Education as a fertile functioning Sample Clauses

Education as a fertile functioning. Xxxxx and xx-Xxxxxx introduce the notion of ‘fertile functionings’ to refer to the way that ‘doing well in one functioning…will lead to improvements in other functionings’ (2007, p.133-134). For example, finding employment will lead to further opportunities for affiliation. The opposite of this is what Xxxxx and xx-Xxxxxx term ‘corrosive disadvantage’, where ‘disadvantage in one functioning leads to disadvantages in others’ (p.133). For example, losing one’s job might reduce opportunities for affiliation. These two notions are useful for thinking about how individual capabilities and functionings are dependent upon each other in complex ways, and which it can be argued ‘enhance the theoretical apparatus of the Capabilities Approach’ (Xxxxxxxx 2011, p.42-43) by taking us closer to what Xxx has in mind, writing: even though it is often convenient to talk about individual capabilities…it is important to bear in mind that the capability approach is ultimately concerned with the ability to achieve combinations of valued functionings…we have to see the person’s overall capability in terms of combined achievements that are open to them (Sen 2009, p.233 ff). Xxxxxxxx has suggested that ‘education plays a fertile role, opening up options of many kinds across the board’ (2011, p.42-44). A good education will create opportunities for employment and economic security, for different forms of affiliation and the use of practical reason. The ways in which education can serve as a fertile functioning by enriching different aspects of life is discussed in Chapter 5, where the discussion explores how the post-16 setting acts as a site for identity development. Here, a case is made for recognising that post-16 education promotes a cluster of capabilities including self-knowledge, social esteem, organisational abilities, aspirations, and the development of moral standpoints.
Sample 1
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