The correlation between education and development, with time, went through many changes along with the changes of perspectives. Since both of these concepts encompass wide ranges of social phenomena and factors, the analysis remains always complicated. However, in the era of SDGs and at the time when post-development debates have been raised, it is important to address this conceptual correlation through the conceptual analysis. Different development theories, as reflected in the discussion, have presented the vitality of education in development process from different angle, in deeper analysis it became clearer that actually two major trends exist—education ‘for’ development and education ‘in’ development—under which all can be grouped. However, the critics of those different development theories paint the picture with an assumption that the role of education in the process of development has been misunderstood and mis-presented to some extent. This poses the debate towards finding how the role of education to development process can be better realized and, therefore, this paper analysed it from three key thoughts towards redefining the paradigm. Goulet argues that development needs authentic in ethical way where Sen more freedom should be given by widening individual’s capability. However, in close analysis on Freirean thoughts, the limits of this relation remain un-encompassed as the definition of development is rather contextual and flexible for the discourses on the role of education for social justice.

中文翻译：

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发展为社会正义教育

随着时间的流逝，教育与发展之间的相互关系经历了许多变化，而且观念也发生了变化。由于这两个概念都包含广泛的社会现象和因素，因此分析始终很复杂。但是，在可持续发展目标时代和发展后辩论时期，通过概念分析解决这种概念上的相关性很重要。正如讨论中所反映的那样，不同的发展理论从不同的角度展示了教育在发展过程中的生命力，在更深入的分析中，更清楚地发现实际上存在着两个主要趋势-“发展”教育和“发展”教育。所有都可以分组。然而，那些不同的发展理论的批评者以这样的假设来描绘这幅画：教育在发展过程中的作用在某种程度上被误解和错误地提出了。这就引发了关于如何更好地实现教育在发展过程中的作用的争论，因此，本文从重新定义范式的三个关键思想进行了分析。古莱特认为，发展需要以道德的方式实现真实，即应通过扩大个人的能力给予森更多的自由。但是，在对弗雷里安思想进行仔细分析时，这种关系的局限性仍然不受限制，因为关于教育对社会正义的作用的论述，发展的定义是情境和灵活的。