Contact FutureLearn for Support
Skip main navigation
We use cookies to give you a better experience, if that’s ok you can close this message and carry on browsing. For more info read our cookies policy.
We use cookies to give you a better experience. Carry on browsing if you're happy with this, or read our cookies policy for more information.

That’s not fair! History or substance?

Imagine a young friend telephones to say he’s coming around to show you a car he’s just bought for $5,000. He tells you in an excited tone that it’s a 1962 Morris Minor. You happen to think (correctly) that the Morris Minor is perhaps the finest motorcar ever built.

In New Zealand, a good 1962 example might be worth $7,000, or even more. You wait, eager to see your young friend’s treasure.

Unfortunately as he pulls up you see immediately that his is not a good example. A cloud of smoke billows from the exhaust; water and oil drip from below, and the panels are badly rusted. You think it might be worth a few hundred dollars, if that.

Alt text tag

You may well ask yourself whether the exchange which has seen your young friend get something worth much less than he paid was fair or not.

We appear to approach such questions from at least two rather different perspectives. We might think that the fairness of the exchange turned entirely upon whether it was voluntary. From that perspective we might ask whether the seller lied to your friend; whether there was any coercion involved; whether your friend was drunk when he agreed to buy the car; whether there is some reason to think he voluntarily agreed to pay more than the market value (perhaps his father once owned this very car?); and so on.

These questions look to the history of the exchange and assume that provided an exchange came about the right way – mainly, provided there was free and informed consent on both sides – then the exchange is fair no matter who got what for what.

For the most part Western contract law judges the fairness of contracts this way. The considerations that show a contract to be unenforceable are almost all historical, looking to the way a contract came into being. And so the sorts of arguments one can advance to show that a contract should not be enforced are almost all concerned with factors that undermine consent; with misrepresentations about the nature of the contract goods or services; with mistakes which mean the parties to the contract didn’t really understand what they were buying; with coercion or duress which mean the parties had no choice about whether to contract or not.

Sometimes though we might think that an exchange is unfair even though it was voluntary. After a bit of probing we might think that our young friend really did agree to buy the car, that the seller didn’t mislead or take advantage of him, but still think it just cannot be fair to take $5,000 for something worth perhaps $300. This perspective is not historical. It turns not on how an exchange came about, but instead on the substance or content of the exchange, on who gave what for what. And sometimes Western law does recognise that contracts are unfair simply because the substance was unfair.

Why might this matter to us as logical and critical thinkers? It’s worth bearing these two perspectives in mind when we are making judgements about fairness, whether in the law or more generally. What should we think, for instance, of exorbitant rents or exploitative wages accepted by desperate families? They may well be voluntary – they families may really think they are their best options – but we can enrich our understanding of our own judgements of fairness by seeing that what we think might depend on the perspective we adopt.

Share this article:

This article is from the free online course:

Logical and Critical Thinking

The University of Auckland

Course highlights Get a taste of this course before you join:

  • Pohutukawa tree case study
    Pohutukawa tree case study

    When is it best to express your views by providing reasons? Are there cases in which other ways of expressing yourself might be better suited?

  • Arguments for and against the existence of God
    Arguments for and against the existence of God

    John Bishop and Patrick Girard from the University of Auckland discuss deductive and non-deductive arguments for and against the existence of God.

  • Irrelevant premises
    Irrelevant premises

    When is a premise irrelevant in an argument? Watch Patrick Girard explaining how to identify irrelevant premises in arguments.

  • Random controlled trials
    Random controlled trials

    Scientific processes guard against common obstacles to good logical and critical thinking. Perhaps the most powerful is the random controlled trial.

  • Clever Hans: cuing and the observer effect
    Clever Hans: cuing and the observer effect

    Hans seemed to have the maths skills of 14yr old, but O. Pfungst noticed that the horse’s handlers were inadvertently cueing him when to stop tapping.

  • Analogical reasoning in the law
    Analogical reasoning in the law

    Judges egal cases use analogical reasoning to decide which similarities between cases are important.

  • Being a good ethical reasoner
    Being a good ethical reasoner

    What does good ethical reasoning about such matters involve? Mainly, just good logical and critical thinking skills focussed on ethical issues.

  • Going Vegan
    Going Vegan

    A pretty wild exchange for and against becoming vegan. We'll use it to see how the skills you've learned during the course can be put into action.