The Difference Between Morality and Justice

May 28, 2010 at 2:29 pm | Posted in Political | 10 Comments
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by Walter Scott Hudson

Elements of the blogosphere remain atwitter over Kentucky Senate candidate Rand Paul’s position on the Civil Rights Act of 1964. Paul made the case, on The Rachel Maddow Show and elsewhere, that Title II of the act intrudes upon private property rights. Plenty of facepalms commenced. Even among Paul supporters, some felt their candidate mishandled the situation by allowing himself to be caught up in a “theoretical abstract” or “irrelevant philosophy.” More antagonistic critics characterized Paul’s stance as advocacy for racial discrimination, despite Paul’s explicit statements to the contrary. The synthesis of left-wing criticism seems to be; one cannot take a moral stance against racism unless willing to prohibit it by law.

This episode lends itself to clarifying a defining characteristic of libertarianism. Taken literally, libertarianism is simply advocacy of liberty. Liberty is freedom from arbitrary or despotic control. Misinterpretations of libertarianism paint it as a kind of anarchism or government limited to the point of irrelevance (think the United States under the Articles of Confederation). In truth, libertarianism recognizes the necessity for government empowered to exert coercive force in protection of natural rights. It is essentially another name for classical liberalism or paleo-conservatism of the type advocated by Ronald Regan in his 1964 stump speech for Barry Goldwater.

You and I are told increasingly that we have to choose between a left or right, but I would like to suggest that there is no such thing as a left or right. There is only an up or down — up to a man’s age-old dream, the ultimate in individual freedom consistent with law and order — or down to the ant heap of totalitarianism.

Through Jefferson, our forefathers declared in defiance of a king; “to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” That is the only purpose of government, to secure inalienable rights.

Rand Paul’s issue with Title II of the Civil Rights Act is that it intrudes upon those rights. Specifically, it dictates to business owners whom they will do business with. Though he opposes Paul’s position, Race-Talk author Stephen Menendian demonstrates a solid grasp of the argument:

[Paul's] view is that, while private racial discrimination is anathema and despicable, it’s not something that the government should regulate. His argument, a libertarian argument, is that regulating private discrimination goes beyond the sphere of government authority. In addition, he argues, private discrimination is better regulated by market forces. In his view, and in the view of many libertarians, the private market would regulate and weed out businesses that discriminate, since business with what economists call a ‘taste for discrimination’ would lose patrons.

If indeed Paul stated “private discrimination is better regulated by market forces,” it was a misstatement which sidesteps the relevant point. The objective of government ought not be the arbitrary regulation of behavior. Rather, government ought to regulate behavior which violates an individual’s natural rights. Private racial discrimination, while distasteful and reprehensible, does not violate anyone’s natural rights. It therefore matters not whether government or market forces do a better job of regulating private discrimination. It is, as Menendian dutifully represents, simply beyond the sphere of government authority.

Where Menendian and other critics err is in equating morality with justice, using the two interchangeably:

Discrimination [is] about morality, fairness, and a basic conception of equality; it’s about justice.

There is a broad literature in economics about the efficiency of slavery, and whether, in time, the institution of slavery would have withered and died, as it did in many northern states.   This literature, while fascinating, is beside the point.   The abolition of slavery was a moral imperative, not an economic one.

It is true; the elimination of slavery was a moral imperative. So too is the elimination of racial discrimination. However, government’s imperative is not moral. Government’s imperative is justice. Slavery was not simply immoral; it was unjust.

Though they are related, there is a crucial difference between morality and justice. Justice balances the rights of each individual. Morality dictates how individuals ought to conduct themselves. Morality may dictate you should give to the poor. Justice does not, because what is yours is not anyone else’s until freely given.

The same applies to racial discrimination in the private sector. One ought not discriminate against customers based on race; it is immoral to do so. But it is not unjust to do so, because no one is owed wares or services in trade. If government is utilized to coerce individuals into doing business with others, it is both unjust and immoral.

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  1. Bravo. This article is clear, concise and an excellent defense for Rand Paul’s position

    Norm

  2. is it suffice to say that there is a thin line between morality and justice? i still dont get it. please make me understand.

    • It’s not a thin line at all. It’s a bold distinct border. Justice is an objective moral concept concerned with individual rights. While objective morality discerns racism to be immoral, it also demands property rights be respected. As long as you are not harming another, your use of your property and the free associations you choose are your exclusive right. Private discrimination does not harm anyone, because no one is entitled to do business with you or trespass upon your property. The fundamental principle is this – force may only be used in response to force. So while it may be wrong to discriminate, or wrong to poison yourself with drugs, or wrong to drink yourself out of a job, you don’t have a right to force someone to do the right thing. You can only apply force when their actions are forceful, when they act to deprive another of life, liberty, or property.

      • Mr. Hudson

        Just to make sure I have the correct context from the founding fathers when you mean act to deprive another person of life it means you can’t actively seek out to murder or conspire to murder someone, am I correct? Every human being that exists has a life which they already possess. The only that could happen to life is that it is taken away. Am I correct? In this case no one has to be forced to provide or do, am I correct?

        Just to clear up my own confusion, the right to life does not mean that a person is entitled to be provided a living to sustain them. Am I correct?

