What does evaluation mean? This paper studies the evaluative process as a practical judgment that links a situation to a set of values in order to decide upon a course of action. In the first part, the article follows Sen's account of an evaluative process. His critique of the monist, deductive and idealist theory of Rawls leads to a "relational" and "comparative" approach of the evaluation. Incompletedness, comparison, reality and deliberation are the key principles of this methodology. This is close to insights of John Dewey. Nevertheless, Dewey grasps the pragmatic dimension of the process more precisely then Sen. He firstly makes the distinction between prizing and appraisal, valuation and evaluation. And secondly, the singular situation is underlined as a component of any evaluation. Therefore, evaluation requires empirical inquiry and public deliberation. In a third step, the article focuses on the relationship between evaluation and norms in practical judgments. As e... Abstract What does evaluation mean? This article examines the evaluative process as a practical judgment that links a situation to a set of values in order to decide upon a course of action. It starts by discussing A. Sen's ''relational'' and ''comparative'' account of evaluation, built in critical dialogue with J. Rawls' deductive theory. Comparison, incompleteness, reality, and deliberation are the key principles of Sen's approach, which, in some respects, echoes that of J. Dewey. The second part shows the relevance of completing Sen's approach with Dewey's pragmatism, since Dewey's emphasis on practical judgment is a useful counterbalance to Sen's focus on evaluation as a cognitive process. Dewey introduces a shift from values to valuation and draws a distinction between prizing and appraising, which makes the logic of inquiry and the search for consistency between means and ends in a given situation the fulcrum of evaluation. The third part of this paper addresses the relationship between values and norms in evaluative processes. Neither Sen nor Dewey deals with this question in a systematic way, although norms, which are both similar and different from values, contribute to frame evaluations in different ways: as horizons, resources, or constrains. Bringing norms into the picture means completing the pragmatist account with an institutionalist perspective, as we suggest through the example of the evaluation of work.
Purpose -This paper aims to use the Capability Approach in order to shed light on the capability for voice of workers in an industrial restructuring process. Design/methodology/approach -The research relies on conceptual frames and distinctions borrowed from Amartya Sen, Jon Elster and Jü rgen Habermas. It is based on an empirical case study: the restructuring of the Brussels plant of the Volkswagen (VW) group in 2006-2007. Findings -The central distinction established in the paper is the one between deliberation and bargaining. The structures that characterized social dialogue at the VW plant in Brussels did not totally deprive Belgian workers of capability for voice. But they seriously limited its scope.Research limitations/implications -The empirical investigation is focused more on trade unions than on internal management relationships. Social implications -The paper presents an analysis of the real opportunities for deliberation and bargaining that goes beyond the mere formal implementation of social law. Originality/value -The paper discusses application of the Capability Approach to empirical procedures of collective bargaining in the context of a globalised restructuring process in the automotive sector.
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