Hirst’s Social Practices View of Education: A Radical Change from His Liberal Education?

Abstract

It is often taken for granted that Paul Hirst’s switch from emphasis on liberal education to a social practices view of education is a radical one. This depends on how we understand the relation between the two views. From the perspective of a ‘weak’ interpretation I argue that Hirst’s later position differs little from his earlier one in the light both of the relation between the forms of knowledge and social practices, and of the rationalistic character of Hirst’s conception of social practices in their connection with education.

Children’s rights education and social work: Contrasting models and understandings

“…In the presupposition of children's rights education as an implementation strategy, children's rights are presented as objective knowledge isolated from the socio-historical context in which they have to be realized (Burman, 1996). The problem with these kinds of practices is that they do not connect with the experiences and interests of children in their daily lives (Suárez, 2007;Yoo, 2001). When defining children's rights from an outsider's perspective, externally from the perspective of children or social workers, the educational practice is instrumentalized.…”

“…Emphasizing the individual rights of children clearly represents a legal conception of children's rights education (Kiwan, 2005). At the same time, emphasizing the individual responsibility of children is a noticeably western conception of childhood, embedded in liberal individualism stressing rational reasoning (Yoo, 2001). From an educational point of view, this conception of children's rights education narrows the notion of education to an individualized activity.…”

Paul Hirst's Conception of Well-Being and Its Educational Implications

“…우리나라에서 후기 허스트의 교육에 관한 논의는 유재봉(2001, 2002, 2004Yoo: 1999Yoo: , 2001, 황규호(1997), 박채형(2006), 홍은숙(2006) 의미한다 (White, 1990, p. 30 (White, 1990, p. 29…”