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Eğitime Yeni Bir Bakış: Amartya Sen’in Kapasite Yaklaşımı

Yıl 2023, Sayı: 57, 2012 - 2038, 30.09.2023
https://doi.org/10.53444/deubefd.1314892

Öz

Bu çalışmanın amacı, Amartya Sen tarafından geliştirilen kapasite yaklaşımını alanyazın taramasına dayalı olarak inceleyerek bu yaklaşımın eğitime bakışını ele almaktır. Bu doğrultuda, bu çalışmada araştırma yöntemi olarak geleneksel alanyazın taraması benimsenmiştir. Amartya Sen tarafından geliştirilen kapasite yaklaşımı son yıllarda gerek ilgili alanlarda çalışmalar yürüten bilim insanlarının gerekse politika yapıcıların dikkatini çekmektedir. Ekonominin vicdanı olarak anılan Sen, bu yaklaşımın çerçevesini çizerken özellikle refah, eşitlik ve adalet gibi kavramlar üzerinde durmaktadır. Amartya Sen’in ilk olarak ekonomi alanında kavramsallaştırdığı kapasite yaklaşımı yaklaşımının temelinde refah ekonomisi anlayışına yönelik bir eleştiri bulunmaktadır. Kapasite yaklaşımına göre kişinin, milletlerin ve ülkelerin refah düzeyi özgürlükler ve kapasiteler yoluyla tanımlanmaktadır. Bu nedenle, kapasite yaklaşımı ilk olarak ekonomi alanında geliştirilmiş bir yaklaşım olsa insan hayatının pek çok alanında etkili olan bir söylem ortam koymaktadır. Bu alanlardan birinin de eğitim olduğu görülmektedir. Eğitim, küresel kalkınma gündeminin yapıtaşlarından biri olmaya devam etmektedir. Eğitim söz konusu olduğunda, kapasite yaklaşımı eğitime erişim ve benzeri konuların ötesinde alternatif bir paradigma sunmaktadır. Bu noktada, kapasite yaklaşımı eğitimde standartlaşmaya şüphe ile yaklaşmaktadır. Kapasite yaklaşımına göre, eğitimin ilk ve öncelikli amacının, insanların istedikleri gibi bir hayat sürmelerini mümkün kılacak şekilde kapasitelerinin arttırılması olduğu belirtilmektedir.

Kaynakça

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Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sakine Sincer 0000-0001-8929-3652

Yayımlanma Tarihi 30 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 57

Kaynak Göster

APA Sincer, S. (2023). Eğitime Yeni Bir Bakış: Amartya Sen’in Kapasite Yaklaşımı. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(57), 2012-2038. https://doi.org/10.53444/deubefd.1314892