Etikk i praksis. Nordic Journal of Applied Ethics (2020),
14(1), 45-65 |
http://dx.doi.org/10.5324/eip.v14i1.3311 |
Using Insights in Sen’s Capability Approach to Overcome Design and Execution Challenges in Empirical Development Ethics Research
Almas F. Mazigoa & Johan P. Hattinghb b Department of Philosophy, Stellenbosch University, South Africa, jph2@sun.ac.za
In this paper, we support the
adoption of an empirical approach in development
ethics research and show that the theoretical
insights and methodological guidelines in Sen’s
capability approach (CA) can offer helpful
guidance to development ethicists on designing
and execution of such research. To this end, we
show how specific insights in the CA guide one
to identify and engage with relevant
stakeholders in extensive dialogues about the
ethical issues underlying their development
practices and in gathering empirical data for
further ethical reflections. Drawing on an
empirical development ethics research project we
conducted in the fisheries sector of Ukerewe
District in Tanzania, we illustrate how the CA
supported us in identifying 310 representatives
of various categories of small-scale fishers and
stakeholders, and in designing and executing
empirical development ethics research in the
form of progressive stages of dialogues in
stakeholder groups. The participants in these
stakeholder groups reflected on and assessed
their individual and collective values,
capacities, roles and interests in the fisheries
sector. In turn, we gathered empirical data on
(i) the nature and causes of the poverty of
small-scale fishers and ways to overcome it,
(ii) the moral roots of the prevalence of
institutional and professional apathy, and (iii)
stakeholders’ motivations and concrete actions
to support the redressing of the challenges
facing small-scale fishers. Later, we used these
empirical data to theorise about moving
small-scale fishers from poverty to prosperity,
and about the development ethic best suited to
guide future initiatives in combatting poverty
and generating wealth through the fisheries
sector in Ukerewe District. Introduction In this paper we reflect on the possibility of designing and executing empirical1 development ethics research. We hold that it is possible to design and execute empirical development ethics research and illustrate how the use of theoretical insights and methodological guidelines in Sen’s capability approach (CA) contributes to overcoming some design and execution challenges that have been noted by certain development ethics researchers. Drawing on an empirical development ethics research project2 we conducted in the fisheries sector of Ukerewe District, Tanzania, we specifically illustrate how insights and guidelines in the CA provide criteria for selecting the ‘right’ study participants, effective framing of research issues and effective engagement of study participants in ethical reflections and deliberations. We also cover their criteria for determining empirical data that may be useful for further ethical reflections. In the second section of this paper, we describe the nature of development ethics, along with competing perspectives on adopting an empirical approach in development ethics research. We provide a brief description of the context and rationale for pursuing empirical development ethics in the fisheries sector of Ukerewe District in the third section. In the fourth section, we highlight the relevant insights and guidelines of the CA, and their actual uses in the designing and execution of empirical development ethics research in the fifth section. We provide concluding remarks in the sixth section.
Development
ethics
is concerned with a critical and systematic
reflection on “questions about major value
choices involved in processes of social and
economic development” (Gasper 2012: 120). The
practice of development ethics entails thinking
about actual development practices, thinking
about development theory, and thinking about
development planning (Dower 2008; Gasper 2004). Thinking
about actual development practices is done with
a view to diagnose and resolve value conflicts,
assess the effectiveness of policies in
promoting chosen development objectives, and
assess valuations of development performance.
Thinking about development theory seeks to
unveil normative positions and criteria for
evaluating good and bad development, and
thinking about development planning aims to
determine how development planning captures the
goals that people consider important in their
lives (Dower 2008; Gasper 2004; Goulet 1997). Dower
(2008:184) views development ethics as “an
activity of thinking about ethical issues in
theories and practices of development” done
monologically or dialogically. In a monological
approach to development ethics, the development
ethicist thinks through things for herself in
response to what others have said in discussions
and in writings about specific theories or
practices of development. By contrast, in a
dialogical approach, the development ethicist
dialogues extensively with other people about
the ethics of “the ends and means of local,
national and global development” (International
Development Ethics Association: n.d.). Context and rationale for empirical development ethics in the fisheries sector of Ukerewe District In 2010, the government of
the United Republic of Tanzania issued the
second National Strategy for Growth
and Poverty Reduction (NSGRP II).
