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29 May 2019 | Story Valentino Ndaba | Photo Pexels
Prof Melanie Walker
Fostering human capabilities in universities may potentially transform education, says Prof Melanie Walker.
Education is at the centre of human life, and has the potential to be a crucial support for democratic life. Prof Melanie Walker’s recent research paper strikes a balance in dealing with people, education and the implications for democracy through the lens of human capabilities theory and practice and her own research.

People and papers

In her capacity as the SARChI Chair in the Higher Education and Human Development Research Programme at the University of the Free State (UFS), Prof Walker recently published a paper titled: Defending the Need for a Foundational Epistemic Capability in Education. It appeared in the special issue of the Journal of Human Development and Capabilities in honour of renowned Nobel Laureate Amartya Sen’s 85th birthday.

Nurturing epistemic justice

Within the context of existing literature such as that of Sen’s concern with the value of education on the one hand, and public reasoning on the other, Prof Walker argues for a foundational epistemic capability to shape the formal education landscape – as well as quality in education – by fostering inclusive public reasoning (including critical thinking) in all students. It would contribute to what Sen calls the ‘protective power of democracy’ and shared democratic rights, which, he argues, are strongly missed when most needed.

“Sen’s approach asks us to build democratic practices in our university and in our society in ways which create capabilities for everyone. If our students learn public reasoning in all sorts of spaces in university, including the pedagogical, they may carry this into and back to society,” she said.

Educating for equality

Empowering society and fighting for justice are some of the crucial contributions made possible through fostering the epistemic capability of all students. “The capability requires that each student is recognised as both a knower and teller, a receiver and a contributor in critical meaning and knowledge, and an epistemic agent in processes of learning and critical thinking,” states Prof Walker.

In a young democracy like South Africa’s, inclusive public reasoning becomes all the more essential in order to achieve equality, uphold rights and sustain democracy as enshrined in the constitution, thereby improving people’s lives. 

News Archive

UFS and Griqua National Conference work together
2009-03-04

 

Delegates from the Griqua National Conference (GNC) and role players from the University of the Free State (UFS) recently met on the South Campus of the UFS to put the objectives of a Memorandum of Understanding into practice. Some of the objectives are research, programmes and projects focusing on economic, educational, political, cultural/heritage and socio-social matters. “Research in different fields is important for the survival of the Griqua in South Africa and the UFS gives credibility to the Griqua’s research projects,” says Mr Cecil le Fleur, Chairperson of the GNC’s Council of Chiefs. According to Mr le Fleur, the GNC wants to work with the UFS because the institution reaches out to the communities of the Southern Free State. There is also mutualistic cooperation in this area that is of benefit to both partners. “Together with the UFS we will also be investigating the feasibility of the production of a documentary film on the role of the Griqua in the central interior, its political models and the role the Griqua played in the establishment of white settlers in this area. We also want to investigate and implement other relevant points of tangency,” says Mr le Fleur. Here are, from the left: Mr le Fleur, Ms Elizabeth le Fleur, Chairperson of the Cultural Group, which is one of the focus areas of the cooperation agreement, and Rev Kiepie Jaftha, Chief Director: Community Service at the UFS.
Photo: Lacea Loader

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