Defending the Value of Education as a Public Good: Philosophical Dialogues on Education and the State (Routledge International Studies in the Philosophy of Education)

Centred around a philosophical argument for contemporary education as a fundamental good, this edited volume demonstrates the benefits that education brings in a civil and flourishing societal context while also critiquing the state's role in supporting and strengthening this educational focus. Chapters present in-depth philosophical and historical arguments that explore core aspects of education that are frequently overlooked, illustrating education's role as a non-partisan public good during contentious times. Through this volume, diverse voices are heard from those with experience of life under communism as well as life in a stable democracy arguing, for example, that despite differing contexts, the value of education is autonomous and intrinsic. Ultimately drawing on conceptual frameworks, this timely volume reconciles the Anglo-American Continental dialogues on education and presents novel and challenging ideas to its readers. Striving to inspire new research through its various reflections on the relationship between education and the state, the book will be useful to scholars, researchers, and academics in the fields of philosophy of education, education policy, sociology of education as well as theory of education. The Introduction as well as Chapters 3, 5, 6 and 7 of this book are freely available as a downloadable Open Access PDF at http: //www.taylorfrancis.com under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 license. Chapter 9 of this book is freely available as a downloadable Open Access PDF at http: //www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Cover Half Title Series Page Title Page Copyright Page Table of Contents List of Editors and Contributors Acknowledgement Introduction: Education and the State – Between Past and Future References Part I: Education and the State Chapter 1: Uncovering Education as a Practice in Its Own Right Historical Patterns Identifying an Eclipsed Legacy What Makes Practice Educational? Advancing Public Education as a Practice in Its Own Right: Viewed from the Inside and the Outside From the Inside From the Outside Note References Chapter 2: An Optimistic Anarchist’s Guide to Education and the State Introduction Statehood, People, and the Common Good Subsidiarity and Optimism as Educational Principles From Subsidiarity to Persons Conclusion: From Optimistic Anarchism to Education Note References Chapter 3: Education, Ideology, and Critical Thinking Introduction Education and Ideology Ideology and Critical Thinking Conclusions Note References Chapter 4: Educational Dimension of Acts of Political Forgiveness Introduction The Essence of Forgiveness Who Can Make a Decision to Forgive and Who Needs Forgiveness? The Essence of Acts of Political Forgiveness Education as Creation of Motivation to Change Attitudes Educational Dimension of the Acts of Political Forgiveness Conclusions References Part II: Balancing the Purposes of Schooling Chapter 5: Becoming, Knowing, and Governing Oneself in Erasmian Educational Theory and Practice Introduction Becoming and Being Oneself Knowing Oneself Governing Oneself in a Polis The Self-Actualising Classroom References Chapter 6: Competition in Education from the Perspective of Liberalism and Liberal Education Introduction Examples of Competition in the History of Western Civilisation and Its Notions on Education Natural and Civilised Competition Competition and Freedom Competition and Liberal Education from the Perspective of Liberalism and Neoliberalism Noble Goals and Mastery and Excellence in Education Proposals and Challenges for Today – Towards Complementarity of Competition and Cooperation in Education Criteria for Modern Competition – Summary Note References Chapter 7: Education and Democracy Nexus: Social Media as a ‘Space’ of Formation of a Sense of Responsibility for Oneself and for Others among Young People Introduction Conceptualising Education-Social Media Nexus – State-of-the Art What Can the Use of Social Networks Teach Us? How to Establish a Relationship between the Teacher and the Student in Social Media Space? Framing Mutual Expectations between the Teacher and the Pupil Social Media and Democracy – The Reciprocal Relationship? Social Media Seen through the Prism of Responsibility for Oneself and for Others Conclusion References Chapter 8: Mind-Shift for 21st-Century Education: Entrepreneurism Education and the State? Education as a Philosophical Enterprise Revolutionary Times Work Then and Now Turnover among the Biggest Companies Robotics and Artificial Intelligence The Entrepreneurial Educator’s Challenge What Entrepreneurial Employers Want Strategy Four Philosophical Assumptions Human Beings Have Agency Freedom of the Child Is Fundamental Humans Are Born tabula rasa and/or Tend to the Good Knowledge Is a Means to an End, not an End in Itself Conclusion References Part III: The Future of Education Chapter 9: Pedagogy, Learning, and Becoming Oneself Introduction Unstable Academic Status of Pedagogy Learning and Pedagogical Tact Tact and Educational Experience Hermeneutical Understanding and Becoming Oneself Sensitivity to the Particular and Things in Understanding Understanding of the World, Others, and Oneself Ontological Reflections on Pedagogy: Rzeczowość Tacit Pedagogy: Some Insights Instead of Conclusion Note References Chapter 10: The Eclipse of a Liberal-Democratic State and the Future of Education Liberal Democracy and Its Opponents The State and Individual Education and the Individual The State and the Goods of Education Conclusion References Chapter 11: Reforming the University: Considering Niklas Luhmann’s Remarks The University in Crisis Humanistic Management The University and Humanism The Problems of Reform The Challenge-University Summary Notes References Chapter 12: Doctoral Education, The State, and Public Goods in a Changing World Introduction The Nature of Doctorates The Changing Nature of Doctoral Purposes Qualification Frameworks The Importance of Care in Doctorates Public Goods and Their Relationship to Education Education and the Influence of the State External Influences on the Nation-State Changing Forms of Nation-State Governance, Changing Views of the Role of Education ‘Public Good’ and ‘Civil Society’ Conclusion: The Role of Doctorates as Public Goods Note References Conclusion Introduction There’s Nothing So Practical as a Good Theory Schools as Unnecessary and Valuable Learning as a Way of Being in the World Conclusion: Stubbornly Particular References Index