TY - JOUR

T1 - From Powerful Knowledge to Capabilities

T2 - Social Realism, Social Justice, and the Capabilities Approach

AU - Talbot, Daniel

PY - 2024/7/8

Y1 - 2024/7/8

N2 - This article argues that, as applied to education, the Capabilities Approach pioneered by Amartya Sen and Martha Nussbaum shares a range of philosophical commitments with the work of social realist scholars on the concept of ‘powerful knowledge’. I first trace the history of the concept of powerful knowledge and present critiques put forward by social justice scholars. I then outline the Capabilities Approach, arguing it provides a response to some of these concerns. From here I develop the connection between the two educational paradigms focusing on four areas of affinity. The first is the conceptual similarity between the ‘power’ of powerful knowledge and Nussbaum’s account of a capability. The second is their concern with the reduction of education to technical-instrumentalism, human capital, and other economically driven imperatives. The third is a shared focus on the link between knowledge, human agency, and freedom. The fourth, is a mutual rejection of relativism and embrace of a nuanced universalism. Ultimately, by drawing together these two conceptually rich approaches to the aims and purposes of education, I hope to open a space for theorizing about both capabilities and powerful knowledge that can resolve some of the problems in both. For powerful knowledge, the Capabilities Approach allows a more concrete explication of why access to disciplinary bodies of knowledge is of value to both individuals and society. On the side of the Capabilities Approach, engaging with the concept of powerful knowledge can help give a rationale for how educational knowledge fosters certain centrally important capabilities.

AB - This article argues that, as applied to education, the Capabilities Approach pioneered by Amartya Sen and Martha Nussbaum shares a range of philosophical commitments with the work of social realist scholars on the concept of ‘powerful knowledge’. I first trace the history of the concept of powerful knowledge and present critiques put forward by social justice scholars. I then outline the Capabilities Approach, arguing it provides a response to some of these concerns. From here I develop the connection between the two educational paradigms focusing on four areas of affinity. The first is the conceptual similarity between the ‘power’ of powerful knowledge and Nussbaum’s account of a capability. The second is their concern with the reduction of education to technical-instrumentalism, human capital, and other economically driven imperatives. The third is a shared focus on the link between knowledge, human agency, and freedom. The fourth, is a mutual rejection of relativism and embrace of a nuanced universalism. Ultimately, by drawing together these two conceptually rich approaches to the aims and purposes of education, I hope to open a space for theorizing about both capabilities and powerful knowledge that can resolve some of the problems in both. For powerful knowledge, the Capabilities Approach allows a more concrete explication of why access to disciplinary bodies of knowledge is of value to both individuals and society. On the side of the Capabilities Approach, engaging with the concept of powerful knowledge can help give a rationale for how educational knowledge fosters certain centrally important capabilities.

U2 - 10.1093/jopedu/qhae050

DO - 10.1093/jopedu/qhae050

M3 - Journal article

JO - Journal of Philosophy of Education

JF - Journal of Philosophy of Education

SN - 0309-8249

M1 - qhae050

ER -