Capability Through Participatory Democracy: Sen, Freire, and Dewey
Capability Through Participatory Democracy: Sen, Freire, and Dewey
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DOI：
10.1080/00131857.2013.828582
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发表时间：
2014-10-15
影响因子：
2
通讯作者：
Patton, Rikki
中科院分区：
文献类型：
--
作者：
Glassman, Michael;Patton, Rikki
本文探讨了阿马蒂亚·森的理解人类状况的能力方法框架与约翰·杜威和保罗·弗莱雷的教育思想之间可能存在的重要关系和共鸣。这三人都关注民主价值观在一个公平、运转良好的社会中的重要性，而森和弗莱尔则特别探讨了被压迫人口的困难和可能性。森认为，所有人都有权选择自己的生活轨迹，应该为他们提供能够让他们茁壮成长的工具。教育和民主价值观在创造使个人和社区能够认识到人类各种能力的环境方面发挥着重要作用。我们在这里建议，杜威和弗莱尔的理论提供了通过教育过程发展这些背景的途径，以扩大人类的能力。杜威提出了一种教育方法，强调民主价值观以及个人接触新可能性的能力和意愿。弗莱尔强调实践在教育中发挥核心作用的观点--关注日常行动的循环、反思和行动的再创造，从而导致生活轨迹的生产性变化。我们认为，森、杜威和弗雷尔一起有助于提供一种新的方式来理解二十一世纪的教育。
This paper explores possible important relationships and sympathies between Amartya Sen's Capabilities Approach framework for understanding the human condition and the educational ideas of John Dewey and Paolo Freire. All three focus on the importance of democratic values in a fair, well-functioning society, while Sen and Freire especially explore the difficulties and possibilities of oppressed populations. Sen suggests that all humans have a right to choice in determining their life trajectories and should be provided with the tools that allow them to flourish. Both education and democratic values play important roles in creating the types of context that allow individuals and communities to recognize a wide array of human capabilities. We suggest here that the theories of Dewey and Freire offer avenues through educational processes for developing these contexts for expanded human capability. Dewey suggests an educational approach that stresses democratic values and the ability and willingness of individuals to reach out towards new possibilities. Freire stresses the idea of praxis playing a central role in education-a focus on the cycle of everyday action, reflection, and re-creation of action that leads to productive changes in life trajectories. We argue that Sen, Dewey, and Freire together help to offer a new way of understanding education in the twenty-first century.