By Charles H. Bailey
Charles Bailey advances a latest characterization and justification of liberal schooling and defends one of these view of liberal schooling opposed to modern demanding situations. The e-book might be of specified price to these guiding academic coverage, designing curricula and reflecting all alone educating perform. An introductory a part of the e-book describes the necessity for justification and the particular nature of liberal schooling in comparison with different characterizations of schooling in utilitarian phrases. the writer bargains a good account of the content material of liberal schooling, after a attention and critique of the paintings of Paul Hirst, Philip Phenix and John White and follows this with an account of instructor process, angle and method applicable to liberal schooling. the ultimate a part of the e-book describes modern developments and demanding situations to the assumption of liberal schooling and exhibits how they fail to supply a coherent replacement to liberal schooling as a foundation for common obligatory schooling.
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Extra info for Beyond the Present and the Particular (International Library of the Philosophy of Education Volume 2): A Theory of Liberal Education
There has been a feel about the patchy history of educational provision of ever larger and more bureaucratic agencies taking on the erstwhile duties of parents. It would not be correct, however, to see these larger and more powerful agents of educational provision as simply taking over the responsibilities of parents. Such agents, especially central and local governments, would claim to represent a much wider constituency of educational interest and concern than that of parents alone. At one level this is only to say that agencies like governments will take notice of special groups like, for example, employers and manufacturers.
The modern sense of ‘information’ is ‘communication of the knowledge or news of some fact or occurrence; the action of telling or the fact of being told something’; and the modern sense of ‘inform’ is ‘To impart knowledge of some particular fact or occurrence to (a person); to tell (one) of or acquaint (one) with something’ (‘OED’). There are two significant points about this contemporary usage of the word ‘information’.
It is of considerable importance to note, as Hirst does, the inevitable connection between the ideas of justification on the one hand and rational knowledge on the other. To enter into rational knowledge is to enter into the business of justifying assertions; to enter into justification is to enter into the business of rational knowledge; there is therefore an oddity about seeking a justification for engaging in rational knowledge. About all of this Hirst is, I believe, quite right. Since, as I shall try to show later, part of the methodology of a liberal education is to get pupils to see and accept the bindingness of such necessary connections, and since, as I have said, the argument does work for those who accept the valuation of reason, then liberal educators will in a sense be trying to get their pupils to accept this kind of valuation and this kind of justification.