The strategy provided guidance on national
initiatives to expedite inclusive economic
growth, facilitate massive poverty
reduction, and improve the standard of
living and social welfare of people from
2011 to 2015 (URT2010). Specifically, the
NSGRP II called on key stakeholders in the
fisheries sector to design and implement
interventions that would offer
opportunities for poor people who
participate in or depend on this sector
for their livelihoods to improve their
lot, by generating wealth to improve their
lives and overcome their poverty. We chose Sen’s CA with the purpose of using its insights to inform the effective designing and execution of our empirical research. We wanted Sen’s CA to serve as a point of departure and provisional guide for ethical reflection and deliberation on the nature of poverty experienced by small-scale fishers, and on concrete actions to combat it. Uses of the insights of the capability approach in designing and executing empirical development ethics research Sen’s capability approach (CA) is an analytical and normative framework for assessing and measuring inequality, poverty and well-being. Dissatisfied with measuring inequality, poverty and well-being purely in terms of income, negative liberties, basic needs and utility, Sen devised the capability approach, which assesses and measures human life as it is lived and people’s real opportunities and freedoms to live the lives they value. In Sen’s CA, human beings are understood as essentially reasoning beings and free choosers (Sen 1999, 2010). Sen (1999) argues that human beings are not mere receptacles for resource inputs and satisfaction; rather, they are active agents who set their own goals, make their own choices, and pursue and realise their own valued goals. An ‘agent’ is “someone who acts and brings about change” (Sen 1999:19), and ‘agency’ means “the freedom and ability of human beings to pursue valued goals and bring about achievements that they consider valuable” (Sen 1985: 203-204). Given the awareness of the efficacy of agency, Sen (1985: 208) argues for social arrangements that enable every human being to become an ‘active agent’ and to exercise ‘agency freedom’ to “bring about the achievements one values, and which one attempts to produce”. In addition, Sen (1999) maintains that freedom is a principal determinant of individual initiatives and social effectiveness. Freedom contributes to fostering people’s opportunities to have valuable outcomes and to enhancing their ability to help themselves and to influence the world (Sen 1999). It follows that a free human being, as conceived in the CA, is one who “has the opportunity to function (as a human being) and to pursue goals he or she values” (Deneulin 2014: 34). With its conception of human beings as essentially reasoning and free beings, the CA claims that the freedom to achieve well-being is of primary moral importance, and that freedom to achieve well-being should be understood in terms of people’s real opportunities to do and be what they have reason to value (Robeyns 2013). In light of this idea, therefore, Sen’s CA aims to describe, assess and measure people’s well-being in terms of their practically possible opportunities to achieve various life outcomes, and the processes of social development in terms of their contributions to depriving or expanding people’s real opportunities to pursue and realise specific aspects of life (Sen 1985, 1999, 2010). Accordingly, the normative position of the CA is that all just social and institutional arrangements ought to provide, protect and guarantee people’s effective opportunities and freedoms to lead the kind of life they value (Sen 1999, 2010). Functionings, capability and entitlements are important and interrelated conceptual elements of Sen’s CA. These elements facilitate the effective empirical description, assessment and measurement of inequality, poverty and well-being in societies. Functionings are various states of life and activities that people recognise as important and want to pursue (Sen 1999). There are being functionings (i.e. the more stable characteristics of a person, such as self-respect or personal agency) and doing functionings (i.e. the specific behaviour of the person, such as communicating in an assertive fashion). According to Sen (1999), people can comprehend and choose various states of being and doing, but they can only pursue and achieve these valued states and attain certain levels of well-being when they control the relevant and adequate capabilities. Therefore, the successful pursuit of chosen and valued being and doing functionings depends on the individual’s capability set. Capabilities are the real opportunities or freedoms that people have for pursuing and achieving the various states of being and doing they consider important in their contexts (Sen 1999). Examples of capabilities are the political freedoms, economic facilities, social opportunities, transparent guarantees and protective security that contribute to enhancing and enriching the lives that people can lead (Sen 1999). As such, political freedoms comprise real opportunities in the political arena that enable people to practise their civil and democratic rights; and economic facilities include real opportunities in economic spaces that enable people to engage in economic production, exchange and consumption. Social opportunities include real opportunities in the social services sector, such as education and health care, which people utilise to be and live better; transparent guarantees are opportunities that enable people to engage with one another in open and trusted ways; and protective security comprises opportunities that provide people with social safety nets and the means to mitigate risks. Entitlements represent various commodities over which a person has the potential to establish ownership and command (Sen 1999). Entitlements are structured by and regulated through social relations, legal and political structures, and market conditions (Sen 1985, 1999, 2010). There are trade-based entitlements, production-based entitlements, own-labour entitlements, and inheritance and transfer-based entitlements. Thus, individual