By Roger Marples
Right here overseas philosophers of schooling discover and query assorted traces of the liberal culture, discussing not just autonomy yet different key concerns such as:* social justice* nationwide id* curriculum* severe pondering* social practices.The individuals write from numerous standpoints, delivering many interpretations of what liberalism could suggest in academic phrases.
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Extra resources for Aims of Education (Routledge International Studies in the Philosophy of Education, 7)
1964) The Philosophy of Wittgenstein, Englewood Cliffs, NJ: Prentice-Hall. Sockett, H. (1972) ‘Curriculum aims and objectives: taking a means to an end’, Proceedings of the Philosophy of Education Society of Great Britain, 6(1): 30–61. White, J. (1982) The Aims of Education Restated, London: Routledge & Kegan Paul. ——(1990) Education and the Good Life: Beyond the National Curriculum, London: Kegan Paul. Whitehead,A. N. (1932) The Aims of Education and Other Essays, London: Benn. Winch, C. (1996a) ‘The aims of education revisited’, Journal of Philosophy of Education 30(1): 33–44.
II But must there be aims? The assumption that there must be accords with the principles of rational planning which in many respects characterise the modern world. The assumption that there must be invests in advance in that discursive form. Thus there are indeed difficulties in arguing against this, in that in argument one is almost bound to rely on those same principles of rationality which inform the practice in question. When education is undertaken on a large, systematic scale – which is, of course, likely to be the case in the late twentieth century – scepticism about the giving of aims may seem like a kind of political irresponsibility.
It is perhaps here that we reach the apotheosis of the formalistic tendencies of modern liberal education, and here that we should begin to acknowledge some of the points of divergence and criticism. Thus, rational autonomy may be highly valued but ultimately seen as a means rather than an end: having become rationally autonomous, one can then (rationally) give this up to become the happy slave. It may be seen in weak and strong guises, as requiring the exercise of autonomy within established practices, on the one hand, and as requiring the questioning of those practices themselves, on the other.
Aims of Education (Routledge International Studies in the Philosophy of Education, 7) by Roger Marples