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Education and Democratic Citizenship: Capabilities and Quality Education

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  • Martha Nussbaum

Abstract

Public education is crucial to the health of democracy. Recent educational initiatives in many countries, however, focus narrowly on science and technology, neglecting the arts and humanities. They also focus on internalization of information, rather than on the formation of the student's critical and imaginative capacities. This article argues that such a narrow focus is dangerous for democracy's future. Drawing on the ideas of Rabindranath Tagore, the paper proposes a three-part model for the development of young people's capabilities through education, focusing on critical thinking, world citizenship, and imaginative understanding.

Suggested Citation

  • Martha Nussbaum, 2006. "Education and Democratic Citizenship: Capabilities and Quality Education," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 7(3), pages 385-395.
    • Handle: RePEc:taf:jhudca:v:7:y:2006:i:3:p:385-395
    DOI: 10.1080/14649880600815974
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    Citations

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    Cited by:

    1. Sylvain K Cibangu, 2018. "Misunderstandings of Capability Approach: Towards Paradigm Pluralism," Journal of Social and Development Sciences, AMH International, vol. 9(2), pages 54-72.
    2. Antoanneta Potsi & Antonella D’Agostino & Caterina Giusti & Linda Porciani, 2016. "Childhood and capability deprivation in Italy: a multidimensional and fuzzy set approach," Quality & Quantity: International Journal of Methodology, Springer, vol. 50(6), pages 2571-2590, November.
    3. Margaret A.L. Blackie, 2012. "A Popperian Perspective on Science Education," International Journal of Higher Education, Sciedu Press, vol. 1(1), pages 160-160, May.
    4. David A. Clark, 2007. "Adaptation, Poverty and Well-Being: Some Issues and Observations with Special Reference to the Capability Approach and Development Studies," Economics Series Working Papers GPRG-WPS-081, University of Oxford, Department of Economics.
    5. Hojman, Daniel A. & Miranda, Álvaro, 2018. "Agency, Human Dignity, and Subjective Well-being," World Development, Elsevier, vol. 101(C), pages 1-15.
    6. Adaiah Lilenstein, 2018. "Integrating Indicators of Education Quantity and Quality in Six Francophone African Countries," Working Papers 09/2018, Stellenbosch University, Department of Economics.
    7. Antonella D’Agostino & Caterina Giusti & Antoanneta Potsi, 2018. "Gender and Children’s Wellbeing: Four Mediterranean Countries in Perspective," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(5), pages 1649-1676, October.
    8. Sepideh Yousefzadeh & Mario Biggeri & Caterina Arciprete & Hinke Haisma, 2019. "A Capability Approach to Child Growth," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(2), pages 711-731, April.
    9. Catherine Gegout, 2024. "Making universal education a priority for sustainable development: The EU, Vietnam and education," Global Policy, London School of Economics and Political Science, vol. 15(1), pages 91-102, February.
    10. Adaiah Lilenstein, 2020. "Better measures of progress: Developing reliable estimates of educational access and quality in Francophone sub-Saharan Africa," Working Papers 13/2020, Stellenbosch University, Department of Economics.
    11. Chiappero-Martinetti, Enrica & Sabadash, Anna, 2014. "Integrating Human Capital and Human Capabilities in Understanding the Value of Education," MPRA Paper 61800, University Library of Munich, Germany.

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