the difference in actual behavior between how people think about injustice and what they actually do in real-life situations reveals a universal tendency which crosses the boundaries of both gender and 64 St. THOMAS AQUINAS, Summa Theologiae I-II, q. 20.
THE INJUSTICE OF JUSTICE AND THE JUSTICE OF INJUSTICE 261 concept-definition. The one area in which we do really seem to be equal is that both men and women alike, both equity and equality thinkers, both defenders of abstract principle and caretakers, both comparers and noncomparers, are equally capable of and seem to have a great facility in participating in and perpetrating injustices against others. When it comes to justice and injustice, people are in fact moral relativists in much of their daily living. The empirical research can help us to understand why this is so. This in itself says nothing about what or how people should be. The Christian tradition and perspective is clear and consistent in its recognition of moral relativism as a manifestation of the effects of original sin still at work among us. 65 But it is not enough just to say that people shouldn’t be moral relativists. It is important to help free them from the forces which lead to the exercise of moral relativity, moving them beyond these into a more just way of living justice. The information provided by the social and empirical sciences is invaluable in this task as well, and I believe we have as moral theologians the obligation to familiarize ourselves with it and to reflect upon it theologically without fear of the challenges it may present to us. A passage through the psychological literature can make us more cognizant of some of the pitfalls we ourselves fall into. Justice often becomes confused with justification, i.e. rationalization. While philosophically and theologically we might have a specific definition, it often doesn’t jive practically with the real understanding and usage of the concept in our people’s daily lives. The empirical data can provide us with an effective reality check for our theories. In the second part of this series, I will examine how the two other areas studied by moral psychology—the constitutive, regulative, and procedural rules which people use in order to make concrete applications of the principles of justice; and certain cognitive and emotional processes, biases, and tendencies which lead people regularly to behave unjustly—can help us to better understand how and why good people in their 65 Veritatis Splendor 112.
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260 STEPHEN T. REHRAUER<br />
Social reality is pliable. What holds its fibers together are<br />
concepts of justice. Justice and injustice however, are also<br />
flexible concepts. They are conceived of in terms of comparative<br />
equity, noncomparative equity, comparative equality and<br />
noncomparative equality. Often the demands of two or more of<br />
these conceptions are in harmony in what they require, but<br />
there are times and situations where the demands of one type of<br />
justice concept are at odds with the demands of another. It is<br />
often difficult for conscience to keep them clear. The lines<br />
between them are fuzzy enough in many peoples minds to begin<br />
with. When they become further blurred, the result is injustice,<br />
often carried out in the defense of justice.<br />
The data concerning the effects of the understanding of<br />
justice upon actual justice and injustice related behavior is<br />
extremely important for us as moral theologians. From the<br />
perspective of our tradition it can both remind us to look<br />
seriously at, and also scientifically validate the accuracy of one<br />
very important insight of our Catholic moral tradition. Sin and<br />
virtue are in the will informed by the reason. 64 On the one hand,<br />
the data certainly indicates that the way people reason about<br />
justice has a consequent effect in their helping behavior. On the<br />
other hand, there is sufficient data to indicate that the effect<br />
reasoning has differs depending upon the nature of the task at<br />
hand, the situation, and the particular goal in the mind of the<br />
individual. All of these findings lend force to much of our<br />
classical descriptions of how human moral action unfolds, and<br />
reinforces the traditional wisdom that it is not enough to<br />
educate the minds of our people, it is also essential to strengthen<br />
and form their wills, and to be vigilant over the structure of the<br />
societies in which their lives unfold. Combined with intellectual<br />
education, there is a need for Christian discipline. Combined<br />
with moral catechesis there is a demand for the formation of<br />
real Christian community. By the same token, the difference in<br />
actual behavior between how people think about injustice and<br />
what they actually do in real-life situations reveals a universal<br />
tendency which crosses the boundaries of both gender and<br />
64<br />
St. THOMAS AQUINAS, Summa Theologiae I-II, q. 20.