        During the civil rights movement it was correct to do things like getting the jim crow laws removed. http://en.wikipedia.org/wiki/Jim_Crow_laws

        On the other hand, when folks of that era tried to make restaurants through coercive governmental laws serve them this was an unjust thing to do on their part even though what the restaurant owners were doing was immoral am I correct?

        If I am correct I think I may understand the principle. I do have a question. What about ciggerette smoking? Ciggerette smoke causes cancer. If a person is smoking in their backyard and the smoke comes my way are they doing me harm since the smoke causes cancer?

      • It sounds like you understand well.

        Property rights lay at the center of the smoking issue. Second-hand smoke is simply not that harmful, to where your chance of getting cancer increases substantively from having a neighbor who smokes. It’s more of a nuance than anything else, something you don’t like. It doesn’t have an adverse impact on your quality of life. Such things must be balanced so that neither parties’ rights are violated. We purchase property in the context of our surroundings. We cannot demand that everyone around us use their property they way we would prefer.

  3. Wow Mr. Hudson

    I’ve always thought that justice and morality were the same thing. I do have a question for you. The schools I’ve went to when I was younger never broke any of this down whatsoever. Even when I went to college, they never did. Why did they not break this down to me and teach me or did they all do so and because of my condition I may have missed the underlying context? Apparently, due to my own ignorance I muddled certain concepts up that I should not have muddled up . Am I correct? I have always thought a right and an entitlement were synonymous. By what you’re saying this assumption is wrong am I correct?

    I am beginning to understand where my own weaknesses are at. I have problems dealing in the abstract language and abstract concepts. In addition, I have major problems with missing the context to things. I am better at dealing in the concrete and the literal. I do have problems dealing in figures of speech as well. For example, some would say there are people who want everything handed to them on a silver platter and more.

    Before I knew what this meant, I would’ve asked how is it possible to have everything on a sliver platter. How would you put the state of Hawaii on a silver platter or our sun. The silver platter would melt if the sun was put on it. This silver platter would have to be larger than our universe and if we live in a multi-verse it would have to be larger than our multi-verse. I would ask how would it be possible for a person to possess all of this. I would then ask what would be greater than everything that could exist? It would seem to me that if we summed up one thing that was greater than everything we would have everything again. I do know now it is a figure of speech and all of my questions are moot.

    This is how and why I confused certain terms like rights, entitlements, etc.

    • Confusion over language is not unique to your situation. There are clearly many people who conflate rights with entitlements. That’s the root of much of our political discourse.

      I don’t recall being taught any philosophy in high school either. I took a course in college, but it wasn’t very deep or engaging. Like most education today, it was about learning the answers to the test, or being able to regurgitate the textbook in a paper. Education today doesn’t really focus on teaching people to think. It’s all about having information flow through you. That’s why people graduate with little to no functional ability, unprepared for college, unprepared for business, unprepared for life. It’s a serious problem.

  4. “Education today doesn’t really focus on teaching people to think. It’s all about having information flow through you. ”

    If you do not mind, will you please clarify? I did not follow what you meant in this statement.

    Everything else, I agree with what you are saying. In my opinion, I thought some of the text they used were vague and ambigious and the way they taught was vague and ambigious.

    There is one concept that always used to get me confused. It is division by 0. This is how they would present the information. They would say x / 0 = undefined and x = anything. This did not make any sense to me. Here is why.

    If both math statements are true then it should be possible to state (0 * undefined)=anything. I had to find something that was undefined and that is 1/0. We had (0 * 1/0)=anything. When I multiplied this I would receive the indeterminant which is 0/0. From this, I can produce anything that I can think of. For instance, 0 * 5 = 0 * 7=0 or 0 * a car =0. From this, I determined 0/0 produces any value desired since anything mulitplied by 0 is 0 and 0 was both the divisor and the dividend.

    By saying the answer is undefined do we not define it? I never understood this contradiction that I perceived in their presentation.

    Where do you think I went wrong in my thinking? Did I misinterpret the instructors over the years?

    • I’m the wrong guy to ask about math. I would say the answer to 0 * X is undefined because it is not a specific answer. As you say, anything times zero is zero. Therefore, the answer is not “definite.” At least that makes sense to me.

      As for education, what I mean is that students are not taught how to think critically. They are not led to discover truth. They are force fed predigested ideas which they are then expected to spew back out through tests and papers.

      The alternative to the current education style is a classical education, the kind which children used to receive before the advent of public education. A classical education involves exposure to and discussion of ideas. The goal is not to pass a test, but to learn how to process and synthesize information.

      • I asked someone else. What they meant was any number when they used the word anything. They did not literally mean the word anything. Our number system represents concrete representations of our reality. It represents quantity, weights, measures. Where I went wrong was that the concept of undefined has no representation in our concrete reality. It is an abstract concept that says that we can’t find an answer that will satisfy certain numerical criteria. For instance, we can’t divide up 7 into 0 equal parts when we divide 7/0. This would not make sense and I also derived myself that by doing what I did it violated the law of identity which says “All A are A.” Basically, I was trying to prove Some ~A are A or Some non-cats are cats. This would be contradictory and illogical.

        I have had to try to teach myself to critically think because of practicality. A lot of times it was difficult to understand what everyday people were saying. Sometimes they would say things that I perceived as contradictory. In fact, I had to become my own teacher because I had difficulty when other instructors tried to teach me. I think a classical education would be wonderful for me at least.


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