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The human development and capability approach (HDCA) and its associated participatory method is receiving growing attention as a useful conceptual development for comparative international education. HDCA challenges the economism so prevalent in world development thinking and, instead, looks at development as a process of enhancing persons’ incrementally achieved substantive freedoms from deprivations. The centrality of the person replaces the centrality of income growth.

The application of HDCA to the study of the role of education that promotes social justice change is illustrated by using an empowerment-capability framework to the long-term study of the benefits of village schooling for rural girls in western China.

Using HDCA to identify influences on social change, we derive a much more nuanced and valuable multi-dimensional view of human development, which enables us to draw broad implications for more effective policy. National policies should use a multi-dimensional informational base including equality, sustainability, and non-market dimensions of well-being as well as market production.

The idea of what constitutes rationality has always been central to moral philosophy as well as to modern social science and economics; regardless of the fact that its meaning has also greatly changed during the last five hundred years. While for Aristotle and his followers, full rationality implied not only effective deliberation of means towards any given end, but also that such end had to be rationally selected with the guidance of reason or “practical wisdom”, since the age of Thomas Hobbes and David Humes, the concept of rationality has been reduced to one of seeking the best means to any particular end, wise or unwise. In the process, reason was relegated to mere “reckoning”, of adding and subtracting according to arithmetic rules. The good was simply what was desired, motivated by a physiological appetite for survival or otherwise. As could have been expected, such mechanical mode of reasoning readily provided the rudiments of contemporary computational theories of action, in particular game theory (see Cudd, 1993).

Economics was closely entwined with ethics up to the 1930s when this weakened subsequently. Amartya Sen first sketched this historical relationship in his book, On Ethics and Economics. This paper is in broad agreement with Sen. It aims to explore the ethical foundations of economics in ancient Greece, focussing on Plato's Republic.

Key aspects of Sen's ethical framework (ethical motivation, human well‐being, and social achievement) are used as a template to re‐investigate Plato's work. A close reading of Plato's Republic is undertaken in order to demonstrate the foundations of economics as an ethical enterprise.

First, Plato argues that there is a range of motivations and behaviors along an ethical scale. For Plato, the goal is to try to establish what constitutes ethical behavior and then seek conditions suitable to bring it about. Second, in the Republic, one sees an outline of Plato's understanding of human well‐being. Human functioning (physical and mental flourishing, including friendship), and gender equality are key parts of his picture. Third, Plato is painting the picture of a utopian society in the Republic. In discussions of the ideal society, the economy, laws, and other policies must be set within an ethical framework. In several respects, Plato anticipates Sen's capabilities approach to economics.

In recent years, great efforts have been devoted to developing and extending Sen's Capability Framework. Part of that work has been devoted to tracing the origins of Sen's approach back to Aristotle. This paper represents the first attempt to trace that framework back further, to Plato's Republic.

This paper aims to provide a targeted overview of relevant digital equity gap literature that serves to contextualize the current crisis brought on by the COVID-19 pandemic. Following this review of the literature, the author introduces five guidelines that educators can use to guide their decisions about how to adapt to remote learning. It concludes with an overview and full text of two tools educators and researchers can use to better understand the challenges faced by students: the Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument.

This conceptual paper is grounded on the theoretical framework of Martha Nussbaum's “Capability Approach,” which outlines core human capabilities that (if fostered) enable individuals to generate valuable outcomes for themselves.

It is suggested that it is important to attend to human capabilities when addressing digital equity gaps exacerbated by the pandemic. The author provides two tools that are intended to help individuals gather important information about the communities they serve and/or study.

Both tools provide descriptive information that will contextualize digital equity gaps, should they be present.

This paper provides concrete tools for educators who wish to understand digital equity gaps within the communities they serve.

In time of unprecedented distance learning, it is important for both K-12 educators and higher education instructors to understand the technological capabilities of their students. The Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument give them a place to start.

This paper fulfills an identified need to study and address digital equity gaps.

Development ethics is a new and rapidly expanding discipline within development studies and social science. The cultivation of development ethics has the potential to produce a coherent account of human well‐being for guiding development policy and thinking. Although discussions of well‐being can be traced back to Greek antiquity, most development economists have managed to avoid reflecting sufficiently on the concept and meaning of “development”. While philosophers have reflected more fully on the nature and character of a good human life, they have not tested their theories of well‐being in the public domain or confronted their accounts of the “good” with the values of ordinary people. This is partly because philosophers (in contrast to social scientists) lack the necessary tools and expertise for such tasks. Yet it is only through the synthesis of scientific inquiry and philosophical reflection that we will uncover the central human values behind a more realistic and reliable development ethic. While a first attempt has now been made to develop an account of human development that rests firmly on the values and attitudes of ordinary people, more empirical work is required to confirm the strength of the results.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

This chapter examines the 1999 trial of Aaron McKinney for the murder of Matthew Shepard, a gay student at the University of Wyoming whose death propelled forward an incipient movement to legislate against hate crimes. It explores the competing ways in which Aaron McKinney was conjured as a legal persona, defined through the opposing lenses of gay panic and of homophobic hate. It situates those personae in conflicting narratives of criminal culpability emerging out of indeterminate legal doctrines and definitions (the unwritten law; the meaning of ‘malice’), and argues that in conjuring them, adversarial criminal trials necessarily destabilise the ‘default legal person’. In doing so, trials performatively reconstruct the past in ways that both mark and mask a past events. In the McKinney case, contests over his culpability emerged against a backdrop of loss, both epistemological and affective, generating a projective reckoning with Shepard’s death in ways that enabled a politically transformational mourning process.