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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

Kovsies salute its Guinness World Record Holder
2012-02-03

 

Volksblad journalist Christal-Liza Thomas interviewed Hermann van Heerden.
Photo: Amanda Tongha


He had to wait three months for the Guinness World Record office to verify his world-record attempt but it is now official. Kovsie-student Hermann van Heerden is a Guinness World Record holder.

On 01 February 2012 the B.Ed. Kovsie student proudly showed his certificate to Prof. Jonathan Jansen and others at the Bloemfontein Campus of the University of the Free State (UFS). In October 2011 Hermann, who was born with spina bifida, a developmental congenital disorder, wheeled himself into the record books by holding a stationary wheelie in his wheelchair for 10 hours and 1 second.

He achieved this record as part of celebrations marking a decade of existence for the Unit for Students with Disabilities (USD) at the UFS.

With the support of his fellow Kovsies, Hermann embarked on his record attempt on 11 October last year. He started at 03:15 and held his wheelie until 13:16.

The minimum time set for Hermann to achieve a Guinness World Record was four hours and he bettered this by six hours. During his attempt, the Kovsie student did not have any food or water and was not allowed a bathroom break.

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