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This paper discusses evaluations of distributive justice in two different situations. Focal point is the so-called equity axiom which lies at the heart of Rawls' second principle of justice, the maximin rule. Our investigation which was run at a German university spans over a period of fifteen years. It seems to us that consideration for the worst-off (group) in society has become considerably weaker over the years. This and related observations are tested by using a probit model including several demographic characteristics of the probands. The supposed time trend proves to be statistically robust. Several reasons for this observation are given. Obviously, depending on the underlying context, evaluations are to some degree influenced by current topics, including the ongoing discussion about the German educational system as well as about recent economic problems. We also briefly refer to findings that we obtained in the Baltics and in Israel. [ABSTRACT FROM AUTHOR]

Lyotard defines being postmodern as an 'incredulity toward metanarratives'. Such incredulity includes, in particular, skepticism vis-à-vis Enlightenment ideals like autonomy. Motivated by such skepticism, several educational scholars put into question education for autonomy as it is practiced in the formal settings of national school systems. More specifically, they criticize that practices of autonomy education can have certain normalizing and ideological effects that undermine the aim of creating autonomous subjects. This article examines these critiques of education for autonomy and argues that they are best understood as calls for reforming educational practices, and not as outright rejections of education for autonomy. Thus, since the allegedly 'postmodern' critiques of autonomy education cannot be plausibly understood as radical ruptures with Enlightenment ideals, the article concludes that these critiques represent (merely) constructive self-critical reflections on what Habermas dubbed the 'unfinished project of modernity'. [ABSTRACT FROM AUTHOR]