Imagining realities that do not yet exist is a fundamental aspect of human experience. However, the ability to generate alternative possibilities does not operate in a vacuum, as it is shaped by multiple factors, from socioeconomic conditions to cultural contexts. This analysis examines the interaction between possibility and context within Sen’s capabilities approach, with a particular focus on the role of adaptive preferences, to explore how structural inequalities might influence individuals’ horizons of possibility. Subsequently, it addresses the implications of these dynamics for educational practice, considering the potential of possibility thinking as a pedagogical resource for promoting critical reflection.
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