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The Missing Dimensions of Children's Well-being and Well-becoming in Education Systems: Capabilities and Philosophy for Children

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  • Mario Biggeri
  • Marina Santi

Abstract

The objectives of this paper are twofold. The first is to consider how the capability approach can help rethink the policy goals of educational systems by analysing well-being and well-becoming from an individual and societal point of view. The second is to explore Philosophy for Children as a suitable pedagogical approach to promote capable agents and enhance critical, creative and caring thinking. The paper is divided into four parts. After a background is sketched, the capability approach and the concept of evolving capabilities are disentangled in order to rethink educational systems. The Philosophy for Children approach is then presented as a pedagogical base and possible instrument to foster the individual faculties (creativity, critical thinking and care) needed to flourish and participate fully in society (these are usually missing in achievement-based educational systems). In the final part of the paper the main elements of change are recalled and some conclusions are offered.

Suggested Citation

  • Mario Biggeri & Marina Santi, 2012. "The Missing Dimensions of Children's Well-being and Well-becoming in Education Systems: Capabilities and Philosophy for Children," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 13(3), pages 373-395, August.
    • Handle: RePEc:taf:jhudca:v:13:y:2012:i:3:p:373-395
    DOI: 10.1080/19452829.2012.694858
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    References listed on IDEAS

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    1. Miriam Teschl & Flavio Comim, 2005. "Adaptive Preferences and Capabilities: Some Preliminary Conceptual Explorations," Review of Social Economy, Taylor & Francis Journals, vol. 63(2), pages 229-247.
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    Cited by:

    1. Guberney Muñetón-Santa & Daniel Escobar-Grisales & Felipe Orlando López-Pabón & Paula Andrea Pérez-Toro & Juan Rafael Orozco-Arroyave, 2022. "Classification of Poverty Condition Using Natural Language Processing," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 162(3), pages 1413-1435, August.
    2. Mónica Domínguez-Serrano & Lucía Moral Espín, 2018. "From Relevant Capabilities to Relevant Indicators: Defining an Indicator System for Children’s Well-Being in Spain," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(1), pages 1-25, February.
    3. Jennifer Fane & Colin MacDougall & Jessie Jovanovic & Gerry Redmond & Lisa Gibbs, 2020. "Preschool Aged Children’s Accounts of their Own Wellbeing: are Current Wellbeing Indicators Applicable to Young Children?," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(6), pages 1893-1920, December.
    4. Mónica Domínguez-Serrano & Lucía del Moral-Espín, 2022. "The Capability Approach and Child Well-Being: A Systematic Literature Review," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(6), pages 2043-2063, December.
    5. Muhammad Yunus & Mario Biggeri & Enrico Testi, 2021. "Social Economy and Social Business Supporting Policies for Sustainable Human Development in a Post-COVID-19 World," Sustainability, MDPI, vol. 13(21), pages 1-14, November.
    6. Mario Biggeri & Enrico Testi & Marco Bellucci, 2017. "Enabling Ecosystems for Social Enterprises and Social Innovation: A Capability Approach Perspective," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 18(2), pages 299-306, April.
    7. 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.
    8. Joanna Coast, 2019. "Assessing capability in economic evaluation: a life course approach?," The European Journal of Health Economics, Springer;Deutsche Gesellschaft für Gesundheitsökonomie (DGGÖ), vol. 20(6), pages 779-784, August.
    9. Walker, Melanie & Mkwananzi, Faith, 2015. "Challenges in accessing higher education: A case study of marginalised young people in one South African informal settlement," International Journal of Educational Development, Elsevier, vol. 40(C), pages 40-49.
    10. Pelenc, Jérôme, 2014. "Combining the capability approach and Max-Neef’s needs approach for a better assessment of multidimensional well-being and inequalities: a case study perspective with vulnerable teenagers of the regio," MPRA Paper 66277, University Library of Munich, Germany.
    11. Catherine Malboeuf-Hurtubise & Carina Di Tomaso & David Lefrançois & Geneviève A. Mageau & Geneviève Taylor & Marc-André Éthier & Mathieu Gagnon & Terra Léger-Goodes, 2021. "Existential Therapy for Children: Impact of a Philosophy for Children Intervention on Positive and Negative Indicators of Mental Health in Elementary School Children," IJERPH, MDPI, vol. 18(23), pages 1-14, November.
    12. Jerome Pelenc, 2017. "Combining Capabilities and Fundamental Human Needs: A Case Study with Vulnerable Teenagers in France," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 133(3), pages 879-906, September.

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