scholarly journals Towards a Theory of Education for Social Change: Exploring the Nexus between Transformational Education and the Capability Approach

2021 ◽  
Author(s):  
Sunday Paul C. Onwuegbuchulam
Keyword(s):  
Social Change ◽  
Transformative Learning ◽  
Public Good ◽  
Capability Approach ◽  
Secondary Data ◽  
Transformational Education ◽  
Economic Progress ◽  
Theory Of Education ◽  
The Mind ◽  
The Capability Approach

Education generally is geared towards training the mind and getting the learner to acquire skills and knowledge needed in different sectors in society. However, if we agree that education is a public good, there is need to go beyond its conceptualisation from a utilitarian perspective of being instrumental to society’s economic progress to an understanding of education as instrumental to realising individual’s transformative capabilities and subsequently, social change. Education aimed at achieving social change should focus on not only subjecting learners to cognitive aspects but also getting them to be capacitated to become agents of social change and progress. Exploring this theme and theorising on some mechanics of realising education for social change is the focus of this article. The article adopts qualitative desktop method and utilises secondary data to theorise on realising education for social change, with a consideration of the nexus between two frameworks: Transformative Learning and the Capability Approach frameworks.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

scholarly journals A Poset-Generalizability Method for Human Development Indicators

2021 ◽  
Author(s):  
Flavio Comim
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Generalizability Theory ◽  
Well Being ◽  
New Method ◽  
Subjective Well Being ◽  
Development Indicators ◽  
Development Policies ◽  
Development Analysis ◽  
The Capability Approach

AbstractThe paper introduces a poset-generalizability perspective for analysing human development indicators. It suggests a new method for identifying admissibility of different informational spaces and criteria in human development analysis. From its inception, the Capability Approach has argued for informational pluralism in normative evaluations. But in practice, it has turned its back to other (non-capability) informational spaces for being imperfect, biased or incomplete and providing a mere evidential role in normative evaluations. This paper offers the construction of a proper method to overcome this shortcoming. It combines tools from poset analysis and generalizability theory to put forward a systematic categorization of cases with different informational spaces. It provides illustrations by using key informational spaces, namely, resources, rights, subjective well-being and capabilities. The offered method is simpler and more concrete than mere human development guidelines and at the same time it avoids results based on automatic calculations. The paper concludes with implications for human development policies and an agenda for further work.

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