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Ecomodernists argue that decoupling human well-being of its ecological impacts through a wise use of science and technology is required to reach justice and sustainability in the Anthropocene. This article defends the pertinence of the Capabilities Approach to support normatively this notion by the following way. Firstly, I argue that ecomodernism shares with the Capabilities Approach a specific meaning of human flourishing derived from freedom of choice. Secondly, I present an ecomodernist conception of the Sustainable Ecological Capacity, as well as its links with the capability ceilings to establish the foundations of my proposal. Finally, I conclude that such an exploration brings to a new «weak» ecomodernism, based on a simultaneous application of sufficientarian and limitarian accounts on distributive justice of ecosystem goods and services. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Estudios Políticos is the property of Centro de Estudios Politicos y Constitucionales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyzes the effects of the inflation rate on food, the informal employment and economic growth on the raise of the labor poverty rate in Mexico over the period 2006-2022. It was used approach of capabilities and quantile regression models. The estimates suggest that the variable of inflation on food and the informal employment boost higher laboral poverty rates in Mexico, whilst the economic growth rate reduces it. [ABSTRACT FROM AUTHOR]

Copyright of Investigaciones Regionales is the property of Asociacion Espanola de Ciencia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents disability as a Social Justice issue, a moral problem whose understanding is illuminated by the Capabilities Approach (especially in Amartya Sen's version), which allows us to see 'disability' in terms of greater or lesser freedom. A crucial step to understand this greater or lesser freedom is to begin by recognizing the historical character of the socially shared space in which people with disabilities live; in principle the vital space available for the development and expression of human life. At each moment in history, this is a culturally and technologically constituted space and it gives as a differential result the conditions of 'capacity' and 'disability' in which human beings find themselves to enjoy their freedom. It is of the character of 'social fact' that this space finally has that disability emerges as a differential effect of it and becomes a moral problem that must be faced from a normative perspective, that of social justice. [ABSTRACT FROM AUTHOR]

Competencies have been the subject of considerable discussion in pedagogy, particularly in relation to the mandate of the education system. In the last decade, a different view has emerged, from a capability and human development approach. On the one hand, this paper seeks to question the sense of a competency-based approach to education and, on the other hand, present the capability approach as an opportunity to establish a humanistic and alternative view of education. Thus, by using the hermeneutic arc as a methodological approach -- specifically the ‚explaining' and ‚understanding' processes described by Ricœur -- a critical conceptualization of competencies is described in order to show that people are subjects of capabilities rather than competencies. It is concluded that any educational endeavor that pursues human development must be firmly rooted in the realization of people as subjects-agents of capabilities. [ABSTRACT FROM AUTHOR]

This article aims to analyze, through the capabilities approach, the coherence between the South African learning-service practices (ApS) and the Costa Rican university extension activities in regards to the core values of human development. This qualitative study carried out in two universities (University of the Free State, South Africa and Universidad Nacional, Costa Rica) proves there is an expansion of participants' capacities as shown by the improvement in well-being, participation and empowerment, equality and diversity, and sustainability. Additionally, the results move to reflect upon the common challenges both public universities face, in order to strengthen this type of pedagogical practices and ensure the availability of opportunities for participants. [ABSTRACT FROM AUTHOR]

Copyright of Revista Jurídica (0103-3506) is the property of Revista Juridica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reflects on the implementation of the human development approach in labor organizations. We will explain the socio-historical elements that led to its creation, the role of the United Nations Development Program (UNDP) and the main pillars of the paradigm, base on a theoretical discussion of the concept of capabilities. We propose that the human development approach, and in particular that of human capacities, has diverse applications in the organizational context, not limited to the development of labor competencies. We recognize that the capacities for life in common can be strengthened in the work environment, since the organizations are also spaces of social interaction. Accepting these premises, employees can be educated for citizenship, while acquiring skills for productive life. A vigorous implementation of these approaches requires overcoming the economicist view of labor relations, giving organizations the chance to offer real opportunities, including agency freedom and subjective decision, as a shared responsibility for the development of people. The paradigm of human development has been widely applied in community work because of its impact on the design of public policies and social programs. In the 1980s, the ideas of the Pakistani economist Mahbub ul Haq were materialized in the first Human Development Report. Since 1990, to date, UNDP has continued to publish annual reports. Indian philosopher and economist Amartya Sen contributed to the creation of the Human Development Index; along with the American philosopher Martha Nussbaum have developed proposals to develop capabilities. The authors' work proves a high commitment to freedom, human rights and democracy, bringing the welfare economy to political science, economics and ethics. Although the focus has gained attention in government policies and social institutions, its application in labor organizations has not achieved the same diffusion. Recently, the UNDP Human Development Report 2015 has addressed this issue in studying work and its impact on people. Perhaps its lack of application in the labor organizations is that in these the subject is usually conceived as a means of production, not as an end in itself. Hence, development opportunities are usually measured in criteria of productivity and economic growth of the organization, instead of growth and development of people. This approach initially emerges as a critique of the economic model focused on the production of consumer goods, which sought to bring the benefits of increased output to the lower income groups. Far from enumerating the errors and neglects of the models that have sustained injustice, the approach proposes alternatives to pay for this "social debt" that has left great inequality gaps in the vulnerable population. Since its first report, UNDP has emphasized the importance of offering people and Communities options to economic alternatives for empowerment and the expansion of human freedoms. In this sense, the Human Development approach does not deny the important role that the economic conditions of individual, group or collective subjects fulfill, but its message is broader. While it is true that economic factors help meet the essential needs of men, economic growth has no automatic link with human progress (UNDP, 1990). It does not mean neglecting the GDP indicator, but how to translate that growth into the strengthening of human capabilities. We consider it is the development of the subjects that drives the organization, not vice versa. Therefore, the interest that people have in this proposal is special. The central issues for its implementation require defining this paradigm and its main foundations. For this it is necessary to contrast the concept of human capabilities and their possible equivalent in organizations: labor competencies. Finally, we present the implications of free agency and co-responsibility of organizations, since human development obeys a subjective decision. [ABSTRACT FROM AUTHOR]

