学校地理课与生存教育.ppt

* Capability 素质能力 Derives from Amartya Sen and Martha Nussbaum and their work in human welfare and development economics: 起源于阿马蒂亚·森和玛莎.努斯鲍姆以及他们在人类福利方面的工作和发展经济方面： What it is to be ‘truly human’? 何谓真正的人？ Anything that prevents fully human functioning is a deprivation of capability 任何阻挠全人类功能的事就是一种剥夺人类素质能力的事 * Thus, poverty is not simply ‘low income’. It is: 因此，贫穷不是简单的“低收入”，而是： a lack of choice 缺乏选择 a lack of opportunity 缺乏机会 * Other examples of capabilities: 其他素质能力的例子： being able to imagine, use the senses, think and reason 尽力去想象，用感觉去想象和推理 being able to form a conception of the good and to plan one’s life accordingly 尽力去形成一个好的概念去计划一个人相应的生活 being able to show concern for others, to empathise and to live successfully with others 尽力去显示出对其他事物的关注，对其他的事物要做到感同身受 being able participate effectively in political choices, with free speech and association 尽力去参加有效地政治选择、自由的演讲以及一些社团组织 [after Nussbaum 1993] * Human capabilities and education 人类的素质能力和教育 Not to be confused with imparting value free ‘skills’ for the ‘knowledge economy’ 不要被赋予的知识经济的自由价值技巧所蒙蔽 Education to enhance the agency of young people, clarifying values and deepening understanding. 教育是提高年轻人能力的服务机构， 弄清楚价值观并加深理解 * Human capabilities and education 人类素质能力和教育 autonomy and rights 自主权 choices about how to live 选择如何去生活 creativity and productivity 创造性和生产力 In a context of ‘moral seriousness’ 道德重要性的背景 Human (intellectual) ‘functioning’ 人类（智力）的功能 Based on significant organising ideas 在重要组织结构的基础上 For example, 例如 A “Global Sense of Place”空间的全球别 Porous boundaries 可穿透的范围 Meeting points 交叉点 Power geometries 能量结构 This enables a framework for understanding. It helps us puts more specific matters into the context of wider implications and interdependencies. 这可以增强理解机构，它帮助我们把更多特定的细节加入到广阔的含义和相关性背景中 * “Vibrant City”-充满生机的城市 The neo-liberal orthodoxy has “dulled our ability to think for, or beyond, ourselves” 新自由主义观念已经超越我们的能力去思考或者 超越我们自己[