Philosophy On Education
I do not believe the practices of our current public education reflect the aims of "Philosophy on education" from Plato to Dewey because of the Context Statement and questions Rorty ask in The Ruling History of Education. What are the directions and limits of public education in a liberal pluralist society? How can we best assure an equitable distribution of educational opportunity? Should the quality of education be supervised by national standards and test? Should public schools undertake moral and religious education? These same questions or controversies have been asked from Plato to present day. In America today we are breaking away from the roots of philosophical and educational thought. We implement new ideas for education without thinking them through. For instance, "No child left behind" is a prime example of not weighing all the pro's and con's of instituting a new concept. We have experts with ideas of what educators should do and how to teach but no proof that it will be a success. After 8 to 12 years we abandon it for some new idea published in an educational journal. Today students forget what they are taught because most of what we teach is subject matter. They are not taught problem solving through experience.
Nowhere is the philosophy of education more important, and more important is education itself more crucial, and nowhere is it more neglected than in a liberal participatory democracy whose egalitarian commitments make every individual both legislator and subject. In his essay Woodruff also looks at the idea of a liberal education from the sophists view. The state has a right to ensure that this core is generally and effectively disseminated, directly, through public civic education, or indirectly, through the regulation of private education. Civic education poses a special difficulty for liberal democracy. It should enable us to be freely and rationally self-legislating, actively participating in the construction of the political arrangements that form our character, our sentiments and motives. The objectives to be discussed are civic education and who is responsible for teaching civic education. Now the artist will take over the ancient function of the priest. Plato thinks that rulers should be distinguished by their philosophical abilities; Aristotle takes a different approach between the respective contributions of reason and habit to a life of practical virtue. There is very little in the writings of the romantics about the social and political structure to be created to ensure the education of humanity. Groups across the political spectrum have re-emphasized their belief that a refurbished civic education is an urgent necessity. The Revolution had raised hopes and expectations among the people that could no longer be satisfied by the old alliance of throne and altar. Still others argue that any unitary civic education violates the autonomy and conscience of many individuals and groups in a diverse society. civic education has become intensely controversial. The romantic's believed that education was indispensable.
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Hobbesian Leviathan,
Plato Aristotle,
History Education,
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Educational Experiments,
Woodruff Socrates,
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