Human Rights and Human Development

Human Rights and Human Development

 

 

Key Terms

  • Human Rights
  • Human Needs
  • Human Development
  • Human Capabilities
  • Human Security
  • Human Capital
  • Capabilities Approach
  • Martha Nussbaum
  • Amartya Sen
  • UN Development Goals
  • UNDP
  • Human Development Reports
  • Millennium Development Goals

 

 

UNDP Human Development Report 2019

Click to access hdr2019.pdf

 

Human Rights in UNDP

 

Click to access HRPN_English.pdf

 

Human Rights and Human Development – UNDP Human Development Report Year 2000

http://hdr.undp.org/en/content/human-development-report-2000

 

 

List of Annual Human Development Reports published by UNDP

Screen Shot 2019-12-26 at 3.40.07 PM

 

 

 

Click to access nussbaum.pdf

Human Rights and Human Capabilities

Martha Nussbaum*

I am a theorist, not a practitioner, and I believe that good theory is important for good practice. The most important theoretical development in human rights during the past two decades has been the elaboration of the “Human Development Approach,” otherwise known as the “Capability Approach,” embodied in the Human Development Reports of the United Nations Development Programme annually since 1990, and in theoretical work by Amartya Sen, myself, and, by now, hundreds of young scholars in various nations. The Human Development and Capability Association, four years old, of which Sen was the first President and I am currently the second, now has 700 members from around forty-nine nations, dedicated to pushing this intellectual work further. The Capability Approach, as I have developed it, is a species of a human rights approach. It makes clear, however, that the pertinent goal is to make people able to function in a variety of areas of central importance. Some who use the approach use it simply comparatively; I myself have attempted to defend the use, for political purposes, and as a basis for constitutional thought, of a list of ten “Central Human Capabilities,” including Life, Bodily Health, Bodily Integrity, the Development and Expression of Senses, Imagination and Thought, Emotional Health, Practical Reason, Affiliation (both personal and political), Relationships with Other Species and the World of Nature, Play, and Control over One’s Environment (both material and social). I specify each of these more concretely in Appendix A, but I also leave a good deal of room for countries with different histories and traditions to do this specification somewhat differently.

Producing capabilities requires material and institutional support, and the approach thus takes issue with the facile distinction of rights as “first- generation” (political and civil) and “second-generation” (economic and social). All rights, understood as entitlements to capabilities, have material and social preconditions, and all require government action. The Capability Approach has pushed forward the analysis of women’s human rights, the rights of the poor, and, more recently, the rights of people with disabilities. At the same time, we have been arguing for the crucial importance of material redistribution across national boundaries. The Human Development and Capability Association is working on further theoretical development of the approach, and also on practical implementation. The United Nations Development Programme produces a Human Development Report each year that ranks nations in accordance with capabilities, not GNP, and this has led to a new attentiveness to health and education, for example, as keys to a truly flourishing human life. Almost all nations now publish their own internal Human Development Report. Even the United States, which typically lags behind, has recently done so. The Capability Approach has raised awareness that you do not secure the necessary ingredients of democracy without at the same time focusing on material issues such as health care and the provision of universal primary and secondary education.

The approach was initially developed as a way of looking at nations one by one and comparing them with one another. But, used in my version, with a list of specific capabilities as a benchmark for a minimally decent human life, it is well suited to address inequalities between nations. I have done so in my recent book Frontiers of Justice,1 where I argue that the Capability Approach gives better guidance on that issue than is supplied by utilitarian approaches or approaches in the classical social contract tradition. If we begin with the idea that all world citizens are entitled to a decent minimum level of the capabilities on my list, we can work back from that starting point to think about how nations, international organizations and agreements, multinational corporations, NGOs, and individuals can share the duties corresponding to those entitlements.

As we leave behind twenty years that yielded a theoretically fortified Capability Approach, we head into the next two decades facing a number of critical human rights challenges. Chief among them are producing a world in which all children grow up with a decent set of opportunities for education, health care, bodily integrity, political participation, choice, and practical reason. At the same time, we must produce a world that treats nonhuman animals decently and protects their habitats. For those who are ready to begin the work of producing such a world, the Capability Approach holds great promise for framing the way we approach, and ultimately overcome, these challenges.

