Webinar presentation

1. Education as Development
of Substantive Freedom
Prof. Samirranjan Adhikari
Professor Department of Education
Sidho-Kanho-Birsha University
Ranchi Road, Post Office- Sainik School,
Purulia, West Bengal
&
Rehabilitation Psychologist
(CRR No.-A20430)
(m) 9231612366, 9875590805
E-mail: samirranjanadhikari@gmail.com

2. Development as Freedom
According to Adam
Smith, no society, of
which the far greater part
of the members are poor
and in miserable
conditions can surely be
flourishing and happy.

3. Development consists of
the removal of various types
of un-freedoms that leave
people with little choice and
little opportunity of
exercising their reasoned
desire.

4. The removal of
considerable un-freedoms
is constitutive of
development.

5. The most excellent objective
of development is strongly
supplemented by the
instrumental effectiveness
of freedoms of particular
kinds to promote freedoms
of other kinds.

6. For example, there is
strong evidence that
economic and
political freedoms
help to reinforce each
other.

7. Social opportunities of
education and health care,
which may require public action,
balance individual opportunities of
economic and political
participation and also help to
foster individualistic initiatives
in overcoming personal
deprivations.

8. Distribution of basic rights
and resources
John Rawls (A Theory of Justice, 1971):
Focus on distribution of basic
goods that all rational individuals
would desire, ensuring that even
the least well off have a decent
level.

9. Problem:
In the social system the
rights and resources are not
enough; in social
circumstances there are
differences in ability and
opportunity to use these
limited rights and resources.

10. Edging away from John Rawls
For Rawls, all humans should be
endowed with a minimum set
of primary goods (including
education and an income) subject
only to a prior rule that would
guarantee equal personal
liberties.

11. Prof. Sen argues that a strict
equation cannot be drawn
between primary goods and
well-being because the former
cannot always be converted
into the latter.
Prof. Amartya Sen
(The Idea of Justice)

12. Capability Pedagogy
By
Prof. Amartya Sen

13. Basics of this approach
What are people “actually able
to do and to be?”
There are certain capabilities
that are required to live
well/flourish as a human
being, to live a life with human
dignity.

14. Capabilities
Prof. Amartya Sen has suggested to ask –
what a person is capable of actually doing
with his life rather than how much s/he
can earn?
Capabilities amount to substantive
freedoms (as opposed to formal or
procedural freedoms).
The American philosopher Martha
Nussbaum has opined that capabilities are
also the determinants of a person’s well-being
or flourishing.

15. Functionings and Capabilities
‘Capabilities’ refer to the set
of resources (physical,
mental and social) that a
person might command and
which give rise to perform
various ‘functionings’.

16. Prof. Sen’s capability approach is a
moral (evaluative, or normative)
framework. According to this
approach social arrangements
should be primarily evaluated
according to the extent of freedom
people have to promote or to
achieve functionings they value.

17. A person can achieve various
combinations of functionings
(beings and doings). Actually
is a set of functionings, which
reflects the person’s freedom to
lead one type of life or another,
i.e., to choose one from
possible livings.

18. Learning is not development;
however, properly organized
learning results in mental
development and sets in motion a
variety of developmental processes
that would be impossible apart
from learning.
Lev Vygotsky (1978) has preached
that–

19. ‘Capability of Learning’ Vs
‘Learning of Capabilities’
Need to differentiate –
‘capability of learning’ from
‘learning of capabilities’.
After acquiring some
capabilities an individual can
perform in a way that s/he
couldn’t before.

20. Empowerment
Capability has to be
recognised and ‘owned’ by
an individual.
Again, development of
capabilities also develops
empowerment.

21. Capabilities and Education
Ultimate aim of education:
Economic framings; capability expansion;
reversal of ends / means.
 ‘Fairness’ and equality in education:
Inputs / resources / outcomes – Capability to
engage in educational processes vs capabilities
through education
Values should be embedded in education
systems:
Individual / collective; values conducive to
capability expansion

22. Positive Psychology

23. Moving from
What’s Wrong
to
What’s Strong

24. The belief is that
individuals want
more than just relief
from suffering.

25. The idea that people can
become happier and
healthier by augmenting
and using their inherent
strength is the central
concept of positive
psychology.

26. Talents to Strengths to Virtues
Talent more innate, non-moral and can be
wasted, but when refined with knowledge and
skills form basis of strengths.
A strength is a natural capacity for behaving,
thinking, or feeling in a way that allows optimal
functioning and performance in the pursuit of
valued outcomes.
Strengths when guided for GOOD turn into
VIRTUES

27. Roads toHappiness

28. The PleasantLife
•The pleasant life is a life
that maximizes positive
emotions and
minimizes pain and
negative emotion

29. The EngagedLife
 Capability of Flow
• Mental state of operation in which a
person performs an activity is fully
immersed in a feeling of energized
focus, full involvement, and enjoyment
in the process of the activity
• Adjust life to create flow as often as
possible
• Recreate love, work, play

30. TheMeaningfulLife
•Know what your
strengths are
•Use those strengths in
the service of something
larger than yourself

31. Operational Dimensions
Identifying –
positive emotions,
positive individual traits,
positive institutions

32. Positive Emotions of the past,
present, and future
•Closely captures hedonic
theories of happiness
•Past: Contentment and
Satisfaction
•Present: Somatic Pleasures
•Future: Optimism, Hope, Faith
Positive Emotions

33. Positive Individual Traits
Strengths and virtues, such as the
capability for love and work,
courage, kindness, flexibility,
creativity, curiosity, integrity, self-
knowledge, moderation, self-
control, and wisdom

34. Institutions that enable
the best in human
nature (Mentoring,
Democracy, Free Press)
Positive Institutions

35. Understanding positive institutions
Entails the study of the strengths
that foster better communities,
such as justice, responsibility,
civility, parenting, nurturance,
work ethic, leadership, teamwork,
purpose, and tolerance

36. Education and Positive Psychology
Being Virtuous is the real Education which is
endorsed by Positive Psychology.
Diversity is beauty of Educational canvass
Positive Psychology provides the space.
Education essentially should promote
Happiness, Positive Psychology keeps it as Focus
of operations.
Education believes no learner is hopeless, Positive
Psychology provides hope for even low
performers.

37. Thanks for Your Patient Hearing