Value creating education and the Capability Approach : a comparative analysis of Soka education’s facility to promote well-being and social justice

Sherman, Paul (2016) Value creating education and the Capability Approach : a comparative analysis of Soka education’s facility to promote well-being and social justice. Cogent Education, 3 (1): 1138575. ISSN 2331-186X

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Abstract

The relatively unfamiliar pedagogy of Soka (value creating) education is analysed for its capacity to promote well-being and social justice, using the well-known Capability Approach (CA) as a comparator. Various aspects of Soka education correspond favourably with the CA, indicating its potential as a credible and constructive approach for facilitating improved quality of life for individuals and communities. Diverse practical applications of Soka education illustrate how its principles are actualized in advancing social justice issues. Empirical research on Soka education is suggested to investigate its assertions that the pursuit of value creation leads to happiness and well-being.

Item Type:

Journal Article

Journal or Publication Title:

Cogent Education

Additional Information:

This is the author’s version of a work that was accepted for publication in Cogent Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Cogent Education (2016), 3:1138575, DOI: 10.1080/2331186X.2016. 1138575 © 2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

Subjects:

?? sokavalue creationhappinessmakiguchi ikeda capability approach ??

Departments:

Faculty of Arts & Social Sciences > Educational Research

ID Code:

78601

Deposited By:

ep_importer_pure

Deposited On:

09 Mar 2016 08:56

Refereed?:

Yes

Published?:

Published

Last Modified:

25 Oct 2024 00:11

URI:

https://eprints.lancs.ac.uk/id/eprint/78601