Contributions of Martha Nussbaum and Amartya Sen to the construction of an ethical dimension in the socio-educational relationship: a systematic review

Keywords: ethics, dignity, social justice, socioeducational relationship

Abstract

The development of an applied ethics theory to social education in the Spanish context is one of the challenges of social pedagogy. From this premise, the purpose of the study is to analyse some theoretical foundations taken from relevant authors in order to develop the basis of an ethical dimension applicable to socio-educational practices. The Capabilities Approach Theory proposed by Amartya Sen and Martha Nussbaum is analysed throughout this work. Three original works of Sen and Nussbaum and reviews from ethics and education fields of other authors that address the Capabilities Approach were analysed through an inductive coding process using Atlas.ti software. The main results highlight some key elements and helped us to establish some socio-educational principles based on integral development, agency, participation, diversity, and freedom as some basic central axis that assure an ethical socio-educational relationship in compliance with human dignity.

Author Biography

Laura Corbella Molina, Universitat Autònoma de Barcelona

Investigadora predoctoral en el departamento de Teorías de la educación y Pedagogía social de la Universitat Autònoma de Barcelona (UAB), donde cursa los estudios de Doctorado en Educación. Es educadora social y realizó máster en Investigación en Educación, dentro de la especialidad de “Desigualdades, investigación y acción educativa”. Miembro del Grupo de Investigación de Políticas Educativas (GIPE) y de la Sociedad Iberoamericana de Pedagogía Social (SIPS). Sus intereses de investigación están relacionados con la pedagogía social, la educación social y la ética aplicada, concretamente desde la visión de las relaciones socioeducativas.

References

Armstrong, R., Hall, B. J., Doyle, J., & Waters, E. (2011). “Scoping the scope” of a cochrane review. Journal of Public Health, 33(1), 147–150. DOI: 10.1093/pubmed/fdr015

Arnove, R., & Bull, B. L. (2015). Education as an Ethical Concern in the Global Era Education as an Ethical Concern in the Global Era. Forum for International Research in Education, 2(2). Recuperado de: http://preserve.lehigh.edu/fire/vol2/iss2/6

Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. DOI: 10.1191/1478088706qp063oa

Campillo, M., & Sáez, J. (2012). Por una ética situacional en Educación social. Pedagogía Social Revista Interuniversitaria, 19, 13–36.

Campillo, M., Sáez, J., & Sánchez, M. (2014). Situational ethics and the professionalization of social education. Ethics and Education, 9(1), 3–15. DOI: 10.1080/17449642.2014.890321

Caride, J. A. (2002). Construir la profesión: la Educación Social como proyecto ético y tarea cívica. Pedagogía Social. Revista Interuniversitaria, 9, 91–125.

Carlson, J., Nguyen, H., & Reinardy, J. (2016). Social Justice and the Capabilities Approach: Seeking a Global Blueprint for the EPAS. Journal of Social Work Education, 52(3), 269–282. DOI: 10.1080/10437797.2016.1174635

Cejudo, R. (2006). Desarrollo humano y capacidades. Aplicaciones de la teoría de las capacidades de Amartya Sen a la educación. Revista Española de Pedagogía, 64, 365–380. DOI: 10.2307/23766074

Chackalackal, S. (2010). In defence of theoretical ethics: A critique on Amartya Sen’s the Idea of Justice. Journal of Dharma, 35(4), 369–392.

Charusheela, S. (2009). Social analysis and the capabilities approach: A limit to Martha Nussbaum’s universalist ethics. Cambridge Journal of Economics, 33(6), 1135–1152. DOI: 10.1093/cje/ben027

Cockerill, M. P. (2014). Beyond education for economic productivity alone: The capabilities approach. International Journal of Educational Research, 66, 13–21. DOI: 10.1016/j.ijer.2014.01.003

Colmenarejo, R. (2016). Enfoque de capacidades y sostenibilidad. Aportaciones de Amartya Sen y Martha Nussbaum. Ideas y Valores, 65(160), 121-149. DOI: 10.15446/ideasyvalores.v65n160.43084

Corbella, L. & Úcar, X. (2019) The ethical dimension and values involved in social education. Perspectives of scholars, educators and participants. Ramon Llull Journal of Applied Ethics, 10, 91-122.

Crocker, D. A. (1992). Functioning and Capability. Political Theory, 20(4), 584. DOI: 10.1017/CBO9780511492594.005

Eichsteller, G., & Holthoff, S. (2011). Social Pedagogy as an Ethical Orientation Towards Working With People—Historical Perspectives. Children Australia, 36(4), 176–186. DOI: 10.1375/jcas.36.4.176

Evans, S. (2017). What should social welfare seek to achieve? Applying the capability approach. Ethics and Social Welfare, 11(1), 19–32. DOI: 10.1080/17496535.2016.1234632

Gale, T., & Molla, T. (2015). Social justice intents in policy: an analysis of capability for and through education. Journal of Education Policy, 30(6), 810–830. DOI: 10.1080/02680939.2014.987828

García, F. (2009). Desacuerdo moral y estabilidad en la teoría de Martha Nussbaum. Revista de Filosofía y Teoría Política, (40), 63–90.

