The Concept of Developmental-Tasks and its Significance for Education and Social Work

The term "developmental-task" was introduced by Robert Havighurst in the 1950's. According to R. Harvighurst, the term refers to tasks which arise in a social context during an individual lifetime. Since the 1950's the concept of developmental-tasks has become an important theoretical approach in educational science and in theories of growth and development - but not in social work and social pedagogy. In the following article I aim to show that this approach is very important to theory and practice of social pedagogy and social work.

Capabilities and Education

This paper provides an outline about the basic ideas of the capability approach. It will be argued that the capability approach is able to provide an appropriate approach in order to evaluate educational and social human services. As an egalitarian approach to social justice, the capability approach has particular strengths when issues concerning the actual life-conduct of tangible human beings come to the fore. In particular educational aspects of welfare and well-being might thus be well grounded on the Aristotelian reasoning of the capability approach. The paper focuses on the potentially fruitful relations of the capability approach and the philosophy and practice of ‘just’ education referring to the idea of the autonomy of life-practice.