On M. Nussbaum’s Capability Approach to Justice and Its Application to Education
論M. Nussbaum「能力取向」的正義觀與教育發展
- Keyword：
- capability approach, justice, contract, functioning, educational development / 能力取向、正義、契約論、功能運作、教育發展
Volume 56 No.2 - 2010-06-30
Historical Review of Articles on Educational History and Educational Philosophy Published in the Past Five DecadesWei-Chih Liou
傳統學術轉型或是西方學術延伸？-五十年來《教育研究集刊》哲史類論文在我國近代教育學史上的意義劉蔚之
On M. Nussbaum’s Capability Approach to Justice and Its Application to EducationChun-Ping Wang
論M. Nussbaum「能力取向」的正義觀與教育發展王俊斌
The Introduction and Development of the Child-centeredness: A Study on Moral Education of Taiwanese Common Schools During the Japanese Colonial Period (1928-1941)Jo-Ying Chu
兒童中心學說的傳入與展開―日治時期臺灣公學校修身教育之研究（1928-1941）祝若穎
Effects of Cram Schooling on Math Performance in Junior High: A Propensity Score Matching ApproachPing-Yin Kuan and Duen-Yi Lee
國中生數學補得愈久，數學成就愈好嗎？傾向分數配對法的分析關秉寅、李敦義
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This article attempts to analyze Martha Nussbaum’s capability approach to justice, explain her criticism and renewed idea about the exceptive situations of John Rawls’s A Theory of Justice, and apply her view to education in hope of actualizing true justice. According to these aims the author first discusses Nussbaum’s theoretical argument about Rawls’s justice theory on the basis of Frontiers of Justice: Disability, Nationality, Species Membership. Second, the author illustrates the un-justice issues of impairment (or disability), nationality, and sufferings of non-human species. Finally, the author raises three alternative versions of justice for the sake of further educational development. These include “to enhance the happiness of the disadvantaged and satisfy their educational needs,” “to use the capability approach to modify the GNP comparative model of international evaluation of educational achievements,” and “to fulfill reasonable limitation on satisfaction of capability functioning and eco-citizenship education.”
