The document discusses several key issues in determining which capabilities should be developed and how they should be distributed: 1) Capabilities need to recognize human and cultural diversity as well as how needs vary based on environment and traits; 2) Individual autonomy is important but so is connection to community; 3) Policy often focuses on capabilities with broad agreement but education should also include emotional, moral and spiritual domains; 4) Capabilities should aim to benefit those with the least advantages and realistic local conditions. Operationalizing these principles requires attention to interactions across sectors like education, health, and the economy.
Managing across cultures-Lecture-04(Helen Deresky)Shifur Rahman
Employees of MNCs are expected to “fit in.”
Regardless of the external environment, managers and employees must understand internal culture to be successful.
Organizational Culture is the shared values and beliefs that enable members to understand their roles in and the norms of the organization.
Managing across cultures-Lecture-04(Helen Deresky)Shifur Rahman
Employees of MNCs are expected to “fit in.”
Regardless of the external environment, managers and employees must understand internal culture to be successful.
Organizational Culture is the shared values and beliefs that enable members to understand their roles in and the norms of the organization.
Culture, Poverty, and Social Justice OrganizationsDouglas Strahler
This group presentation focused on presenters reflecting on how culture, poverty, and social justice played a role in their professional lives. Topics including Slippery Rock University's "Respect for Individuals" initiative, ACCESS Charity, and PIPRA.
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
The Fourth Strand of Social Justice: Theoretically SpecificDouglas Strahler
This presentation was given to the IT3 Doctoral Cohort's Social Justice course in the summer of 2012. The presentation described the fourth strand of social justice through three prominent theoretical specific discourses in education: multiculturalism, critical pedagogy, & cultural studies.
The meaning and dimensions of culture-Lecture-03(Helen Deresky)Shifur Rahman
Culture refers to the acquired knowledge that:
people use to interpret experience and generate social behavior, and
forms values, creates attitudes, and influences behavior.
In fact, culture comprises the shared values, understandings, assumptions, and goals that are:
Learned from earlier generations.
Imposed by present members of a society, and
Passed on to succeeding generations.
Prepared by
Md. Sohel Chowdhury
Assistant Lecturer
Dept.of Management Studies
University of Barisal
the 5 basic social institutions in sociology.
religion . family. educational institue, law and order, government, norms and values, religion. social status and social role
Lec ix Education as Social Institution - Imran Ahmad SajidDr. Imran A. Sajid
These are the Slides for MA (Final year) Students of the Department of Social Work, University of Peshawar.
Course Title: Social Institutions and Social System of Pakistani Society
Dr. Imran Ahmad Sajid
Culture, Poverty, and Social Justice OrganizationsDouglas Strahler
This group presentation focused on presenters reflecting on how culture, poverty, and social justice played a role in their professional lives. Topics including Slippery Rock University's "Respect for Individuals" initiative, ACCESS Charity, and PIPRA.
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
The Fourth Strand of Social Justice: Theoretically SpecificDouglas Strahler
This presentation was given to the IT3 Doctoral Cohort's Social Justice course in the summer of 2012. The presentation described the fourth strand of social justice through three prominent theoretical specific discourses in education: multiculturalism, critical pedagogy, & cultural studies.
The meaning and dimensions of culture-Lecture-03(Helen Deresky)Shifur Rahman
Culture refers to the acquired knowledge that:
people use to interpret experience and generate social behavior, and
forms values, creates attitudes, and influences behavior.
In fact, culture comprises the shared values, understandings, assumptions, and goals that are:
Learned from earlier generations.
Imposed by present members of a society, and
Passed on to succeeding generations.
Prepared by
Md. Sohel Chowdhury
Assistant Lecturer
Dept.of Management Studies
University of Barisal
the 5 basic social institutions in sociology.
religion . family. educational institue, law and order, government, norms and values, religion. social status and social role
Lec ix Education as Social Institution - Imran Ahmad SajidDr. Imran A. Sajid
These are the Slides for MA (Final year) Students of the Department of Social Work, University of Peshawar.
Course Title: Social Institutions and Social System of Pakistani Society
Dr. Imran Ahmad Sajid
Glenn, clement e[1]. fundamental needs of the whole childWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews. See: www.nationalforum.com
Dr. Clement Glenn, Featured Author, NATIONAL FORUM JOURNALSWilliam Kritsonis
Dr. Clement Glenn, Featured Author, NATIONAL FORUM JOURNALS
www.nationalforum.com. NATIONAL FORUM JOURNALS, Founded in 1983 - over 5,000 professors published. Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS, Houston, TEXAS
Striking a Balance: The Quest for an Educated and Aware SocietybluetroyvictorVinay
In our rapidly changing world, the quest for an educated and aware society has never been more critical. Education and awareness are two distinct yet interrelated pillars of personal and societal development. Striking a balance between these two elements is not just desirable but imperative for a healthier, more harmonious world. This article explores the importance of finding this balance, emphasizing the potential for positive change when both education and awareness are valued at the societal level.
