Normative political theory (short note)

The normative approach

The normative approach asks what ought to be. NCERT's list of the basic questions of political theory is normative in this sense: what does the state owe its citizens, how should society be organised, does law limit our freedom, why do we need government, what do citizens owe each other, and what is the best form of government. Political theory of this kind thinks systematically about the values that inform political life (freedom, equality, justice), explains what they mean, examines the arguments thinkers have advanced in defence of them, and asks how existing institutions and policies must be changed to become more democratic. The tradition is long: Marx held equality to be as important as freedom; centuries earlier Plato and Aristotle had argued over whether monarchy or democracy was better; in India Gandhi wrote on genuine freedom and Ambedkar on special protection for the scheduled castes, ideas that found a place in the Constitution; and Rousseau, in modern times, argued for freedom as a fundamental right. The syllabus states the paper's core aim as training students to analyse political arguments and debates normatively and critically.

Strengths. It gives reasons for judging institutions, rather than only describing them, and keeps goals such as justice and freedom in view. NCERT names its practical use: it trains citizens to think rationally about political questions and events, and it exposes them to systematic thinking on justice or equality, so that they can test their opinions and argue in an informed way for common interests.

Limits and revival. After the Second World War the behavioural approach, with its stress on value-neutral, fact-based political theory, made normative principles scarce in political science; Rawls's theory of justice brought them back, and interest in normative political philosophy revived from the 1960s. The lesson is that normative argument needs the other two approaches the syllabus names. The empirical side checks how far freedom or equality are actually present in the institutions of everyday life, and the historical side clarifies concepts through the major thinkers of the past and present. Together they give the broader historical, normative and empirical understanding that the syllabus sets as a learning outcome.