Paper I — Q2
(a) How has Rawls enriched the idea of justice in liberalism? 20 (b) Examine the importance of behavioural approach in political…
How has Rawls enriched the idea of justice in liberalism? 20 marks
Examine the importance of behavioural approach in political theory. What led to its decline? 15 marks
Can there be universal conception of human rights? Give your arguments. 15 marks
हिंदी में प्रश्न पढ़ें
रॉल्स ने उदारवाद में न्याय के विचार को कैसे समृद्ध किया है? 20 अंक
राजनीतिक सिद्धांत में व्यवहारवादी उपागम के महत्व का परीक्षण कीजिए। इसका पतन कैसे हुआ? 15 अंक
क्या मानव अधिकारों की सार्वभौमिक अवधारणा हो सकती है? अपने तर्क दीजिए। 15
Model answer
Drafted with AI by UPSC Answer Check against this question's marking rubric, to the expected length. UPSC does not publish answers for Mains — this is one way to score well, not an official key. How we build rubrics and answers.
(a) Rawls and Liberal Justice Rawls replaced utilitarian aggregation with a rights-based account of justice as fairness. In A Theory of Justice (1971) the original position behind a veil of ignorance is a methodological device: free and equal persons choose principles without knowing their class, talents or conception of the good, so the principles are just because they are chosen under fair conditions. It is not a historical contract. Two principles follow: equal basic liberties with lexical priority, which cannot be traded for economic gain; and social and economic inequalities that must attach to offices open to all under fair equality of opportunity and work to the greatest benefit of the least advantaged (the difference principle, a maximin logic). Advantage is measured by primary goods: rights, liberties, opportunities, income, wealth and the social bases of self-respect. Liberalism thus moved from maximising welfare to protecting rights while limiting inequality. In Political Liberalism (1993), responding to reasonable pluralism and communitarian critics such as Sandel, Rawls argued that a just society rests on an overlapping consensus of reasonable doctrines expressed through public reason, not on one metaphysical truth. He differs from Nozick's libertarianism (self-ownership, minimal state) and from Dworkin's equality of resources, which is "ambition-sensitive" but "endowment-insensitive". Critics show his reach: Sen says primary goods ignore differences in converting resources into freedoms, and Okin says the family's internal justice is left unexamined.
(b) Behaviouralism: Importance and Decline Rooted in Charles Merriam's Chicago School of the 1920s and dominant in American political science after 1945, behaviouralism sought a science of politics built on observable conduct, quantification, value-neutrality, empirical verification and cross-national comparison. Its importance lay in systematising the field and making claims testable instead of merely descriptive. Easton's systems theory treated politics as input–output processes, and Almond's structural-functionalism analysed functions such as interest articulation and aggregation. Dahl (1961) wrote its "epitaph for a monument to a successful protest", as it had by then won the discipline. It declined for several reasons. Easton's 1969 address "The New Revolution in Political Science" launched post-behaviouralism with a "credo of relevance", arguing that science alone cannot say what ought to be done. Critics charged reductionism, since measurable behaviour neglects meaning, ideology and legitimacy; Leo Strauss attacked its claim to value-neutrality; and the Caucus for a New Political Science (1967) said it tacitly defended the status quo. Its silence on Vietnam, civil rights and urban unrest exposed its irrelevance, and the revival of normative theory through Rawls and Nozick restored questions of justice and legitimacy.
(c) Can Human Rights Be Universal? Universality can be defended as a minimal core of dignity, not a single detailed code. It draws on natural law, the Universal Declaration of Human Rights (1948) and the 1993 Vienna Declaration, which calls all rights "universal, indivisible and interdependent and interrelated". Sen's capability approach grounds rights in real freedoms, and Held's cosmopolitan democracy extends them beyond the state. India's Part III reflects this: Articles 14 and 21 protect all persons, though Article 19 is limited to citizens, and the dignity-based reading of Article 21 in Maneka Gandhi (1978) and Puttaswamy (2017) strengthens it. Against this, cultural relativists argue that rights cannot be a culturally neutral code. The Asian values debate (Lee Kuan Yew, Mahathir; Bangkok Declaration, 1993) put community, order and development above individual civil-political rights. Post-colonial writers such as Makau Mutua ("savages–victims–saviours") and Spivak warn that universal rights can mask Western liberal assumptions, and the right to development (1986) and indigenous rights challenge a fixed hierarchy. Donnelly's "relative universality" offers a middle path: universal in aspiration, culturally mediated in practice.
