Tuesday, 18 February 2014
Political Reform = Educational Reform: Values
As a political philosopher, Brighouse's work is all about the political changes needed for reformation of education. His theories on educational reform centre around the rights of a child, giving children a choice in their education. In 2012 Brighouse speaks at a one of a series of talks discussing equality, freedom and American democracy. Held in light of the 2012 presidential campaigns, the talk is entitled "Deep Issues of the 2012 Elections: Equality, Liberty and Democracy". (See next post)
Brighouse speaks of values relating to equality of opportunity and reads a quote from fellow political philosopher, Gerry Cohen. He points out that Cohen has outlined the fact that there are many values relating to equality "probably with more precision than could possibly be useful for practical purposes" but does not comment on what those values are or what should be done about them.
Brighouse lists five values that should be promoted for equality. These values should be undertaken by education in order to ensure equality for life. These values are Personal Flourishing; Effective Navigation of and Contribution to the Economy (career and college readiness); Capacity for Judgement about Personal Values; Capacity for Responsible Citizenship; and Childhood Dignity and Flourishing.
Concerning the second value listed, as commented on in the image of my previous post, Brighouse does not believe education should cater for the economy by teaching children to slot into whatever the economy needs at that time (e.g more nurses/teachers etc) but rather to give the child a choice in what direction they want to take so they are able to contribute to the economy, whilst following a career of their choice.
Regarding the first and last values listed, by flourishing, Brighouse means for a child to educated to flourish in life. To be allowed to be autonomous in their education with the hope that it will encourage autonomy throughout life, therefore promoting equality as it is there own decisions that will govern their lives, not the decisions of their teachers.
The talk given was centred on the US, however, these values can be transferred to the UK education system.
By reforming educational policy, we can hope to see positive changes in our nations children as the grow and "flourish" into adulthood. For example, in the UK, many believe the National curriculum to be very rigid and too structured. Applying Brighouse's values to this adapting or altogether changing the concept of this would make for a freer curriculum, that gives children a choice in their academic education and promoting equality, as far as education and work is concerned, and supporting children's rights.
For further information on Brighouse's opinions, read his blog post "What does it meant to be on the left?" from the blog Crooked Timber, which Brighouse contributes to regularly.
In this blog post he discusses his left wing ideals, speaking of his beliefs for flourishing throughout life and equality to do so. Also he answers some FAQ's about left wing liberalism on the website OpenLeft, commenting again on equality and flourishing. (Links on the right of this page)
Brighouse speaks of values relating to equality of opportunity and reads a quote from fellow political philosopher, Gerry Cohen. He points out that Cohen has outlined the fact that there are many values relating to equality "probably with more precision than could possibly be useful for practical purposes" but does not comment on what those values are or what should be done about them.
Brighouse lists five values that should be promoted for equality. These values should be undertaken by education in order to ensure equality for life. These values are Personal Flourishing; Effective Navigation of and Contribution to the Economy (career and college readiness); Capacity for Judgement about Personal Values; Capacity for Responsible Citizenship; and Childhood Dignity and Flourishing.
Concerning the second value listed, as commented on in the image of my previous post, Brighouse does not believe education should cater for the economy by teaching children to slot into whatever the economy needs at that time (e.g more nurses/teachers etc) but rather to give the child a choice in what direction they want to take so they are able to contribute to the economy, whilst following a career of their choice.
Regarding the first and last values listed, by flourishing, Brighouse means for a child to educated to flourish in life. To be allowed to be autonomous in their education with the hope that it will encourage autonomy throughout life, therefore promoting equality as it is there own decisions that will govern their lives, not the decisions of their teachers.
The talk given was centred on the US, however, these values can be transferred to the UK education system.
By reforming educational policy, we can hope to see positive changes in our nations children as the grow and "flourish" into adulthood. For example, in the UK, many believe the National curriculum to be very rigid and too structured. Applying Brighouse's values to this adapting or altogether changing the concept of this would make for a freer curriculum, that gives children a choice in their academic education and promoting equality, as far as education and work is concerned, and supporting children's rights.
For further information on Brighouse's opinions, read his blog post "What does it meant to be on the left?" from the blog Crooked Timber, which Brighouse contributes to regularly.
In this blog post he discusses his left wing ideals, speaking of his beliefs for flourishing throughout life and equality to do so. Also he answers some FAQ's about left wing liberalism on the website OpenLeft, commenting again on equality and flourishing. (Links on the right of this page)
Friday, 7 February 2014
"On Education"
Harry Brighouse's book, On Education, was published in 2006 as part of the Thinking in Action series by Routledge. Brighouse makes clear that his book is for those who take an interest in education, not just for those who have a background in philosophy.
The book is divided into two parts. In the first part he asserts and argues a set of four principles that should be used by educators and educational policy makers to reflect upon the purpose and aims of education. The four principles are called: Educating for Self Government, Educating for Economic Participation, Educating for Flourishing and Creating Citizens.
The overall aim of the book is to encourage independence in children so they become rational, well-balanced adults. In other words, to promote their flourishing. By following these four principles, educators and policy makers will be given the chance to reflect and work out what education really means, what its meant to do and why. Thus creating a more meaningful educative experience for the children experiencing the results of those reflections.
The four principles are as follows in the image below.
The book is divided into two parts. In the first part he asserts and argues a set of four principles that should be used by educators and educational policy makers to reflect upon the purpose and aims of education. The four principles are called: Educating for Self Government, Educating for Economic Participation, Educating for Flourishing and Creating Citizens.
The overall aim of the book is to encourage independence in children so they become rational, well-balanced adults. In other words, to promote their flourishing. By following these four principles, educators and policy makers will be given the chance to reflect and work out what education really means, what its meant to do and why. Thus creating a more meaningful educative experience for the children experiencing the results of those reflections.
The four principles are as follows in the image below.
Monday, 3 February 2014
Harry Brighouse: An Introduction
Brighouse is a British born political philosopher, whose key works are centred around educational philosophy and educational policy.
Harry Brighouse is the son of Tim Brighouse, a former commissioner of schools for London. He studied his degree at Kings College London and went on to do his PHD in the University of Southern California.
Currently working at the University of Wisconsin in the US as a Professor of Philosophy, Brighouse is also an Affiliate Professor of Educational Policy Studies.
He has spent the majority of his working life in the US, therefore much of his work is based upon the US education system. Although most aspects can be applied to both US and UK education systems.
Within the context of education, his main project is exploring a number of school reform ides, from a liberalist point of view, in light of an egalitarian theory of educational justice.
He and other scholars regularly contribute to the blog Crooked Timber. (Links posted in column on the right.)
His research interests include: what constitutes a good childhood, the aims of education and educational reform.
Harry Brighouse is the son of Tim Brighouse, a former commissioner of schools for London. He studied his degree at Kings College London and went on to do his PHD in the University of Southern California.
Currently working at the University of Wisconsin in the US as a Professor of Philosophy, Brighouse is also an Affiliate Professor of Educational Policy Studies.
He has spent the majority of his working life in the US, therefore much of his work is based upon the US education system. Although most aspects can be applied to both US and UK education systems.
Within the context of education, his main project is exploring a number of school reform ides, from a liberalist point of view, in light of an egalitarian theory of educational justice.
He and other scholars regularly contribute to the blog Crooked Timber. (Links posted in column on the right.)
His research interests include: what constitutes a good childhood, the aims of education and educational reform.
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