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University Microfilms INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. ' 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company I I 72-27,019 HAVERKOS, Larry Stephen, 1947- LIBERALISM AND EDUCATION: FOUR VIEWS. The Ohio State University, Ph.D., 1972 Education, general University Microfilms, A XEROX Company, Ann Arbor, Michigan Copyright by Larry Stephen Haverkos © 1972 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED LIBERALISM AND EDUCATION: FOUR VIEWS DISSERTATION Presented In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy In the Graduate School of The Ohio State University By Larry Stephen Haverkos, B.S., M.A. h * * * * The Ohio State University 1972 Approved by AjteSIer Department of Education PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS To those who have cared and inspired: Becky S. Haverkos Irvin H. Haverkos Betty M. Haverkos Thomas A. Haverkos Howard C. Mandevllle William S. Sublette David Spitz B. Lee Cooper John F. Cuber Everett Klrcher Robert E. Jewett ii VITA July 9, 1947 . Born - Cincinnati, Ohio 1965 .......... Diploma, Indian Hill High School Cincinnati, Ohio 1969 ............ B.S., University of Cincinnati, Cincinnati,' Ohio 1969-1972.... Instructor In American Government Psychology, American History Northeastern High School, Clark County, Ohio 1970 .......... M.A., The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Fields: Social Studies Education. Professor Robert E. Jewett Sociology. Professor John F. Cuber Minor Fields: Philosophy of Education. Professor Everett Kircher ill TABLE OF CONTENTS Page ACKNOWLEDGMENTS................................................ 11 VITA ...................................................... Ill CHAPTER I. INTRODUCTION ...................................... 1 Definition of Liberal Educational Theory Differentiation of Liberal Education from Progressive Education The Six Fundamental Tenets of Liberal Education Summary of the Four Theories Under Study II. ROBERT M. MACIVER.................................. 12 III. SIDNEY H O O K ......................................... 45 IV. BERTRAND R U S S E L L ................................... 77 V. JOHN D E W E Y ......................................... 107 VI. CONCLUSION ......................................... 135 Critique SELECTED BIBLIOGRAPHY .......................................... 146 CHAPTER I INTRODUCTION Academic conflicts and social debates on the nature and meaning of liberal educational thought have raged for years. Theorists ex­ pounding on the ideal of liberal education have exhibited great concern over the philosophical posture, of the notion as well as the behavioral and attitudinal features that are fundamental to it. A survey of the literature of liberal thinkers, however, reveals that the product of this debate has not been a conclusive clarification of those basic features or fundamental tenets of liberal educational thought. This dissertation will establish a definition of liberal educational thought and as a methodological prerequisite will Identify six central axioms which will hopefully clarify the misunderstandings which have created friction among educational liberals and their critics. The initial definition and accompanying tenets will function as a research standard in exploring the hypothesis under investigation. The major portion of this study will consist of an examination of the philosophical postures and theoretical content of the writings of Robert Maclver, Sidney Hook, Bertrand Russell, and John Dewey. This analysis will attempt to test the extent of liberalism in the theoretical stances of these four scholars against the author's definition of liberal educational thought. - 1 - 2 Statement of the Problem This thesis is designed to answer the question: "Do the works of Robert Maclver, Sidney Hook, Bertrand Russell and John Dewey evidence the essential characteristics of liberal educational thought?" In order to answer this question at the highest qualitative level, this dis­ sertation has been divided Into three unequal sections. The first part, as developed In Chapter 1, is designed to generalize the elements In­ herent In liberal educational thought and to establish the criteria with which to test the thought of the four men Investigated in this study. The following four chapters present an examination and analysis of the philosophies of Maclver, Hook, Russell and Dewey. The last section of the dissertation will advance conclusions, placing the educational ideas of the four men Into the perspective of the six criteria of analysis. MethodolpRV The research approach employed in this study is a combination of philosophical speculation and content analysis of the writings of Robert Maclver, Sidney Hook, Bertrand Russell, and John Dewey. The background of the study stems from the author's firm commitment to a liberal edu­ cational philosophy. The content presented in Chapter VI Is a blend of personal Interpretation of the theories under study and factual evidence. The studies of each liberal philosopher will be conducted in a syste­ matic, objective, quantitative manner and will provide ample support for the generalizations presented In Chapter VI.* To determine the extent to which Maclver, Hook, Russell, and Dewey qualify as liberal educational theorists, a thorough analysis of their writings will be completed. The tool employed in this analysis and the perspective in which it is to be accomplished is provided by the criteria for classification, the six fundamental tenets of edu­ cational liberalism. It is through this method of analysis, flavored with the author's philosophical inquiry, that the theoretical orien­ tation of Maclver, Hook, Russell, and Dewey will be uncovered. Six broadly everlapplng and related principles have been selected to represent a composite picture of liberal educational thought. In several cases, these six principles are Independently relevant con­ siderations, but in some instances they can be differentiated only by nuances of emphasis. To facilitate this study, however, these criteria will not be interpreted in a rigid manner; instead, they will be adapted to the variations of that body of liberal writing to which they are applied. This dissertation will seek to identify the relative adherence to these principles of the writings of Maclver, Hook, Russell and Dewey. This standard will, then, serve to justify those conclusions reached in the final chapter, wherein the men studied will be weighed against the six principles and an evaluation of their commitments to educational liberalism will be offered. ^Bernard Berelson, Content Analysis in Communication Research. (Glencoe, Illinois: The Free Press, 1952). Also see, Ithlel De Sola Pool (ed.) TrendB in Content Analysis. (Urbana, Illinois: University of Illinois Press, 1959) and John Madge, The Tools of Social Science: An Analytical Description of Social Science Techniques. (Garden City, New York: Doubleday and Company, Inc., 1965). 4 The following six educational principles have been established for this study to represent touchstones of educational liberalism; 1. Education should be publicly financed and uni­ versally available to all social classes. 2. A reflective, scientific, critical educational methodology should be employed In order to en­ courage each student to discover "truths" for himself. 3. The greatest degree of personal freedom must be insured In both the classroom and society. 4. Openmindedness Is an imperative quality in all teachers, as well as a desirable educational objective in all students. 5. Each student should be viewed as a relevant end in himself and should not be used
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