How this answer will be evaluated
Framework: Concept > Theory and theorist > Application > Critique
What earns full marks: Precise theoretical engagement with named concepts and balanced critique.
Evaluation rubric
Each sub-part is marked on its own, against the marks and word limit printed on the paper.
- (a) Explain how Rawls' theory enriched the concept of justice within liberalism. 20 marks
explain— definition/context → points in order → small example → short close
Must cover
- Define Rawls' 'Justice as Fairness' and 'Original Position'
- Explain the 'Veil of Ignorance' as a methodological tool
- Detail the 'Difference Principle' and 'Liberty Principle'
- Contrast Rawls with utilitarianism or classical liberalism
Loses marks
- Treating Rawls as a socialist rather than a liberal
- Confusing 'Veil of Ignorance' with 'State of Nature'
- Failing to link the theory to the 'idea of justice'
Earns more
- Mention 'Political Liberalism' and 'Overlapping Consensus'
- Discuss the 'Society as a Fair System of Cooperation'
- Reference the 'Maximin' strategy
- Mention the 'Priority of the Right over the Good'
Extra mark
- Reference to 'A Theory of Justice' (1971)
- Mention specific critics like Nozick or Sandel
- (b) Examine the importance of the behavioural approach and the reasons for its decline. 15 marks
examine— intro → how/why with reasoning → evidence → conclusion
Must cover
- Define the behavioural approach (empirical, scientific method)
- Explain its importance: objectivity, value-freedom, quantification
- Identify causes of decline: 'post-behavioural' critique, complexity
- Mention the shift towards 'post-behaviouralism' (relevance)
Loses marks
- Confusing behaviouralism with 'behavioural psychology' only
- Ignoring the 'post-behavioural' phase in the decline
- Failing to mention the 'value-freedom' debate
Earns more
- Name David Easton or David Riesman
- Mention the 'Chicago School' of political science
- Reference Easton's post-behavioural 'credo of relevance' (1969)
- Mention the 'quantitative revolution' in political science
Extra mark
- Reference to Easton's 'The New Revolution in Political Science' (1969)
- Mention specific critiques by Robert Dahl
- (c) Comment on the possibility of a universal conception of human rights. 15 marks
comment— context → arguments both sides → judgment → close
Must cover
- Define 'universal conception' of human rights
- Present arguments FOR universality (inherent dignity)
- Present arguments AGAINST (cultural relativism)
- Provide a balanced judgment on the tension
Loses marks
- Taking a purely one-sided view without nuance
- Confusing 'human rights' with 'civil liberties' only
- Failing to address the 'universal' aspect specifically
Earns more
- Mention the 'Universal Declaration of Human Rights' (1948)
- Reference 'cultural relativism' vs 'universalism' debate
- Mention the 'Asian values' debate
- Reference the 'African Charter on Human and Peoples' Rights'
Extra mark
- Reference to specific UN resolutions or treaties
- Mention specific scholars like Jack Donnelly
What "Examine" is asking you to do
Test the proposition the question puts to you and return a finding on how far it holds. Examine stems carry a claim, or ask whether something has happened, and expect evidence weighed both ways before the extent is stated — often with remedial measures attached.
Structure that answers it
Restate the claim as the question frames it → evidence that supports it → evidence that undercuts it → the conditions under which it holds → verdict on how far it stands
Where marks are lost
Stopping at description. An examination has to reach a finding, and “examine with justification” means the extent must be stated, not implied.
Practice this exact question
Write your answer and it is marked point by point against the model answer above — what you covered, what you missed, what you got wrong.
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