By Roger Marples
The following overseas philosophers of schooling discover and query diversified traces of the liberal culture, discussing not just autonomy yet different key matters such as:* social justice* nationwide identification* curriculum* serious considering* social practices.The participants write from various standpoints, delivering many interpretations of what liberalism may perhaps suggest in academic phrases.
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Additional info for Aims of Education (Routledge International Studies in the Philosophy of Education, 7)
To insist that one way of using . . words alone is correct’ (Benn and Peters 1959: 14), although by the time he gave his inaugural lecture he appears to have rejected this approach, insisting instead upon the need to search for essential criteria of meaning which represent ‘impersonal standards’ against which use can be judged (Peters 1963: 104). Another example of this early use of Functionalism in the philosophy of education would be Sockett, who argues that understanding our educational aims and objectives requires a ‘fuller specification of the possible contexts in which these notions are used’ (Sockett 1972: 31).
In the world as we understand it, constituted as we are, we have to determine our educational practice, and judge our degree of success in that practice, primarily by reference to our understanding of the nature of the enterprise (of the concept). When we do 21 ROBIN BARROW not do this, we are simply abandoning education as such, and leaving the way open for other forces to determine some species of upbringing that may have nothing to do with education at all. References Barrow, Robin (1984) Giving Teaching Back to Teachers, Brighton, Sussex:Wheatsheaf.
But even when the demands are reasonable they are not a substitute for specifically educational demands. Without an educational ideal, we have no argument to support those specifically educational demands. There is certainly a sufficient accumulation of data and theory to make it plausible to suggest both that claims to knowledge are relative (to time, place, culture, individual perception and so on) and that we can never know that we know. An obvious example is provided by the rejection of Newtonian physics (notwithstanding its explanatory power for a long period of time and its apparent pragmatic justification) in the light of such things as Einstein’s theory of relativity.
Aims of Education (Routledge International Studies in the Philosophy of Education, 7) by Roger Marples