論M. Nussbaum r 能力取向」的正義觀與教育發展
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2010-06-??
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
本文依據M. Nussbaum r 能力取向」正義觀之分析，說明她對J. Rawls <正義論》的例外狀況所提出的批評與補充，並且據此擴展教育發展的可能視野。基於上述目的，本文首先討論Nussbaum在《正義的疆界》一書中的論述旨趣及其對〈正義論》的深究與理論擴充;其次，藉由「能力取向」理論解釋殘障、國籍與物種等三種正義的例外狀況，並且據此陳顯一種能真正企圖提供每個人皆能公平行使各種能力之公義社會。最後，本文則是以「能力取向」為基礎，試圖從三個面向開展促進教育發展之另類正義視野，分別為:r 弱勢者的福祉及其教育需求」、「以『能力取向』補充國際教育成效比較的GNP 分析模式」以及「滿足「能力』需求的合理限制與生態公民素養教育」等。
This article attempts to analyze Martha Nussbaum's capability approach to justice, explain her criticism and renewed idea about the exceptive situations of John Rawls's A Theory of Justice , and apply her view to education in hope of actualizing true justice. According to these aims, the author, firstly, discusses Nussbaum's theoretical argument about Rawls's justice thery on the basis of Frontiers ofJustice: Disability， Nationality, Species Membership. Secondly, the author i1lustrates the un-justice issues of impairment (or disability), nationality, and sufferings of non-human species. Finally, the author raises three alternative versions of justice for the sake of further educational development. These include “to enhance the happiness of the disadvantaged and satisfy their educational needs,"“to use the capability approach to modify GNP comparative model of international evaluation of educational achievements," and “ to fulfill reasonable limitation on satisfaction of capability functioning and eco-citizenship education."
This article attempts to analyze Martha Nussbaum's capability approach to justice, explain her criticism and renewed idea about the exceptive situations of John Rawls's A Theory of Justice , and apply her view to education in hope of actualizing true justice. According to these aims, the author, firstly, discusses Nussbaum's theoretical argument about Rawls's justice thery on the basis of Frontiers ofJustice: Disability， Nationality, Species Membership. Secondly, the author i1lustrates the un-justice issues of impairment (or disability), nationality, and sufferings of non-human species. Finally, the author raises three alternative versions of justice for the sake of further educational development. These include “to enhance the happiness of the disadvantaged and satisfy their educational needs,"“to use the capability approach to modify GNP comparative model of international evaluation of educational achievements," and “ to fulfill reasonable limitation on satisfaction of capability functioning and eco-citizenship education."