Supporting Diversity & Culture in Classrooms - Wilmaris Rodriguez VazquezWilmarisRodriguezVaz
In a classroom setting, both teachers and students must be equally involved in the strategies designed to ensure that all are able to learn in a culturally diverse environment.
1. Creating Capabilities – Which
Capabilities and for Whom
Harry Brighouse
University of Wisconsin, Madison
2. How to decide which capabilities?
Recognize human diversity
Recognize cultural and social diversity
3. How do people flourish?
Needs vary with external environment
Needs vary with non-plastic traits
4. Personal autonomy/self-governance
Cannot pick out a child’s tendencies at birth
Imperfect match of children’s needs to parents’
values/practices
We need the internal resources and external conditions
needed for making and acting on good judgments
about what will tend to our own flourishing (matching
our values and practices to our personality)
5. But…
We need to be attached to a culture and community, for
self-knowledge, for personal connection, and for
meaning (Community)
Different societies balance community and autonomy
differently
There may be a precise correct equilibrium, but we don’t
know it
What individuals need is sensitive to the balance between
autonomy and community in their society
6. Tendency for policy to focus on…
A subset of capabilities everybody needs:
those about the content of which there is
little live public disagreement
7. Education in the contemporary US...
Cognitive (math and reading)
Physical
------------------
Emotional
Moral/Social
Spiritual
8. A (rough) guide to capabilities in education
The self
We value ourselves as unique human beings capable of spiritual, moral,
intellectual and physical growth and development.
Relationships
We value others for themselves, not only for what they have or what they
can do for us. We value relationships as fundamental to the development
and fulfillment of ourselves and others, and to the good of the community.
Society
We value truth, freedom, justice, human rights, the rule of law and collective
effort for the common good. In particular, we value families as sources of
love and support for all their members, and as the basis of a society in
which people care for others.
The environment
We value the environment, both natural and shaped by humanity, as the
basis of life and a source of wonder and inspiration.
From UK National Curriculum Statement of Values
9. Distributive Rules
EQUAL CAPABILITIES:
Each person’s capabilities should be equally well
developed
EQUAL GOVERNMENT ATTENTION
The development of each person’s capabilities should
receive equal attention from public institutions
ADEQUACY
Everyone should reach some threshold level of capability
development. Inequalities above this level are fine, or
governed by some other rule
10. More distributive rules
MAXIMIN:
Social inequalities are justified when they work to the
benefit of the capability development of those whose
capabilities are least developed
PRIORITY
Developing the capabilities of those who capabilities are
less developed is always (somewhat) more urgent
than developing those whose capabilities are more
developed
11. Whose capabilities here and now?
Focus on less and least advantaged
Realistic assessment of the conditions facing them as
adults
Develop capabilities needed to flourish in those conditions
12. Two purposes of moral theory
Guide evaluation of status quo
Guiding action (and policy)
13. Policy and practice come in sectors…
Education
Health care and public health
The economy (?)
Family policy
Housing
The environment
etc…..
15. Creating sector-specific complex resources:
the case of education
Preparing teachers and principals
Common standards
Common assessments
Detailed data on achievement
Common language for discussing standards,
assessments and achievement
Professional development oriented to learning
which instructional strategies are successful with
which children and learning those strategies
16. Not creating complex educational resources:
the case of Title One
“in a nation whose schools were radically
decentralized, and which lacked a common
infrastructure, any effort to improve instruction would
have to take on the fundamental weaknesses of the US
System…. The political governance arrangements and
traditions of U.S. public education inhibited even
discussion of such an infrastructure…. The absence of
such instruments [common
standards, curricula, assessments, and data systems
and professional development keyed to them] was, of
course, not an oversight, but a central feature of the
design of public education.”
– Cohen and Moffitt, The Ordeal of Equality
(Harvard, 2009)
17. Summary
Which capabilities?: sensitive to variation in
what it takes to flourish across and within
societies
How distributed?: to benefit the least
advantaged (lowest capability development)
Operationalizing for policy purposes requires
attention to how sectors interact