persons and households can obtain entitlements through production, trade, own labour power, inheritance and transfers, and the use of public goods and social security (Sen 1981, 1984, 1995, 1999). Sen (1995: 63) observes that entitlements generate capabilities, which in turn facilitate the realisation of valuable being and doing functionings. While noting the interrelatedness of functionings, capabilities and entitlements in the actual lives of people, Sen nonetheless argues that assessments of the states of inequality, poverty and well-being experienced by people should focus on capabilities, because these contribute to enabling people to conceive, plan and pursue their own conception of a good life. Similarly, Sen (1999) holds that people who lack or are deprived of basic capabilities fail to pursue and realise the aspects of life and socio-economic goals they value, and eventually they end up in low levels of well-being. In light of this stance, Sen (1999, 2010) has convincingly argued that inequality, poverty and well-being should be evaluated in terms of how people are able to live, the actual opportunities people have, and the freedoms they enjoy in sections of society, such as in health, in education, in community engagement, and in the economic and productive sectors. Sen’s CA can be used for different purposes, ranging “from the preliminary one related to the clarification of abstract concepts into measurable entities, up through the final phase of a coherent organization of results” (Chiappero-Martinetti and Roche 2009:57). In line with this thinking, for instance, Comim (2001:14) argues that one can use the concepts and arguments provided by the CA to illuminate the analysis of cases of factual interest, or use its framework and procedures to conduct empirical analysis and discuss issues that other approaches fail to address. In the stage of designing our empirical research, we employed the insights of the CA to gain clarity on the meaning of poverty and poor people, and the contents and scope of pro-poor interventions. By doing this, we sought to gain conceptual clarity to better focus the exploration of what might constitute the poverty of small-scale fishers and concrete actions to combat it. The theoretical elements of the CA, namely functionings, capabilities and entitlements, offered us an insightful, three-pronged approach to describing poor people. First, poor people are persons who value and want to pursue and realise certain levels of well-being (functionings), but fail to do so because they lack or have been deprived of important opportunities and freedoms (capabilities). Second, poor people have low levels of basic capabilities and are consequently severely limited from becoming the persons they want to be and doing the socio-economic activities they value. Third, poor people remain in states of low well-being because they fail to access or command commodities (i.e. entitlements) to increase their capability sets. It follows that states of poverty are essentially states of capabilities deprivation not freely chosen by the people experiencing them. Intrinsically, therefore, poverty comprises different forms of capabilities deprivation, which in turn makes it difficult for people who experience them to do the socio-economic activities they want, to achieve aspects of a good life they value and to own and command important resources to lead flourishing lives (Sen 1999). Accordingly, pro-poor interventions ought to target the removal of conditions that constrain poor people from participating in activities with the potential to raise their levels of well-being and to expand the opportunities or freedoms that enable them to pursue and realise their valued aspects of a good life (Sen 1999, 2010). Informed by the insights of the CA described above, we determined to reflect on and describe the states of the ‘poor’ small-scale fishers of Ukerewe District in terms of their functionings, capabilities and entitlements; and to evaluate possible pro-poor interventions in terms of their potential to enable ‘poor’ small-scale fishers to function responsibly and gainfully. We also used the insights of the CA to inform and guide our determination of the unit(s) of our empirical analysis. In principal, the CA is designed to assess and measure people’s capabilities and the support they do or do not receive from social institutions to boost their capability sets. In fact, Sen (1999:297) asserts that individual capabilities are affected positively or negatively by the actions or inactions of “a variety of social institutions – related to the operations of markets, administrations, legislatures, political parties, nongovernmental organizations, the judiciary, the media and the community in general”. Noting the roles that social institutions play in enhancing or depriving people of their capabilities, we determined to focus our empirical analysis not only on small-scale fishers (individually and collectively), but also on the public and private institutions established to provide various goods and services in the district. Thereafter, we employed the insights of the CA to clarify the nature and goal of conducting ethical reflection in concrete contexts. We noted that the CA places individuals, their values, their real opportunities to pursue and achieve a good life, as well as their freedom of choice, in the spotlight (Chiappero-Martinetti and Venkatapuram 2014:709). We also noted that, in the CA, states of capability deprivation and entitlement failures experienced by some members of society are associated with the failure of public and private institutions to fulfil their duties of justice. In fact, Sen (1999, 2010) holds that, with the presence of many active social institutions that promote and advance justice in societies, it would be possible to avoid or remove the different forms of injustice that breed capability deprivation and entitlements failure situations. The CA’s position on institutions fulfilling duties of justice, as described above, clarified for us that meaningful ethical reflection ought to focus on the roles of different capabilities in facilitating people’s pursuit of valued