Hedge, N., & MacKenzie, A. (2012). Putting Nussbaum’s Capability Approach to work: re-visiting inclusion. Cambridge Journal of Education, 42(3), 327–344. DOI: 10.1080/0305764X.2012.706252

Jirgensons, M. (2015). The Capabilities Approach as a Lifelong Competency Assessment Framework. 7th International Conference on Computer Supported Education (CSEDU), 1, 501–509. DOI: 10.5220/0005493205010509

Kleist, C. (2013). A Discourse Ethics Defense of Nussbaum’s Capabilities Theory. Journal of Human Development and Capabilities, 14(2), 266–284. DOI: 10.1080/19452829.2013.764852

Kreber, C. (2017). The idea of a ‘decent profession’: implications for professional education. Studies in Higher Education, 44(2), 1–12. DOI: 10.1080/03075079.2017.1395405

Leßmann, O. (2009). Capability and learning to choose. Studies in Philosophy and Education, 28(5), 449–460. DOI: 10.1007/s11217-009-9123-9

Lewis, L. (2012). The capabilities approach, adult community learning and mental health. Community Development Journal, 47(4), 522–537. DOI: 10.1093/cdj/bss027

Mok, K., & Jeong, W. (2016). Revising Amartya Sen’s capability approach to education for ethical development. Asia Pacific Education Review, 17(3), 501–510. DOI: 10.1007/s12564-016-9449-2

Møller, A. M., & Myles, P. S. (2016). What makes a good systematic review and meta-analysis? British Journal of Anaesthesia, 117(4), 428-430. DOI: 10.1093/bja/aew264

Nussbaum, M. (2012). Crear capacidades. Propuesta para el desarrollo humano. Barcelona: Editorial Paidós.

Nussbaum, M. C. (2007). Las fronteras de la justicia. Barcelona: Editorial Paidós.

Robeyns, I. (2016). Capabilitarianism. Journal of Human Development and Capabilities, 17(3), 397–414. DOI: 10.1080/19452829.2016.1145631

Sánchez-Valverde, C. (2015). La importancia de la ética profesional en la formación de agentes de transformación social. In Libro de actas do I Encontro Luso-Galaico de Educación Social (pp. 50–59). Vigo.

Sen, A. (2000). Desarrollo y libertad. Buenos Aires: Editorial Planeta Argentina.

Storø, J. (2012). The Difficult Connection between Theory and Practice in Social Pedagogy. International Journal of Social Pedagogy, 1(1), 17–29.

Storø, J. (2013). Practical social pedagogy: theories, values and tools for working with children and young people. Bristol: The Policy Press.

Úcar, X. (2017). Niveles de elaboración del conocimiento pedagógico. In XXX Seminario interuniversitario de Pedagogía Social. Sevilla

Úcar, X. (2016). Pedagogía de la elección. Barcelona: UOC.

Urrútia, G., & Bonfill, X. (2010) Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507–511. DOI: 10.1016/j.medcli.2010.01.015

Vilar, J. (2013). Cuestiones éticas en la educación social: del compromiso político a la responsabilidad en la práctica profesional. Barcelona: UOC.

Vilar, J. (2014). Aspectos éticos de la intervención socioeducativa. Fundamentos y gestión de conflictos. Revista de Educación Social, 18, 1–7.

Vilar, J., Riberas, G., Escapa, S., López, P., Rosa, G., Leal, M. T., Sogas, A., & Fernández, C. (2017). Informe de recerca. Anàlisi de les estratègies de formació ètica en els estudis d’Educació Social i de Treball Social de les universitats catalanes. Ars Brevis, 23, 299-371.

Vilar, J., Riberas, G., & Rosa, G. (2015). Algunas ideas clave sobre ética aplicada en la educación social. Revista de Intervención Psicosocioeducativa En La Desadaptación Social, 8, 11–23.

Walker, M. (2008). Human capability, mild perfectionism and thickened educational praxis. Pedagogy, Culture and Society, 16(2), 149–162. DOI: 10.1080/14681360802142112

Walker, M. (2006). Towards a capability-based theory of social justice for education policy-making. Journal of Education Policy, 21(2), 163–185. DOI: 10.1080/02680930500500245

Walker, M. (2005). Amartya Sen’s capability approach and education. Educational Action Research, 13(1), 103–110. DOI: 10.1080/09650790500200279

Walker, M. (2003). Framing social justice in education: What does the “capabilities” approach offer? British Journal of Education Studies, 51(2), 168–187. DOI: 0007-1005

Wilson-Strydom, M., & Walker, M. (2015). A capabilities-friendly conceptualisation of flourishing in and through education. Journal of Moral Education, 44(3), 310–324. DOI: 10.1080/03057240.2015.1043878

Published
2021-01-18