Perspectives on Working for the Common Good and its Implications for Education and Training

Abstract

The study aimed to explore the concept of working for the Common Good by providing a comprehensive understanding of the key notions and tenets associated with working for the Common Good. To achieve this, the study gathered insights from an extensive literature search and various actors across different backgrounds and contexts through a theory- landscaping review and semi-structured interviews. The study focused on four working for the Common Good, related frameworks: Doughnut Economics, Well-being Economy, Economics for the Common Good, and A Common Good Approach to Development. These frameworks offer perspectives in dealing with challenges such as inequality, poverty, and unemployment. While historical elements such as justice, equity, and holistic well-being persist, the frameworks also address emerging challenges such as environmental sustainability, community empowerment, and the need for systemic change. The theory landscaping review and the primary data from interviews revealed key perspectives on working for the Common Good, highlighting principles such as environmental stewardship, social justice, localised initiatives, the interplay between individual and common interests, volunteerism, perspectives beyond GDP, advocacy for structural changes, the importance of multi-disciplinary approaches, and interconnectedness in fostering the Common Good. The study found that these perspectives emphasised the importance of integrating environmental considerations into actions for the Common Good and addressing social, and economic concerns such as fair distribution of wealth and access to basic services. Further, it was revealed that education served as a catalyst by instilling values that enabled individuals to work for the Common Good and fostering a sense of responsibility for individuals to contribute meaningfully to society. The study therefore noted that education has transformative potential to promote the Common Good, by emphasising transformative praxis, reflexive learning, and participatory approaches in education through environmental initiatives and sustainability. Education presented a promising framework for fostering societal change towards more just, sustainable, and equitable systems. 3 Based on these findings the study makes recommendations for the method, practice and for theory development in the domain of working for the Common Good. It is recommended that broader research with diverse samples and empirical studies be done on the practical applicability and effectiveness of the identified frameworks in real-world contexts.