Reading Comprehension

PT128 · S4 · P4 · Q23 Cosmic Justice

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Passage A discusses the views of the economist and political thinker Thomas Sowell.

Passage A

Cosmic justice is the concept of justice through the eyes of an omniscient judge (like God). It wouldn't judge an act in isolation, but would rather judge an act in relation to all the constraints, difficulties, and influences that person has been exposed to through life.

Since this is an impossible standard to achieve in real life, Sowell thinks the justice system should not (but does) aspire to deal with this type of justice.

We're only equipped to deal with the crimes committed, not the fraught childhoods that created the criminal.

Passage B

Cosmic justice isn't the result of a process in which a trial was fairly conducted (that's traditional justice).

Cosmic justice is about recognizing all the various influences and inputs that flow into this eventual trial ... systemic disadvantages, absentee parents, institutional discrimination, etc.

It's a foolish endeavor for humans to be trying to achieve this sort of justice since softening punishments based on external factors (such as a troubled childhood) would lead to bad outcomes like a reduction in deterrence and an increase of crime that harms innocent people.

Summary

Both passages have the same central topic: cosmic justice.

They have pretty sympathetic views, especially because Passage A is basically describing the theories of the author of Passage B.

Both authors think it would be foolish for our criminal justice system to attempt to dispense cosmic justice.

The author of A does so more because of the hopeless complexity of the task.

The author of B does so more because of the practical effects of doing so (less deterrence / more crime) as well as the conceptual irrelevance of thinking that "X's bad childhood" should be something we consider when sentencing X for murdering Y, given that Y had nothing to do with X's bad childhood.

23.

Which one of the following is most analogous to the kind of approach both authors criticize?

  1. A local library charges children

    Weak Match

    This is a form of lessening punishment for some offenders, and it might be based on thinking that children, as offenders, are at disadvantages relative to adult offenders, and thus the children deserve lighter punishments. But it's at least a straightforward system to implement. You've got juvenile justice and adult justice. You don't have to assess a complicated constellation of factors to decide on the lower fine.

    2% picked this

  2. Correct

    In assigning grades, a teacher

    Why this is right

    This seems like an impossible data + judgment burden. How could a teacher know enough about every single student and know how to judge the unique particulars of each student's situation in order to translate that unique, complex backstory into a letter grade. Furthermore, if the grade is meant to measure performance on one specific written assignment, then what the heck do all these remote / tangential concerns have to do with quantifying how someone did when it comes to this one deed?

    Skill tested: Analogy · how this choice captures the passage's function is the move to repeat next time.

    92% picked this

  3. In assigning employee parking spaces,

    Not Complex

    This is a very easy system to implement and judge. It's very easy to obtain the data of an employee's rank and tenure, and those are simple variables to translate into a priority ranking for parking spaces.

    2% picked this

  4. An employer with a proven

    No Match

    It's hard to even relate this to the task at hand. This involves an appropriate punishment being levied by a court against a certain offender. There doesn't seem to be any aspect of, "Let me somehow quantify a holistic assessment of your entire life's backstory".

    3% picked this

  5. A university admits students based

    Weak Match

    There is definitely some fuzzy, holistic, "Hey, how really judge one person's extracurriculars and community service against someone else's in making this determination?" But academic achievement is quantifiable, and documented extracurriculars and community service are quantifiable (they can also be qualitatively compared, which gets trickier, but 100 hrs of community service is obviously much more than 10 hrs). This doesn't have as strong a match as the correct answer does when it comes to, "How could you possibly access all the data you'd need? How can you judge such disparate things for different people? What do these variables even have to do with the situation you're judging?"

    2% picked this

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