Abstract:In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that 'education' is a 'contested' concept: that is, it is held that education is invested -as it were, 'all the way down' -with socially constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition. It is also often alleged that post-war analytical philosophers of education such as R. S. Peters failed to appreciate such contestability in seeking a… Show more
“…Since then, many theorists have entertained similar doubts. Some of them are quoted by Carr () who describes the current situation as follows:In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that ‘education’ is a ‘contested’ concept: that is, it is held that education is invested—as it were, ‘all the way down'—with socially‐constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition (Carr, , p. 89).Carr subsequently argues that the case for contestability of education rests on a confusion and points out that, in spite of different viewpoints, most theorists agree that education is about emancipation ‘conceived in terms of something like the promotion of critical (rational) open‐mindedness’ (Carr, , p. 100).…”
Section: Stereotypes and Learned Accountsmentioning
confidence: 99%
“…In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that ‘education’ is a ‘contested’ concept: that is, it is held that education is invested—as it were, ‘all the way down'—with socially‐constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition (Carr, , p. 89).…”
Section: Stereotypes and Learned Accountsmentioning
The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it is even more radically open‐ended than Stenhouse argued.
My argument is based on two premises. One of them is that the reason why people disagree about what education involves is that they have less‐than‐perfect knowledge of what human characteristics are worth cultivating. This premise is supported by a theory of meaning advanced by Hilary Putnam. The other premise is that one of the aims of education is intellectual independence. From these premises, I conclude that a successful course of education serves purposes that cannot be completely stated in advance.
“…Since then, many theorists have entertained similar doubts. Some of them are quoted by Carr () who describes the current situation as follows:In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that ‘education’ is a ‘contested’ concept: that is, it is held that education is invested—as it were, ‘all the way down'—with socially‐constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition (Carr, , p. 89).Carr subsequently argues that the case for contestability of education rests on a confusion and points out that, in spite of different viewpoints, most theorists agree that education is about emancipation ‘conceived in terms of something like the promotion of critical (rational) open‐mindedness’ (Carr, , p. 100).…”
Section: Stereotypes and Learned Accountsmentioning
confidence: 99%
“…In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that ‘education’ is a ‘contested’ concept: that is, it is held that education is invested—as it were, ‘all the way down'—with socially‐constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition (Carr, , p. 89).…”
Section: Stereotypes and Learned Accountsmentioning
The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it is even more radically open‐ended than Stenhouse argued.
My argument is based on two premises. One of them is that the reason why people disagree about what education involves is that they have less‐than‐perfect knowledge of what human characteristics are worth cultivating. This premise is supported by a theory of meaning advanced by Hilary Putnam. The other premise is that one of the aims of education is intellectual independence. From these premises, I conclude that a successful course of education serves purposes that cannot be completely stated in advance.
“…It is consistently assumed throughout the report that the issue is one of vocational training rather than vocational education and training . This is an important conceptual distinction widely recognised in many European countries which, sadly, receives far too little attention in the UK (see Carr, , pp. 93 and 99, who thinks that ‘vocational education’ is an oxymoron, a conclusion he reaches by eliding the distinction between vocational training and vocational education: see esp.…”
Section: The Leitch Review (2006) and The Wolf Report (2011)mentioning
The current crisis in British VET (Vocational Education and Training) is explained in terms of the decline of opportunities beyond preparation for university for young people after school. The continuing large numbers of ‘NEETS’ (those not in employment, education or training) is but one aspect of this problem: much larger is the decline in good quality VET opportunities for those who do not intend to go to university. A very important element in the problem is a misunderstanding of the relationship between Education and Training and a continuing preoccupation with a narrow skills‐based form of training rather than vocational education. The distinction between training and VET is made clear and it is argued that, although training is an important element in VET, it is a mistake to identify the two. There are significant liberal and civic elements in any VET worthy of the name. There follows a brief review of British VET policy, which starts from the 1964 Industrial Training Act and goes on to follow the decline that took place in the 1980s and 1990s until the point at which it was realised that there was a significant problem with British VET. The article goes on to consider recent developments, culminating in the Wolf Report of 2011. The connection between VET and schooling is considered, as is contrasting VET practice in much of Europe. Finally policy options for VET in the UK are considered.
“…It is tautologically true that every rational being who uses the term 'education' has some conception in mind, more or less well articulated, of the meaning of the term. Philosophers of education have developed well articulated conceptions of education (Carr, 2010). The problem is that the various conceptions can be and often are inconsistent.…”
Section: Implicatons Of Educational Aims Developing a Concept Of Educmentioning
confidence: 99%
“…The philosophical discourse about the concept of education was vigorous, but conclusions were decidedly mixed, and no consensus on the meaning of the term 'education' emerged. Carr (2010) reviews the history of the conceptual controversy, and summarizes the current state of the literature:…”
for their advice and support, and especially my advisor, Christine McCarthy, for her mentorship, guidance, and the hours spent poring over drafts. I would like to thank the Ballard-Seashore Dissertation Year Fellowship program, Christine McCarthy for nominating me, and Christopher Morphew for his support. I am also grateful to Jeanne Saunders and Motier Haskins who were early guides on my journey down this path. I would like to give special thanks to my mother for her cookies and Sunday evening phone calls; my father for his impassioned interest in my work and Bloedow's donuts on Saturdays; and, my brother for his superhero qualities and unique ability to find a movie quote for all of life's moments. Most of all I would like to thank my loving and brilliant wife, Jessica, for Donna Fargo at 5am, Windstar adventures, and making life's journey by my side, keeping me focused on just that, life's journey. v
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