Why the Capability Approach is Justified

Abstract

Sen and Nussbaum's capability approach has in the past twenty years become an increasingly popular and influential approach to issues in global justice. Its main tenet is that when assessing quality of life or asking what kind of policies will be more conducive to human development, we should look not to resources or preference satisfaction, but to what people are able to be and to do. This should then be measured against a more or less narrow conception of what any human being should be able to be and do, i.e. which functions are essentially human. To have a capability is to be able to function in that way. Thomas Pogge has recently argued that despite its many attractions, the capability approach did not present a sufficiently strong challenge to Rawlsian resourcism. In this paper, I address Pogge's criticisms of the capability approach, and I argue that from the point of view of Nussbaum's Aristotelian version of the approach, his objections are not successful.

A Service Perspective on the Marketization of Undergraduate Education

“…This perspective is consistent with a third concept, the growing popularity of the human development paradigm (also known as the capability approach {CA}; see Alkire 2005, Berges 2007, Nussbaum 2009Robeyns 2005). In short, Alkire (2007) argues that the CA represents a more general approach to the problems of economics and development than standard economic approaches.…”

“…In other words, Robeyns (2005) contends the CA highlights the difference between means and ends, and between substantive freedoms (capabilities) and outcomes (achieved functionings). Berges (2007) similarly contends that the main tenet of CA is when assessing quality of life or asking what kinds of policies will be more conducive to human development, we should look not to resources or preference satisfaction, rather to what people are able to be and do. Service marketers are strongly encouraged to explore completely novel approaches to conceptualizing the marketization of education consistent with a confluence of the S-D and CA theories.…”

Difference, Adapted Physical Activity and Human Development: Potential Contribution of Capabilities Approach

“…approach is too narrowed in terms of its essential claims and undermines individual empowerment and self determination (Alkire & Deneulin); resource based approaches fail to understand resources do not intrinsically guarantee well-being (Berges, 2007;Sen, 2009); preferences satisfaction (utility and welfare based approaches) rely on indicators highly permeable to individual adaptation to own life conditions, whether these are of wealth or deprivation (Sen, 2009; utilitarian economic approaches rely heavily in aggregate indicators and on average utility, undermining the situation of individuals at the social fringes. Moreover, it entails a narrow and very limited conception of quality of life focused mainly on personal interest and satisfaction (Nussbaum, 2006).…”

Promover la justicia y cultivar la humanidad : el liberalismo político de Martha Nussbaum

“…De igual forma, las necesidades de una madre lactante no se calculan simplemente sumando la nutrición que ella requiere (en un periodo "normal" de su vida) con la que precisa su hijo, desde el momento en que la alimentación a través de leche materna puede poner en riesgo o disminuir el nivel de salud de la madre. La concepción de Pogge tampoco capta problemas asociados, como el impacto psicológico que tiene en muchas mujeres el dar a luz, lo cual deriva en algunas ocasiones en síntomas depresivos que disminuyen la calidad de vida emocional y precisan de atención y cuidado particularizados (Berges, 2007).…”

“…Con respecto al primer ejemplo, Berges plantea que tanto una niña de clase media en Inglaterra como una de Turquía Oriental tienen derecho a la educación, pero mientras para la primera el acceso al derecho puede ser inmediato, no lo es para la segunda, porque vive en una parte del mundo en que la educación para las mujeres es subvalorada, hay escasez de libros, escuelas y profesores, su familia es pobre y la necesita para trabajar o atender las labores domésticas (Berges, 2007). La argumentación de Pogge asevera que esta situación se resuelve garantizando a la niña de Turquía el acceso a los recursos que le faltan para educarse (colegios, libros, servicio de transporte, etc.).…”