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DOCUMENT RESUME ED 212 590 SP 019 583 AUTHOR Crittenden, Brian TITLE Education for Rational Understanding.Philosophical Perspectives on the Study and Practice of Education. INSTITUTION Australian Council for Educational Research, Hawthorn. REPORT NO ISBN-0-85563-2194 PUB' DATE 81 NOTE 301p. EDRS PRICE MF01 Plus Postage. PC Not Availablefrom EDRS. DESCRfPTORS *Curriculum Development; *EducationalPrinciples; *Educational Research; Educational Theories; Elementary Secondary Education; EqualEducation; *Ethical Instruction; General Education;Individual Development; IndividualismrSchool Role;*Social Action; *Social Values ABSTRACT The essays in this book explore thebalance between the communal and the individual aspectsin the development of human beings and relate& theories of educationand learning to this development. In the introduction, Peter J.Sheehan offers a critical discussion of the ideas presented in the text.PartI contains two chapters on values and meth'edology ineducational research and the relevance of philosophy to educationaltheory. In Part II, two chapters present an argument againstsetting up normative theories that interpret-the role of theschool in a utilitarian way and evaluate autonomy as the aim ofliberal education. The chapters in Part III deal with the objectivesapproach in integrated studies and curriculum evaluation methods. TLe processof moral reasoning is the 'subject of Part IV.In Part V, one chapter examineseducational values in the determination of theschool's role in social reforms, and the other explores the relationshipbetween equality as a social ideal and its practice ineducation. Each chapter is followed by a list of references. (FG) *********************************************************************** Reproductions supplied by EDRS are thebest that can Wmade from the original document. *********************************************************************** EDUCATION FOR RATIONAL UNDERSTANDING U S DEPARTMENT Of EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCF:S INFORMATION CENTER IERICI Thrsdot rumen?has been retuorturetias etteivedhorn the oerSon or orgamtabon eslaiinafing II Moron I hang... have inane In ,M1.1.. reprorlor Iron rphility {'rims of view re ovum+, stated In Ihr, IS. it 171PII I Ito not lien essarrly represent rrtly Lai Nit trocrtyrn in 'Hula y PERMISSION TO HICii011lk 1 MATERIALIN MICROFICHE ONLY HAS BEEN GRANTS U by TO THE EDUCATIONAL HE ',DOR( I.:, INFORMATION CEN'E R (ERIC rm. eN, ; StudieE in the Philosophical and Social Foundations of Education Edited by J.V D'Crut and P.J Sheehan EDUCATION FOR RATIONAL UNDERSTANDING Philosophical Perspectives on the Study and Practice of Education Brian Crittenden Australian Council for Educational Research Published by The Austral;an Council for Educational Research Limited, Radford House, Frederick Street. Hawthorn. Victoria 3122 Typeset by Savage and Co. Pty Ltd. Fortitude Valley, Qld 4006 Printed and bound by Brown Prior Anderson Leans Street, Burwood. Victoria 3205 National Library of Australia Cataloguing-in-Publication data Crittenden, Brian, 1930 Education for rational understanding Bibliography Includes index ISBN 0 85563 219 4 1 Education Philosophy Addresses. essays, lectures IAustralian Council for Educational ResearchIITitle (Series: Studies in the philosophical and social foundations of education). 370 I Copyright Brian Crittenden 1981 No part of this publication may be reproduced in any form without permission from the publisher Contents Introduction: The Philosopherand the Diversity of Educational Issues Peter J. Sheehan 1 Preface 31 Part I: The Study of Eduction 35 37 1 Values in the Study of Education The positivist methodology and itsvalues 37 4? The 'value-free' doctrine Characteristics of distinctively edacationalresearch 47 and theory 55 2 Philosophy in Educational Theory Part II: The Nature ofEducation 81 83 3Charpcteristics of Quality in Education The instrumental view of education andthe school 83 Various senses of 'education' 84 On valuing and what is valuable 88 The quality of education from the perspective of intrinsic values 90 General criteria of quality in the curriculum of liberal education 91 A common curriculum 95 4Autonomy as an Aim of Education 99 Introduction 99 Freedom and authenticity 101 Personal autonomy as an ideal type 105 . Intellectual autonomy and subjective epistemology 106 Kant's defence of rational autonomy 114 Moral autonomy and objectivity 115 The constraints of rationality and reason 117 Autonomy as an aim of liberal education 118 Part III: Curriculum 127 5Integrated Studies and the Nature of Disciplines 131 Introduction 131 Interpretations of the unity of knowledge 134 Interpretations,of the organization of know ledge in curriculum theory 138 Critique of the relativist basis for integrated studies 146 The nature of discipl;nes 14 i The consequence, l'or integrated studies In a curriculum of liberal education 153 6Process or Product in Curriculi m Evaluation? 