socio-economic activities and the realisation of their valued life outcomes. Ethical reflection should also address the extent to which social institutions succeed or fail in fulfilling their duties of justice in matters of enhancing people’s capabilities and redressing conditions that contribute to their capability deprivation and entitlements failures. Accordingly, we decided to focus on understanding and unveiling the roles of public and private institutions in contributing to the capability deprivation and entitlements failures experienced by the small-scale fishers, as well as the moral ideas, values and principles that could inspire them to help overcome these conditions. Overall, the insights of the CA described above eventually enabled us to better comprehend our research issue and guided us in framing themes and questions for ethical reflection and deliberation by distinct participants in the three stages of the empirical research. We provide details on the main issues, themes and questions for specific stakeholder groups that we identified and framed in the fifth section of this paper. Furthermore, the insights from the CA informed our plans for executing specified research tasks in selected sites. Sen’s CA is a framework with the potential to facilitate an assessment of the actual opportunities and freedoms of people to live, and the extent to which social arrangements serve the demands of social justice in matters of protecting and guaranteeing people’s capabilities to live their lives. Besides, Sen (1999) holds that the basic capabilities that people need to lead a minimally decent life, and which just societies need to guarantee for their members, must be identified through public reasoning and democratic deliberation. Sen proposes that the process of reflective and reasoned evaluation of capabilities that people lack or need to live and function better must pay attention to real-life contexts. This process needs to engage the people concerned in public dialogue and democratic deliberation on the ends and means of the development processes that they want to pursue. Regarding the actual practice of the “public discussion”, Sen (1984:310) proposes that we start by “digging” from within human experiences and discourses about what things to do, and what should count as intrinsically worthwhile in human life. The discussion should only stop when we find the ethical concepts that best interpret these objects of intrinsic value (Crocker 2008). In support of Sen’s position delineated above, Alkire (2005, 2008), Crocker (2008) and Robeyns (2006) argue for employing participatory methods when operationalising Sen’s CA. They argue that such methods enable facilitators to effectively engage the people concerned in critical reflection on their real-life experiences, what they value doing and being, what their actual capabilities are, and what products and services of other stakeholders would enable them to acquire the set of capabilities they need to function and live better. The methodological guidelines provided by Sen and the capability scholars sketched above guided us to carry out our empirical research in three progressive stages of critical self-reflection and dialogue within and between stakeholder groups. We aimed for a step-by-step engagement with key stakeholders to critically reflect and deliberate on what they value about the fisheries sector, fisheries activities and small-scale fishers. Stakeholders would be asked to consider what their actual capabilities are for engaging in fisheries activities or for providing small-scale fishers with the products and services they need to function better; what concrete actions they think would contribute to enabling small-scale fishers to raise their capability sets; and what inspires them to want to support small-scale fishers in overcoming their most pressing challenges. We present the specific issues and questions that participants in each stage and group reflected and deliberated on in the fifth section.
The first stage comprised
dialoguing in 33 homogeneous stakeholder
groups (16 for small-scale fishers and 17
for other stakeholders). We call them
“homogeneous” because each group consisted
of members who do the same fisheries
activities or provide the same services.
Each of these groups included three to ten
people, and meetings lasted for about two
hours.
Dialogue in
the
stakeholders’
workshop Concluding
Remarks Acknowledgements The financial support for writing this paper was made possible by the Partnership for Africa’s Next Generation of Academics (PANGeA) Early Career Fellowship programme, which is funded by the Robert Bosch Stiftung. We thank Eric Palmer, editors of this journal and anonymous reviewers for their helpful suggestions for improving the paper. Notes 1
‘Empirical’
because it is
focused on
generating
empirical data
to be
integrated
into its
ethical
reasoning and
deliberation. 2This
project
resulted in a
doctoral
dissertation
entitled
“Towards an
alternative
development
ethic for the
fishing sector
of Ukerewe
District,
Tanzania”,
which was
defended and
accepted at
Stellenbosch
University in
South Africa
in 2015. 3This
107-minute
film was
directed by
Hubert Sauper
and released
in 2004. Refer
to A World
to Win News
Service
(2005), at
http://revcom.us/a/048/darwins-nightmare-review.html,
and Molony,
Ponte and
Richey (2007),
for insightful
reviews. 4Post-harvest
fish losses
contribute
significantly
to income
losses. Mgawe
and Mondoka
(2008) studied
post-harvest
losses in the
Lake Victoria
fisheries and
estimated
losses in Dagaa
fishery to be
about 32
million USD
per annum. 5The
decline in
Nile perch
stock and
catches was
the most
reported case.
Likewise, the
Lake Victoria
Fisheries
Organization
(LVFO) reports
that the mean
standing stock
of Nile perch
had declined
from 1.29
million tons
in 1999/2001
to 0.82
million tons
in 2005/2006,
and its
contribution
from 59% to
39% of the
total standing
stock (cf.
http://www.lvfo.org/index.php/lvfo/lvfo-secretariat/6-state-of-fish-stocks) 6The
English
version is
available at
http://www.cultureunplugged.com/play/5788/Invisible-Possibilities
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