1. MARTHA NUSSBAUM, FRONTIERS OF JUSTICE: DISABILITY, NATIONALITY, SPECIES MEMBERSHIP (2006). 2007 / Twentieth Anniversary Reflections 23

APPENDIX A: THE CENTRAL HUMAN CAPABILITIES

  1. Life. Being able to live to the end of a human life of normal length; not dying prematurely, or before one’s life is so reduced as to be not worth living.
  2. Bodily Health. Being able to have good health, including reproductive health; to be adequately nourished; to have adequate shelter.
  3. Bodily Integrity. Being able to move freely from place to place; to be secure against violent assault, including sexual assault and domestic violence; having opportunities for sexual satisfaction and for choice in matters of reproduction.
  4. Senses, Imagination, and Thought. Being able to use the senses, to imagine, think, and to reason—and to do these things in a “truly human” way, a way informed and cultivated by an adequate education, including, but by no means limited to, literacy and basic mathematical and scientific training. Being able to use imagination and thought in connection with experiencing and producing works and events of one’s own choice, religious, literary, musical, and so forth. Being able to use one’s mind in ways protected by guarantees of freedom of expression with respect to both political and artistic speech, and freedom of religious exercise. Being able to have pleasurable experiences and to avoid non-beneficial pain.
  5. Emotions. Being able to have attachments to things and people outside ourselves; to love those who love and care for us, to grieve at their absence; in general, to love, to grieve, to experience longing, gratitude, and justified anger. Not having one’s emotional development blighted by fear and anxiety. (Supporting this capability means supporting forms of human association that can be shown to be crucial in their development.)
  6. Practical Reason. Being able to form a conception of the good and to engage in critical reflection about the planning of one’s life. (This entails protection for the liberty of conscience and religious observance.)
  7. Affiliation.
    1. Being able to live with and toward others, to recognize and show concern for other human beings, to engage in various forms of social interaction; to be able to imagine the situation of another. (Protecting this capability means protecting institutions that constitute and nourish such forms of affiliation, and also protecting the freedom of assembly and political speech.)
    2. Having the social bases of self-respect and non-humiliation; being able to be treated as a dignified being whose worth is equal to that of others. This entails provisions of non-discrimination on the basis of race, sex, sexual orientation, ethnicity, caste, religion, national origin.
  1. Other Species. Being able to live with concern for and in relation to animals, plants, and the world of nature.
  2. Play. Being able to laugh, to play, to enjoy recreational activities.
  3. Control over One’s Environment.
    1. Political. Being able to participate effectively in political choices that govern one’s life; having the right of political participation and protections of free speech and association.
    2. Material. Being able to hold property (both land and movable goods), and having property rights on an equal basis with others; having the right to seek employment on an equal basis with others; having the freedom from unwarranted search and seizure. In work, being able to work as a human being, exercising practical reason and entering into meaningful relationships of mutual recognition with other workers.

Key Sources of Research

Capabilities and Human Rights

Martha C. Nussbaum

 

https://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?article=3391&context=flr

Click to access nussbaum.pdf

 

Human Rights and Capabilities

AMARTYA SEN

 

Click to access Human_Rights_and_Capabilities.pdf

Women, Culture, and Development: A Study of Human Capabilities

edited by Martha C. Nussbaum, Jonathan Glover

 

 

 

CAPABILITIES AS FUNDAMENTAL ENTITLEMENTS: SEN AND SOCIAL JUSTICE

Martha Nussbaum

https://www.tandfonline.com/doi/pdf/10.1080/1354570022000077926

 

Women’s Capabilities and Social Justice

  • Martha Craven Nussbaum

https://www.semanticscholar.org/paper/Women’s-Capabilities-and-Social-Justice-Nussbaum/54fe81caecc14bb20e69242bd7123b6f796c25b4

 

 

 

WOMEN AND EQUALITY: 4 THE CAPABILITIES APPROACH

Martha NUSSBAUM*

 

http://cite.gov.pt/pt/destaques/complementosDestqs2/Women_gender_and_work_2001.pdf#page=54

Women’s Bodies: Violence, Security, Capabilities

  • Martha Craven Nussbaum

https://www.semanticscholar.org/paper/Women’s-Bodies%3A-Violence%2C-Security%2C-Capabilities-Nussbaum/1edf2519d2691242b0a8514644d597ef1e00f107

 

