Within philosophy, the capability approach has been employed to the development of several conceptual and normative theories within, most prominently, development ethics, political philosophy, public health ethics, environmental ethics and climate justice, and philosophy of education. Whether someone can convert a set of means - resources and public goods - into a functioning (i.e., whether she has a particular capability) crucially depends on certain personal, sociopolitical, and environmental conditions, which, in the capability literature, are called ‘conversion factors.’ Capabilities have also been referred to as real or substantive freedoms as they denote the freedoms that have been cleared of any potential obstacles, in contrast to mere formal rights and freedoms. Capabilities are the doings and beings that people can achieve if they so choose - their opportunity to do or be such things as being well-nourished, getting married, being educated, and travelling functionings are capabilities that have been realized.
The capability approach is a theoretical framework that entails two normative claims: first, the claim that the freedom to achieve well-being is of primary moral importance and, second, that well-being should be understood in terms of people’s capabilities and functionings.
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