Week 2 / Philosophy of Education
Chapter 1 / Discussion questions
1. The analytic framework presented in this chapter illustrates how the political economy and ideology of a society impact each other, as well as how both impact the institution of schooling and educational practice. How might changes in the social order, changes in what society understands and values, impact our social institutions and educational practice? What modern day examples of this phenomenon can you point to? How is this dynamic at work in your example?
2. Given that the Athenian citizen was expected to participate directly (not just through representation) in forming the laws of the city-state, but that this citizenship excluded women, slaves, and metics [this term could be translated as “immigrants”], was the Athenian view of democracy less restricted or more restricted than our contemporary view? Explain.
3. What do you remember from your own elementary or secondary schooling about how the understanding of democracy and feelings of citizenship were fostered, or not, by the school you attended? In your opinion, how do you think students should be prepared to become involved, knowledgeable citizens in a democracy by the educational institutions they attend?
4. Explain Aristotle’s philosophy of education, his core beliefs about:
a. Worthwhile human knowledge, skills, and dispositions.
b. His reasons for the goals and methods of education in terms of what he thought was good for a person’s happiness and fulfillment as an individual and what was an good society for people.
Chapter 2 / Discussion questions
1. The exploitation and social exclusion of individuals based on race, gender, ethnicity, social class, sexual orientation, etc. is a phenomenon that prevailed in Jefferson’s time and is still apparent today. What parts of the dominant ideology justified these phenomena of exploitation and social exclusion of individuals in Jefferson’s time? Discuss how this notion of exclusion is evident in our contemporary system of education. Which parts of the current dominant ideology justify similar phenomena of social exclusion today? In your view, how can teachers best address this phenomenon?
2. One of the tenets of classic liberalism was a commitment to nationalism. Discuss briefly what arguments this concept provoked in Jefferson’s time, and examine whether there might be parallels in today’s discussions over civic education, bilingual education and the use of terms such as African American, Asian American, Irish American, etc.
3. Explain the classical liberal ideal of intellectual freedom. What paradox did this ideal present to Jefferson and other Revolutionary leaders in their view of the role schools should play in the new nation? Explain.
4. Benjamin Rush not only emphasized the importance of the religious character of education, but went so far as to suggest that the virtues of patriotism and Christianity were identical. Summarize his argument. Currently, there are segments of our society who argue a similar position, and that infusing Christian ethics into the public school classroom would benefit all students. Discuss the implications you see arising from the actualization of such an idea.
5. One of Jefferson’s key points was that an important purpose of education is “to prepare students to be able to participate as democratic citizens in our society.” What did he mean by this? Thinking about contemporary society and our system of education, what does this mean today? What does this mean to you as an individual and teacher?
6. Explain Jefferson’s and Rush’s philosophies of education, their core beliefs about:
a. The goals of schooling in terms of student knowledge, skills, and dispositions.
b. The methods to achieve these goals.
c. Their reasons for those goals and methods in terms of what they thought was good for a person’s happiness and fulfillment as an individual and what kind of society they wanted to contribute to.
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