Last week, as we walked back into
the Public Policy class, post the break, there was a cake on the table much to
our surprise. After some quick banter on being past the number of sessions when
students can opt out of the course, one of us was asked to volunteer to cut the
cake. One of the students volunteered. As he approached the cake and was ready
to begin cutting it the instructors cautioned him that he must make sure to cut
it into equal pieces. So then came about the question of how many pieces we
needed to cut the cake into. One of the students said there were 25 students
registered in the class, so 25 would be the number. Meanwhile a few students
counted the number of people present in the room and they added up to 31,
including the students, the instructors, teaching assistant and a couple
interns. Then the instructors asked if there was anyone who didn’t want to have
the cake. Two students said they didn’t want the cake cause it had egg and they
didn’t eat egg and three others didn’t want to eat as they simply didn’t like
cake.
The instructors pointed out that
we should keep in mind that the cake had been bought from the tuition fees that
the students paid for the course. There thus ensued a discussion whether that
would mean that only the students who had paid the fees to attend the course
had a right to the cake. And the instructors, teaching assistant and interns
attending the course should thus not be given the cake. We also realised that
one of the students was not present and would thus miss out on the cake.
However, if being a registered student who had paid the fees was what decided
one’s right to the cake, then he too deserved the cake. Also, this was unfair
to the students who didn’t like cake or eat egg.
Do only the ones who can pay have the right to use a resource?
Do
only the ones who are members of a group have the right to use the resource?
Is
it fair to the ones who didn’t eat cake that a part of their fees had been used
to buy a cake that they couldn’t eat?
The class discussed if there
should be a vote to discuss on how the cake should be divided, and if yes then
who should be eligible to take part in that vote. Would the non-registered
students also be given a chance to vote?
Immigrant rights
Should
immigrant have rights? Should immigrants have the right to vote?
While
there was an almost unanimous agreement on the fact that immigrants should have
access to resources like food and water there was some debate on whether
immigrants should be allowed to vote. Many said that only the legal citizens of
a state should have the right to vote. But there was a counter-argument that if
one lived in a place and paid taxes then she/ he should have a say on how that
money is used. While some countries have provisions of naturalisation by which
immigrants can become citizens many countries don’t. Even countries that do
have such provisions could prevent certain categories from becoming citizens as
the process has elements of subjectivity.
Another aspect we considered was
‘who needed the cake more’. The cake could also be looked at as mere food and
hence someone who needed the cake more should probably be given more of the cake.
Hence we discussed if more of the cake should be given to the ones who were hungrier.
We then asked around as to who all hadn’t had lunch. We then also discussed
their reasons for not having lunch and whether or not they were legitimate. Some
reasons like having to read for class were considered in a way more legitimate
than simply being lazy to go to the mess.
Should resources be allocated based on need?
Can
deprivation be a measure to decide how a resource should be allocated? We
realised that even if deprivation were considered to be a valid way to allocate
a resource, society does not consider all deprivation to be equal. We judge the
reason behind the deprivation and try to decide if the reason is not legitimate
or not.
We also had a discussion on
whether the cake should be divided based on who had contributed more to the
course. The contribution itself could be in the form of the fees that were used
to buy the cake, the time and effort that the academic associate had spent in
getting the cake or the instructor’s idea to get the cake in the first place.
We could also consider contributions of thoughts and insights that everyone had
made to the class.
Should resources be divided based on contribution of individuals? If yes,
what kind of contribution should be considered while dividing the resource? For
instance, in this case should we just consider monetary contributions for
buying the cake or since the cake is being cut in class, the contributions that
everyone has made to the class by means of their thoughts and arguments should
also be considered?
If the cake is meant for everyone
who was in the class, we also questioned if some deserved to be in this class
more than others. For instance, may be someone who had bid a greater number of
credits for the course had given up more to be here than someone else who had
bid less and hence deserved to be here more than others.
We also discussed if the cake
should be divided in such a way that ensured that different groups were
represented well. So should the cake be divided into two halves and one half
divided among all girls and the other among all boys when the number of girls
and boys in the class was not equal?
Should there be quotas based on categories like gender or caste to ensure that
all categories are represented equally? This could be in the context of
educational institutions, jobs, elections etc.
The instructors then asked if it
would be fair if they gave all of us similar forks and asked us to reach out
and eat the cake with those forks. The class had several concerns – the ones
who got the fork earlier would have a head start, the ones who were closer to
the cake would have an advantage etc.
Is it fair to give equal opportunities?
All
people don’t have the same starting point and hence equal opportunities may not
actually be equal. For instance, an award for the best scholastic performance
may not really be fair as different people have different starting points and
hence have to make different leaps to reach to the same point.
We
extended this discussion to talk about the process by which students are
selected into institutions like ours. Even though we offer equal opportunities
by means of a single, fair exam for all, the playing field is not really level.
Looking at gender, the proportion of females in IIM A is much lower than the
~50% that we see in society. This at least in part can be attributed to the
fact that in a large part of India girls are still discriminated against, not
encouraged to study, not given the same quality of education as children and
often forced to marry early.
Underlying all the above
discussion was a fundamental question – what was the nature of the cake? Was it
to celebrate something or was it merely food or something entirely different from
the above two?
The
right way to divide a resource is not universal but in fact depends on the
nature of the resource – a resource which is a necessity may be treated in a
different way from one which is not. A resource which is a necessity like water
may be divided such that every person has equal right. The same can be said for
primary education. However, we don’t treat high education in the same way.
Higher education is often allocated based on deservedness and equal
opportunities rather than being divided equally among all.