University education today shows certain difficulties in promoting the human development of its students. The present work intends to rethink this problem based on the capabilities approach. In order to that purpose it analyze, first, the conceptual background and the principles proposed by the capabilities approach. Second, the educational potentialities of this approach are examined, in order to generate and promote human development. Finally, the viability of a curricular integration between the capabilities approach and the current competence approach is considered. It is concluded that the capabilities approach has a high educational potential capable of harmoniously complementing the current competence curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Anales de la Cátedra Francisco Suárez is the property of Anales de la Catedra Francisco Suarez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the association between variables of satisfaction and characteristics of individuals and their environment with the perception of poverty of Colombians. Using the National Survey of Quality of Life (NSQL) of DANE at year 2011, a logit model of discrete choice and standardized coefficients is estimated for explaining subjective poverty. The results show that although income has the greatest weight in the perception of poverty, having good nutrition is established as the most basic capability for a Colombian to develop other capabilities. Furthermore, situations of violence such as forced displacement have a significant weight in the perception of poverty of those who suffer them. Finally, it is evidenced that Colombians tend to be conformed with their social ties, showing themselves satisfied with aspects of life associated to the capability of functioning in society, even when they consider themselves as poor. [ABSTRACT FROM AUTHOR]

In recent years, in the context of the economic and financial crisis initiated in 2008, social rights have once more gained centre stage in legal philosophical and political debates as a 'privileged' area of investigation in relation to their effectiveness and sustainability. The discussion has thus turned to the notion of social rights as "special" rights, revealing themselves as standing in conflict with other fundamental rights, such as the basic freedoms. In this view, social rights are understood as moral rights entailing a duty of public bodies to deliver a corresponding service. In this article I argue, by contrast, that social rights are endowed with a normative force, in that in their function and structure they share with the other set of rights a foundation consisting in merging the principles of freedom, equality, and dignity. In this sense, we not only have to move beyond the distinction between unconditional rights to freedom and conditional social rights, but we ought to also recognize that the latter are now powerfully emerging as an essential tool with which to tackle the alarming scenario of growing economic social inequalities and the increasing rate of poverty. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Filosofía UIS is the property of Universidad Industrial de Santander and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La importancia ganada por el sector turismo en la actualidad invita a analizar su estrecha relación con el desarrollo humano y así complementar la clásica visión de desarrollo económico aplicada a la evaluación de este sector. Para ello se introduce el enfoque de desarrollo humano como expansión de capacidades, con el propósito de observar cómo es posible a partir del turismo atender de manera integral las necesidades de bienestar de las personas. Aplicando este enfoque de capacidades se analizan los procesos y elementos que definen el contexto turístico, y se identifican oportunidades y riesgos a los cuales se debe hacer frente para alcanzar experiencias enriquecedoras en él. En particular, se resalta la importancia de observar los encuentros entre locales y visitantes, y las interacciones en torno a la cultura como dinámicas facilitadoras para un desarrollo inclusivo y sostenible. [ABSTRACT FROM AUTHOR]

The present article, based on a quantitative and qualitative approach, reflects on journalism education in Chile in a global context. The effects of globalization related to the introduction of information and communication technologies (ICT) and the precarious working conditions pose difficulties for training future journalists. Moreover, the political and cultural consequences associated with globalization phenomena, such as the strengthening of democracy and multiculturalism, increase the demands of social responsibility for the practice of this profession. Journalism education must assume these challenges as possibilities and apply a capabilities approach to education. [ABSTRACT FROM AUTHOR]

This is an essay-review of David Crocker's Ethics of Global Development, Agency, Capacity and Deliberative Democracy, a book in which his author presents a panoramic view of his lifelong commitment to the ethics of international development. After a presentation of the general ideas in his work, we make some comments on the foundations of the capabilities approach, as well as on the connection between this normative ideal and the basic needs conception of development . Special consideration is given to some problems arising from abstract formulations of important ethical principles. [ABSTRACT FROM AUTHOR]

Copyright of Sociología del Trabajo is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)