Lorella Terzi
Biographic Data
| ID | 5993864 |
|---|---|
| NAME | Lorella Terzi |
| GIVEN NAMES | Lorella |
| FAMILY NAME | Terzi |
| SIGNATURE | TERZI L |
| AFFILIATIONS | University of Roehampton |
| ORCID | 0000-0002-2258-6888 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 42 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Defending well-being as an educational aim
Several perspectives in the philosophy and theory of education promote human flourishing or well-being as the central aim of education. Education, they argue, should equip children to lead good lives, that is, lives broadly characterized by autonomous choices, engagement in worthwhile activities, and the fulfilment of one’s goals. The currency of flourishing as the central aim of education, however, has recently been critiqued on grounds of its o…
Philosophical Reflections on Child Poverty and Education
The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education syst…
Reframing inclusive education
In this paper, I argue that rethinking questions of inclusive education in the light of the value of educational equality – specifically conceived as capability equality, or genuine opportunities to achieve educational functionings – adds some important insights to the current debate on inclusive education. First, it provides a cohesive value framework which clarifies the relationship of education with the aims of a just society. Second, it sugge…
What metric of justice for disabled people? Capability and disability
This chapter argues that a metric based on Sen's capability approach suggests a more promising, and to a certain extent, more just scheme, than one based on social primary goods. It is divided into two sections. In the first section, the chapter discusses the main elements of the primary goods metric in relation to disability. The second section outlines the capability metric and comparatively considers its merits over the "rival" approach. John …
Measuring Justice
This book brings together a team of leading theorists to address the question 'What is the right measure of justice?' Some contributors, following Amartya Sen and Martha Nussbaum, argue that we should focus on capabilities, or what people are able to do and to be. Others, following John Rawls, argue for focussing on social primary goods, the goods which society produces and which people can use. Still others see both views as incomplete and compl…
Vagaries of the Natural Lottery? Human Diversity, Disability, and Justice
This chapter explores what is needed to secure equal social justice for all. It suggests ways in which the framework of distributive justice can address the needs of people with disabilities. The basic idea is to give everyone the necessary resources to enable them to acquire equal opportunities and achieve certain states. These resources should also enable them to perform valuable functions as in raising children or running for elective offices.…
Introduction to the Special Issue ‘Capabilities and Education’
Capability and Educational Equality
The ideal of educational equality is fundamentally grounded in the egalitarian principle that social and institutional arrangements should be designed to give equal consideration to all. However, beyond this broad stipulation, the precise content of the ideal of educational equality is more difficult to determine. In this article, I aim to contribute to the debate on equality in education by dealing with the current, contentious issue of provisio…
A capability perspective on impairment, disability and special needs
This article presents elements of a capability perspective on impairment and disability and develops in connection with it a multidimensional and relational account of disability. It suggests how a capability perspective provides new and fundamental insights into the conceptualization of impairment and disability, and in doing this, resolves the tension between natural and social causal factors evident in current discussions of disability and edu…
Beyond the Dilemma of Difference
Journal Article Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs Get access Lorella Terzi Lorella Terzi Correspondence: Lorella Terzi, School of Education, Roehampton University, Roehampton Lane, London SW15 5PU. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 39, Issue 3, August 2005, Pages 443–459, htt…
Beyond the Dilemma of Difference
Journal Article Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs Get access Lorella Terzi Lorella Terzi Correspondence: Lorella Terzi, School of Education, Roehampton University, Roehampton Lane, London SW15 5PU. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 39, Issue 3, August 2005, Pages 443–459, htt…
Capability and Educational Equality
The ideal of educational equality is fundamentally grounded in the egalitarian principle that social and institutional arrangements should be designed to give equal consideration to all. However, beyond this broad stipulation, the precise content of the ideal of educational equality is more difficult to determine. In this article, I aim to contribute to the debate on equality in education by dealing with the current, contentious issue of provisio…
Philosophical Reflections on Child Poverty and Education
The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education syst…
Introduction to the Special Issue ‘Capabilities and Education’
A capability perspective on impairment, disability and special needs
This article presents elements of a capability perspective on impairment and disability and develops in connection with it a multidimensional and relational account of disability. It suggests how a capability perspective provides new and fundamental insights into the conceptualization of impairment and disability, and in doing this, resolves the tension between natural and social causal factors evident in current discussions of disability and edu…
Beyond the Dilemma of Difference
Journal Article Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs Get access Lorella Terzi Lorella Terzi Correspondence: Lorella Terzi, School of Education, Roehampton University, Roehampton Lane, London SW15 5PU. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 39, Issue 3, August 2005, Pages 443–459, htt…
Capability and Educational Equality
The ideal of educational equality is fundamentally grounded in the egalitarian principle that social and institutional arrangements should be designed to give equal consideration to all. However, beyond this broad stipulation, the precise content of the ideal of educational equality is more difficult to determine. In this article, I aim to contribute to the debate on equality in education by dealing with the current, contentious issue of provisio…
Vagaries of the Natural Lottery? Human Diversity, Disability, and Justice
This chapter explores what is needed to secure equal social justice for all. It suggests ways in which the framework of distributive justice can address the needs of people with disabilities. The basic idea is to give everyone the necessary resources to enable them to acquire equal opportunities and achieve certain states. These resources should also enable them to perform valuable functions as in raising children or running for elective offices.…
Introduction to the Special Issue ‘Capabilities and Education’
What metric of justice for disabled people? Capability and disability
This chapter argues that a metric based on Sen's capability approach suggests a more promising, and to a certain extent, more just scheme, than one based on social primary goods. It is divided into two sections. In the first section, the chapter discusses the main elements of the primary goods metric in relation to disability. The second section outlines the capability metric and comparatively considers its merits over the "rival" approach. John …
Measuring Justice
This book brings together a team of leading theorists to address the question 'What is the right measure of justice?' Some contributors, following Amartya Sen and Martha Nussbaum, argue that we should focus on capabilities, or what people are able to do and to be. Others, following John Rawls, argue for focussing on social primary goods, the goods which society produces and which people can use. Still others see both views as incomplete and compl…
Reframing inclusive education
In this paper, I argue that rethinking questions of inclusive education in the light of the value of educational equality – specifically conceived as capability equality, or genuine opportunities to achieve educational functionings – adds some important insights to the current debate on inclusive education. First, it provides a cohesive value framework which clarifies the relationship of education with the aims of a just society. Second, it sugge…
Philosophical Reflections on Child Poverty and Education
The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education syst…
Defending well-being as an educational aim
Several perspectives in the philosophy and theory of education promote human flourishing or well-being as the central aim of education. Education, they argue, should equip children to lead good lives, that is, lives broadly characterized by autonomous choices, engagement in worthwhile activities, and the fulfilment of one’s goals. The currency of flourishing as the central aim of education, however, has recently been critiqued on grounds of its o…
Sociology (10 works) · Political Philosophy and Ethics (8 works) · Political science (8 works) · Psychology (8 works) · Epistemology (6 works) · Economics (5 works) · Law (5 works) · Social Psychology (5 works) · Capability approach (4 works) · Computer Science (4 works)