Used Very Good - Ex Library.
An inaugural lecture delivered in the University of Exeter on 24 March 1970
'IN this lecture it is my aim to consider the concept of education as
it , demonstrate that it is a normative or moral concept. My main
thesis can be stated quite simply: when we speak of education, there is
presupposed either an ideal of a person to which the education is
leading; or alternatively an ideal of a society for which the education
fits the individual member. But in any case--and this is the important
part-lying behind the concept of education is the notion of a norm
or set of norms which gives the education its purpose.
Now when I speak of this notion 'lying behind' or 'being pre-
supposed by the concept I mean by that "logically implied'. So if my
thesis is correct, then it follows that it is nonsense to talk of a system
of education which implies no ideal of man, or society. Consequently
we cannot claim to fully understand a given educational system, unless
we are aware of the particular moral or normative view which is pre-
supposed, and by reference to which we are able to give an ultimate
answer to the question, 'What is the education for?
Let me give an example: in Plato's Republic the rigorous training
of the Guardians in philosophy and mathematics can only be under-
stood as part of their education if we know something of Plato's views
on the ideal state, and the role which the Guardians play. Given that
information, we can see how philosophy must be an essential ingredi-
ent in their education; for their ability to rule, and the part they have
to play in the state generally, Icans heavily on their philosophical
training. If we know nothing of Plato's ideal state, but are merely
aware that certain citizens are instructed in these disciplines, then it is
as impossible for us to be certain in what sense these are educational,
as instruction in ping pong, however inspired our guesses might be.
What this amounts to is that education endeavours to fit people
for something. And my claim is that despite some appearances to the
contrary, what it tries to fit them for, is either membership of a given
society valued for its own sake; or alternatively a way of life, equally
valued for its own sake.
Some educationalists have of course already insisted on a tie-up
between education and values. (This point is noted by Professor
D. J. O'Connor in his book An Introduction to the Philosophy of
Education page 5 et seq.). And Marxists, Platonists, Christians, and...'