A Dangerous Idea? Freedom, Children and the Capability Approach to Education

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

Y

16

Role of Education; Educational Theories; Neoliberalism; Individual Development; Capacity Building; Human Capital; Decision Making; Moral Development; Competence; Freedom; Young Adults; Adolescents; Children

10.1080/17508487.2014.873368

1750-8487

This article begins by observing how education is currently appreciated primarily for its utility value, a view informed by utilitarianism and neoclassical economic theory. A critique of that framing is offered and an alternative way of valuing education informed by a Capabilities Approach is presented. In doing so, I also observe that while key proponents of the Capabilities Approach promote the idea of freedom, they deny it to children and some young people. The argument they present is that in the hands of children, freedom destroys their capabilities because they lack capacity for good judgment and therefore should only make minor decisions. The focus should be on adulthood because only at that stage can we exercise good judgment and exercise freedom properly. I explain why this view limits the application of Capabilities Approach, why it is problematic and offer a way of overcoming that constraint.

As Provided

42

2014

EJ1027780