Compassion: The Basic Social Emotion*

  • Martha Nussbaum

social Philosophy and Policy

 

https://www.cambridge.org/core/journals/social-philosophy-and-policy/article/compassion-the-basic-social-emotion/A1D501ADE7B92CA7427273FFBB449B03

 

 

Dimensions of Human Development

SABINA ALKIRE

The World Bank, Washington, DC, USA

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.189.1366&rep=rep1&type=pdf

 

 

The Capability Approach: Its Development, Critiques and Recent Advances

David A. Clark

 

https://ora.ox.ac.uk/objects/uuid:5b8a1858-c28f-47c0-9a6e-465358893a01/download_file?file_format=pdf&safe_filename=gprg-wps-032.pdf&type_of_work=Working+paper

 

 

 

Poverty and Human Functioning: Capabilities as Fundamental Entitlements

Martha C. Nussbaum

Click to access Nussbaum-Martha-Poverty-and-Human-Functioning-Capabilities-as-Fundamental-Entitlements.pdf

 

 

 

Cultivating Humanity in Legal Education

MarthaC. Nussbaumt

http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=5169&context=uclrev

Human Rights, Human Needs, Human Development, Human Security

Dan Gasper

Click to access 19790439.pdf

Martha Nussbaum on Capabilities and Human Rights

Dr. Jan Garrett

https://people.wku.edu/jan.garrett/ethics/nussbaum.htm

 

 

 

The Capability Approach: Comparing Amartya Sen and Martha Nussbaum

 

Nithiya Guna Saigarana,*, Premalatha Karupiahb, Parthiban S. Gopalc

http://www.soc.usm.my/images/stories/pdf/ICOSS2015-Proceedings-CPCI.pdf#page=9

 

 

 

Reflection on Martha Nussbaum’s Work on Compassion from a Buddhist Perspective

Maria Vanden Eynde

Click to access c1faf0e1a16d002a384a4091f8c75ce9e303.pdf

 

 

 

The Capability Approach and Human Development

Sabina Alkire (OPHI)

 

Click to access SS12-CA-Intro.pdf

 

 

 

Three models of education: rights, capabilities and human capital

Ingrid Robeyns

Click to access Three-models-of-education.-Robeyns1.pdf

 

 

 

Education and Democratic Citizenship: Capabilities and Quality Education

MARTHA C. NUSSBAUM

Click to access nussbaum-on-education.pdf

Philosophy and Economics in the Capabilities Approach: An Essential Dialogue

Design for Development: A Capability Approach

Ilse Oosterlaken1

 

 

 

The Concept of Human Development:

A Comparative Study of Amartya Sen and Martha Nussbaum

– CHRISTOPHER RYAN B. MABOLOC

Click to access FULLTEXT01.pdf

 

 

 

HUMAN FUNCTIONING AND  SOCIAL JUSTICE In Defense of Aristotelian Essentialism’

MARTHA C. NUSSBAUM

BrownUniversity

 

Click to access Nussbaum_-_Human_Functioning.pdf

 

 

 

Social justice revisited

David M Smith

 

https://journals.sagepub.com/doi/pdf/10.1068/a3258?id=a3258

 

 

 

Creating Capabilities: The Human Development Approach

Martha C. Nussbaum

Click to access 2012_12_10_Martha_Nussbaum_UFS_December_2012.pdf

 

 

Beyond the Social Contract: Capabilities and Global Justice

Martha C. Nussbaum

Click to access Nussbaum.pdf

 

 

 

Women’s Education: A Global Challenge

Martha Nussbaum

 

Click to access Womens%20Education_A%20Global%20Challenge(2003).pdf

Capabilities and Well-Being: Evidence Based on the Sen–Nussbaum Approach to Welfare

  • Paul Anand, Graham Alexander Hunter, Ronald Smith

https://www.semanticscholar.org/paper/Capabilities-and-Well-Being%3A-Evidence-Based-on-the-Anand-Hunter/3c7a11e3d5918274d80a902b065b1fb1b8c25b6f

 

 

Nussbaum’s Capabilities Approach: In Need of a Moral Epistemology? ·

Netherlands Journal of Legal Philosophy · Eleven Journals

https://www.elevenjournals.com/tijdschrift/rechtsfilosofieentheorie/2009/3/RenR_1875-2306_2009_038_003_002

Author: Mayank Chaturvedi

You can contact me using this email mchatur at the rate of AOL.COM. My professional profile is on Linkedin.com.

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