Three models of education
Three models of education
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三种教育模式
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
I. Robeyns
中科院分区：
文献类型：
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作者：
I. Robeyns
本文分析了三个规范性的帐户，可以根据教育政策，特别关注性别问题。这三种教育模式分别是人力资本理论、权利话语和能力取向。我首先概述教育可以发挥的五种不同作用。然后对这三种教育政策模式进行了分析。人力资本方法是有问题的，因为它是经济主义的，支离破碎的，完全是工具主义的。权利和能力原则上是多层面和全面的模式，因此可以说明教育所发挥的内在和非经济作用。然而，根据如何填写权利和能力框架的具体细节，它们也有一些缺点。最后，我认为，教育政策的内在目标应该是扩大人的能力，而我们应该使用的权利话语的战略，也就是说，当他们可能有助于扩大人的能力。
This article analyses three normative accounts that can underlie educational policies, with special attention to gender issues. These three models of education are human capital theory, rights discourses and the capability approach. I first outline five different roles that education can play. Then I analyse these three models of educational policies. The human capital approach is problematic because it is economistic, fragmentized and exclusively instrumentalistic. Rights and capabilities are in principle multi-dimensional and comprehensive models, and can therefore account for the intrinsic and non-economic roles that education plays. However, depending on how one fills out the specific details of the rights and capability frameworks, they also have some drawbacks. I conclude by arguing that the intrinsic aim of educational policy should be to expand people’s capabilities, whereas we should use the rights discourses strategically, that is, when they are likely to contribute to expanding people’s capabilities.