Short Abstract:

The contribution intends intends to propose a possible mutual fertilization between the sustainability paradigm and framework of capability approach. In this perspective the pedagogical issue becomes that to propose that culture of sustainability encouraging the development of capabilities through quality and inclusive education ,and supporting individuals in transitions to life

Long Abstract:

Introduction

The unsustainability of the current model of social, environmental, economic and social development has long been evident.

The pandemic storm caused by Covid 19 has undoubtedly accelerated the awareness of the need for a paradigm shift towards a new model of sustainable development that must be multidimensional

In this perspective, in 2015 , the United Nations Agenda launched its challenge for sustainability with its 17 goals (SDGs) and 169 goals to be achieved by 2030. This way is definitely the idea that sustainability is just an environmental issue has been overcome and more integrated vision on different dimensions of substainable development takes place.

From this perspective, it is necessary to highlight how the SDGs are all crossed by the common thread of the educational dimension: education as a public good; as a factor in the fight against poverty; as an instrument of social inclusion; as a guarantee of the quality of learning outcomes, lifelong learning.

In this complex framework of shared responsibility between institutions, businesses and civil society, education is a transformative factor of primary importance, capable of forming critical consciences oriented towards the pursuit of the common good.

1.Thereotical framework

Faced with this scenario we can highlight how the theoretical framework of the approach to capacity (CA) is a reference of value to accompany the contemporary pedagogical reflection on sustainability

According to Giuditta Alessandrini (2019), the sustainability paradigm includes three dimensions related to CA: human development, social justice and environmental care.

Sustainability is in fact closely linked to the ability to guarantee conditions of human well-being (safety, health, education, democracy, participation, justice) equally distributed by class and gender. Crucial questions that inevitably bring us back to the concept of social justice proposed by Amartya Sen (1999, 1982), to the realization of which the whole of humanity is called.

Within CA, the focus on sustainability clearly emerges as a development process that can meet the needs of future generations without compromising those of future generations. Education is seen as an area of freedom and education for citizenship and of individual and collective responsibility.

The theme of human development can be considered as a substantial reference point to rethink educational practices from a generative perspective also in reference to new educational values centered on the inclusive dimension and the fight against inequalities.

In this perspective the pedagogical issue becomes that to propose that culture of sustainability encouraging the development of capabilities through quality and inclusive education (goal 4 of Agenda 2030) and supporting individuals in transitions to life and decent work (goal 8, Agenda 2030).

2.Reasearch issues

The aim of this contribution is to present the empirical results of two educational research in Italy.

The research is titled “Educational Pedagogical Skills for the Unborn” was developed thanks to the original collaboration of the Catholic University with the CAV (Life Help Center) of the Mangiagalli Clinic in Milan, and aims to collect some interesting information for the development of the first human capacity indicated by Nussabaum: life. In particular, we want to refer to the specific theme of the experience of motherhood in relation to the value/right of "unborn" life.

In this experiential perspective, we will describe the conceptual framework that considers the CA as a construct through which primary attention recalls the need to safeguard the dignity of each individual. It is from this foundational orientation that the research takes inspiration, focusing on the value of "life" as the first capability for human development (Nussbuam, 2012).

The methodological tool chosen for the development of the survey on educational skills is action research. It was used to enhance the experience of generativity and the protection of freedom of choice, despite the presence of different aspects of understanding the topic investigated.

The second research called “The Formativity of work based learning” (European Commission,2013) was carried out within a PhD program at the Ca' Foscari University of Venice, on experience of school- work alternation of students in the last three years of secondary school of two Technical and vocational Institutes.

The research project arises from the awareness that an education that integrates knowledge in the classroom and practical experiences at work can contribute to developing those skills (Nussbaum, 2012) capable of enabling students to have freedom in directing their lives and pursuing objectives as autonomous and responsible people.

For example, redesigning learning curricula that are increasingly interconnected to the themes ofthe care of environment and the value dimensions based on the ethics of responsibility.

Exploring the framework of capability approach and the effects on the learning of the students involved, we asked ourselves some research questions: how to design new learning curricula for the student to facilitate school-work transitions? How work -based learning can contribute to the growth of the student in terms of human development? How teachers can enable the learner’s agency?

The methodological approach was based on the standard canons of empirical research in the educational field, through the following tools: focus groups, semi-structured interviews and self-evaluation questionnaires.

Conclusion

As underlined by the UNESCO Report on Education for SDGs (2017) embarking on the path to sustainable development will require a profound transformation of the way we think and act.

To create a more sustainable world, citizens must become agents of change.

From the perspective of the capability approach (Sen,1999; Nussbaum,2010) the aim of global development, as well as that of good national policy, is to enable people to live a full and creative existence by developing their potential (human flourishing), organizing a meaningful life worthy of their equal dignity human. This means guaranteeing everyone the conditions that allow them to release and implement their capabilities to be not only actors but critical agents of change and to orient themselves towards development models that are based on the quality of people's lives.

This commitment requires a new educational responsibility closely related to the future safeguarding of democracy.