Education and the Development of Reason (International by R.F. Dearden, Paul H. Hirst, R.S. Peters

By R.F. Dearden, Paul H. Hirst, R.S. Peters

This quantity seriously and constructively discusses philosophical questions that have specific pertaining to the formula of academic goals. The booklet is split into 3 significant components: the 1st offers with the character of schooling, and discusses a few of the normal goals, comparable to 'mental health', 'socialization' and 'creativity' that have been suggestion to signify it; the second one part is worried with the character of cause and its courting to feeling, will and motion; ultimately the improvement of alternative elements of cause in an academic context is taken into account.

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By R.F. Dearden, Paul H. Hirst, R.S. Peters

This quantity seriously and constructively discusses philosophical questions that have specific pertaining to the formula of academic goals. The booklet is split into 3 significant components: the 1st offers with the character of schooling, and discusses a few of the normal goals, comparable to 'mental health', 'socialization' and 'creativity' that have been suggestion to signify it; the second one part is worried with the character of cause and its courting to feeling, will and motion; ultimately the improvement of alternative elements of cause in an academic context is taken into account.

Show description

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Additional info for Education and the Development of Reason (International Library of the Philosophy of Education Volume 8)

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It is learning to follow, to understand and to re-think deliberate expressions of rational consciousness; it is learning to recognize fine shades of meaning without overbalancing into the lunacy of ‘decoding’; it is allowing another’s thoughts to re-enact themselves in one’s own mind; it is learning in acts of constantly surprised attention to submit to, to understand and to respond to what (in this response) becomes a part of our understanding of ourselves; and one may learn to read only by reading with care, and only from writings which stand well off from our immediate concerns: it is almost impossible to learn to read from contemporary writing.

Regrettably, this is not yet the case with the no less fraudulent claims of the so-called ‘social sciences’ which have been pushed into the curriculum of schools and universities, but the reckoning cannot be far off. For a generation now they have remained in business only on account of their technological pretensions. The educational engagement in respect of languages is to initiate learners into a language as a source and a repository of human understandings and sentiments, and it was this which the collegiate and grammar schools of England and their equivalents elsewhere undertook in respect of Latin and Greek and, to a lesser extent, in respect of a native 32â•… Education and the Development of Reason language.

In most parts of Europe it has been a plodding engagement, enlivened by some dramatic moments and directed by the characteristic imbecility of political fanaticism. It was a project long before it became a policy; and in it those who might have devoted themselves to making the opportunity of education available to more of those who had hitherto enjoyed only an alternative to it, have devoted themselves, instead, to its abolition. Where governments already controlled whatever there was of a genuine educational engagement, as well as the current alternative to it, the task of assimilating the one to the other has not been difficult.

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