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* severe pondering* social practices.The members write from numerous standpoints, delivering many interpretations of what liberalism may suggest in academic phrases.
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Additional resources for Aims of Education (Routledge International Studies in the Philosophy of Education, 7)
Example text
H. Hirst’s forms of knowledge thesis: there are a number of distinct forms of knowledge, and a liberal education should encompass an introduction to each one of these; a person who has not been introduced to any one of these forms will be deprived of the ability to look at and to understand the world in that way, ultimately with effects on that person’s practical reason. Such a limitation is a partial denial of freedom. What is rejected is the idea that a person can come upon such forms of knowledge by chance or by themselves: such possibilities of understanding are not matters of unfolding or development from within nor are they effected through a process of discovery in a kind of raw confrontation with the world.
H. Hirst and R. F. Dearden sought to criticise and oppose. It is in this latter sense of liberal education that the term is used in the present discussion. Thus the conception of freedom and how it is achieved are crucial points of difference between these positions. If the first aim – of serving the needs of society – is not concerned with freedom in the same way, who might support it? The short answer is perhaps most people, including many employed in education. It is likely to be favoured by those who call for a rejection of progressivism and a return to traditional 35 PAUL STANDISH education.
The second and third aims, and thus the progressivist position, are liberal in that they are concerned in some sense with the freeing of the learner; both reject an education which is primarily instrumental. While in America John Dewey is thought of as a liberal,1 in the UK he has been seen as a key figure in the growth of progressivism which the liberal education of R. S. Peters, P. H. Hirst and R. F. Dearden sought to criticise and oppose. It is in this latter sense of liberal education that the term is used in the present discussion.