165 Introduction 165 Stenhouse's critique of the objectives modei 167 An assessment of Stenhouse's position 169 Illuminative evaluation An alternative to the objective, model 172 Critical comments on illuminative evaluation 179 Conclusion 185 Pag Part IV: Moral Education 191 7 Reasoning in Morality: Why Content Matters inMoral education 193 211 8 The Place of Moral Education in theSchool Curriculum Should moral education be included in theformal curriculum" 211 Moral education as a separate subject 221 Moral education in the context of other subjects 227 Moral education and the study of large-scale social topics 240 Some concluding comments Part V: Social Values and thePractice of Education 251 9 The School as an Agent of SocialReform 253 Introduction 253 Theories about the school as an agent of reform 255 The school as an independent centreof liberal education 275 10Equality and Education Education and the principle o: equal opportunity 275 Egalitarian modifications of the equal opportunity principle 280 Summary. Assessing the place of equality in education 283 Aspects of equality in the human right toeducation 285 Postscript 292 Name Index 29c Subject Index 298 Acknowledgments When 1 was Invited to submit a selection of my wntings to be considered for publication, It was suggested that It should reflect the range of topics on which 1 have written and that It might include some material from work of rnrue not readily available in Australia. With the exceptiOn of Chapter 2, the essays in this collection have been written over the past eight years Chapters I, 2, 5, and 8 have not been published in any form previously. The second chapter was'written in 1969 and revised in many details for this bgok. 1 am grateful to the authors, editors, an' publishers Indicated below for their kind permission to reproduce the, other chapters Minor re- visions have 1,,,en made to a number of these chapters; the fourth is an enlarged veision of the one previously published. Chapter 3 Cnttenden B S and D'Cruz, 1.V. (Eds) Essays on Qualm' in Edu- cation Melbourne Pnmary Education (Publishing), 1976, 16 (First pub- lished in Twentieth Century, Summer 1975) Chapter 4 Strike, K.A and Egan,K (Eds)Ethics and Educational Po hit London Rout ledge & Kegan Paul, .1978, 105-26 Chapter, 6 New Education, 1979, 1(2), 35-51 Chapter 7. Crittenden, B Form and Content in Moral Education Toronto Oman°Institute for Studies in Education, 1972, 32-49 Chapter 9 Cnttenden, B Education and Social Ideals Toronto Longman Canada Ltd, 1973, 163- 4, 176-93, 197, 240-1. Chapter 10 Australian Journal of Education, 1977, 21(2), 113-26 (A slightly longer version is included in J V D'Cruz and Pl. Sheehan (Eds), The Renewal of Australian Schools -(2nd and enlarged ed.). Hawthorn, Vic . ACER, 1978, 225 41 Two of the chapters, 5 and 8, were written during study leave in 1978, and some of t le work in preparing the manuscript was done during 0 this timeI am grateful to La Trobe Universityfor this opportunity I am also grateful for the assistance ofsecretarial staff at the unlYersity, in this regardI should mention especially Debbie Conguesand Sue Bullen who yery efficiently typed the manuscript fortheir IwishtothankVinD'Cruz andPeterSheehan encouragementI am further indebted to Peter Sheehanfor the critical ..,troduction he has written for this bookIt effectively highlights keY themes that hale occupied my attention in thechapters- of the book and elsewhere While dealing gently withthe defects, it makes clear the Issues on which the discussion needs tohe carried much further There are two humaii inventions which may he considered moredifficult than any others the art of government, and the art of education, and people still contend as to their very meaning The prospect of a theory of education is a glorious ideal,and it matters little if we are not ableto reahreitat once Immanuel Kant. Education Introduction: The Philosopher and theDiversity of Educational Issues Peter J. Sheehan One of the many ways in whicheducation, has a unique_ role in the lees of thinking beings as that all aspectsof life and all avenues of thought impinge on it in one way or another.The individuals who are to be educated are enormouslycomplex and various, as are the areas in -which they might beeduckted. These tacts constitute thechallenge and the difficulty of educational theorythediversity of the educational reality threatens, at one extreme, u theoretical approach which stresses unity of theory at the costof an inadequate attention to com- pldxity or, at the other extreme, thebreakdown of the
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