マーサ・ヌスバウムにおける学校教育の役割とその射程 ―子どもの貧困における学校教育の役割を考えるために―

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· 저자명 : 미치 마가미

초록

This paper reveals how Martha Nussbaum defines the school education and what are the problems and potentials of Nussbaum's theory in child poverty. Capability approach, proposed by Amartya Sen and Martha Nussbaum, aims to realize a society in which everyone can chose and live a life that they want to live. Sen defines "capability" as alternative combinations of functionings that are feasible for her achieve. On the other hands, Nussbaum defines "capability" as the condition one can embody the function depending on ones will. Nussbaum proposes a list of ten "central human functional capabilities", which is most important for human beings. In general, people may perceive capability as an ability that one can develop by his effort. However, as shown above, "capability" is defined differently in a capability approach. Capability approach tries to understand what people are actually able to do and to be, and therefore it reveals things that individual effort cannot do anything. In another word, capability approach uses capability as a measure of assessing the quality of life and clarifies the direction of improvement and required support, which poverty assessment based on financial condition is not able to grasp. 　Capability approach pursues democratic society and main theme of Nusbaum's theory of education is democratic citizenship. Nussbaum perceives "democratic" society as a society that is people-sensitive and that everyone has the life, liberty and the pursuit of happiness. According to Nussbaum, school education aims to build following three abilities of the students. Firstly, Critical thinking which is an ability that enables people to act based on their own judgment, instead of following authorities and tradition. Secondly, seeing themselves as citizens of the world. To develop this ability, we should understand the difference, as well as needs and interests that are commonly shred by human beings. Thirdly, Narrative imagination. One needs to understand the emotion, hope and desire of other people who are in a different stand point from him/her, as a careful reader of the story of those other people. This also involves exploring his/her inside. Nussbaum places great value on active leaning, play, and artistic activities such as music, movie, poetry, drawing, and dancing for the development. This is in contrast with passive education for absorbing fact and cultural tradition, in which students sit at their desk entire day and accept what has told blindly.
Finally, I would like to discuss the potential of the education theory of Nussbaum to contribute to the fight against the child poverty and its theoretical assignment. Her theory could contribute to fight against the child poverty in three ways. Firstly, her capability approach cultivate democratic citizens who are aware of the meaning of poverty and address the problem. Secondly, the capability approach will also develop student's ability to understand their situation objectively, the ability of critical thinking and narrative imagination, which will give them different perspective of lives. Thirdly, she believes that the schooling is responsible for the cultivating some fundamental human functions, therefore the school could provide support for the poverty directly. However some important issues need to be clarify in her theory. Nussbaum believes that some abilities of language and interpersonal relationship must be cultivated before school age in family. Therefore, we need to clarify who should be responsible for cultivating these abilities when a child does not have a chance to develop such abilities in her family, and why.

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