The following essay explores the consequences of American sociology's commitment to the value, 'justice for all.' Concentrating on the idea of substantive justice, the article assesses consequences for the generation of sociological knowledge, the teaching of sociology, and sociology's place in the development of public policy. Several conclusions are drawn about the nature of justice and the practice of sociology. Sociological knowledge is viewed as particularistic. The teaching of sociology competes with other disciplines in curriculum politics in American higher education. Sociology, properly taught, has much to offer; its contribution to public policy suggests a strong respect for other value systems and a recognition of global interdependence
The Practical Consequences of Sociology's Pursuit of 'Justice for All'
Hood, TC. (1995). The Practical Consequences of Sociology's Pursuit of 'Justice for All'. Social Forces, 74(1), 1-14.