A scientific foundation of Justice

Can science be used to realign our perspectives of justice?

Justice requires fair treatment. Justice through its implementation of judgment sheds light on how society values people of differing heritage. The American legal system, based on its track record, and inability to systemically change may not be the best solution for a "Just Society". Are there good alternative systems that can address the current difficulties American society and its legal systems are having with ensuring its people are able to have fair access to life, liberty, and the pursuit of happiness?

Science adapts quickly and is learning to value the importance of diverse social and biological heritage based on sound logical and experimental understanding. Diverse heritages of those involved in observation, the building of scientific models, and problem-solving are paramount to the grounded understanding of the natural world [1-3]. Perhaps science can provide a more grounded perspective of justice.

In science, observations are used to build models that inform action. We are recognizing that diversity in heritage can create more complementary observational perspectives that build robust scientific models that increase the flexibility needed to solve difficult problems. Because we can share observations and models we can also create collective models that collectively allow for informed action [2,4]. The scientific process gives people the power and tools to better access life, liberty, and the pursuit of happiness.

From a scientific (computational and biological) perspective, Justice should mean equal observations, equal model sharing, and equal ability to take informed action.

Deviations from equality in observation, sharing, and action will create skewed perspectives, that cascade into skewed models, and skewed actions. It makes for a world skewed towards the perspectives, models, and actions of over-represented persons. Right now, America is older, more white, and more masculine because those are the over-represented origins of perspectives (the current power structure). Because observations and models originate from this skewed perspective, we act based on models that say the world is "Old, White and Male". We then act on these models only to find the harsh reality that the world is NOT "Old, White, and Male". This is especially harsh when the observers are not "Old, White, and Male". There are two ways out of this conflict, (1) MAKE the world "Older, Whiter, and more Masculine", OR (2) to make our observations and models based on the diverse perspectives that are more widely consistent with collective observations and models.

By extension, we can scientifically consider the process of JUSTICE to be the reconciliation of our actions with representative models and observations.

We have been stuck with "justice" for 400+ years in America. We've hampered the process of JUSTICE by preventing observation, model sharing, and action by blinding eyes, shutting mouths, and binding hands [5-6]. True JUSTICE is when we share our observations, models, and actions and they are consistent with all people.

Scientifically JUSTICE can be considered representative observation, model sharing, and action for all.

We need to create equitable access to platforms that promote observation, sharing of models, and informed action. This means equal access to technological tools like computers and the internet but actually starts with equitable and representative skills in observation and model construction. Education is a non-confrontational solution because education already seeks to value honest perspectives without physically forcing compliance (compared to our justice/penitentiary systems).

Serious discrepancies for equitable access to life, liberty, and the pursuit of happiness could be rectified with relatively small changes to educational practices. By providing students with training in the use of good tools, students would be given the liberty to pursue a "happy" life.

These changes could include the following points. First, teachers can stop telling students how the world is. Instead, teachers can ask students what they are observing and how their observations are rationally self-consistent. Teachers can then ask students to share and compare their models with their educators and the other students. By encouraging students to find commonalities between models and discuss their process of observation, and model construction a sense of community and respect for the diverse perspectives that generated the observations and models can develop. This is a way that educators can break the blind propagation of skewed observations and models to start equitable observation, model building, and sharing.

Scientific perspectives suggest social justice starts with good observations and good models which can start in the classroom instead of the desk of a Senator's aid. A bottom-up approach to improved teaching practice may also have farther-reaching impacts beyond state lines. This process is inherently flexible and adaptive because it focuses on promoting observation-based learning rather than the blind propagation of "facts" instilled by the established social power structures. From there we can move on to improve access to tools like computers/internet that promote model sharing and comparison. I suggest we need solutions that don't require action from conservative legal and political systems (at the front end) and put effort and emphasis on actively adapting and learning systems of science, education, and technology.

The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies (New Edition). (2007). Princeton University Press. https://doi.org/10.2307/j.ctt7sp9c

Boaler, J. (2019). Limitless mind: Learn, lead, and live without barriers.

Asai DJ. Race Matters. Cell. 2020 May 14;181(4):754-757. doi: 10.1016/j.cell.2020.03.044. PMID: 32413295.

Hawkins, J., & Dawkins, R. (2021). A thousand brains: A new theory of intelligence.

Journal of American History, Volume 106, Issue 4, March 2020, Page 1153, https://doi.org/10.1093/jahist/jaaa002

Ira Berlin, American Slavery in History and Memory and the Search for Social Justice, Journal of American History, Volume 90, Issue 4, March 2004, Pages 1251–1268, https://doi.org/10.2307/3660347