Skip to main content

Aims of Education

  • Chapter
  • 60 Accesses

Part of the book series: Plan Europe 2000 ((PEPE,volume 7))

Abstract

Goals and values are not absolute and unchangeable, but must be constantly reviewed in the light of the decisions that men make in a changing society. To discuss educational aims is valuable in that without debate we cannot achieve our stated goals in the field of education; whether we attain these goals will depend upon the attitudes we adopt now and the decisions we make now in planning for the future and in implementing that planning.

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Herbert Marcuse, An Essay on Liberation, Beacon Press, Boston, 1969, pp. 87–89.

    Google Scholar 

  2. Carl R. Rogers and Barry Stevens, Person to Person: The Problem of Being Human, A New Trend in Psychology, Real People Press, Lafayette, California, 1967, p. 56.

    Google Scholar 

  3. Neil Postman and Charles Weingartner, Teaching as a Subversive Activity, Delacorte Press, New York, 1969, p. 57.

    Google Scholar 

  4. Paul Goodman, Growing Up Absurd, New York, Random House, 1950, p. 80.

    Google Scholar 

  5. John Dewey, Essays in Experimental Logic, Dever Publications, New York, 1916, pp. 1–2, 4.

    Book  Google Scholar 

  6. John Dewey, Logic, The Theory of Inquiry, Henry Holt & Co., New York, 1938, pp. 430 and 439.

    Google Scholar 

  7. John Dewey and Arthur Bentley, Knowing and the Known, The Beacon Press, Boston, 1949, pp. 276, 282-283. Chapter X, “Common Sense and Science”, from which these words are quoted, was written by Dewey.

    Google Scholar 

  8. Robert D. Singer and Anne Singer, Psychological Development in Children, W. B. Saundern Company, Philadelphia, 1969, p. 181.

    Google Scholar 

  9. Gordon W. Allport, Personality and Social Encounter, Boston, Beacon Press, 1960, p. 232.

    Google Scholar 

  10. G. W. Allport, The Nature of Prejudice, The Beacon Press, Boston, 1954, pp. 206–218, chapter 13: “Theories of Prejudice”. See another work by Allport, “Prejudice: Is It Societal or Personal?”, The Journal of the Social Issues, 1963, pp. 120-134.

    Google Scholar 

  11. T. W. Adorno, Else Frenkel-Brunswik, Daniel J. Levinson, R. Nevitt Sanford, The Authoritarian Personality, Harper, New York, 1950, p. 337, from chapter X by E. Frenkel-Brunswik, “Parents and Childhood as seen through the Interviews”

    Google Scholar 

  12. E. Frenkel-Brunswik, “A Study of Prejudice in Children”, Human Relations, 1948, I, pp. 295–306.

    Article  Google Scholar 

  13. E. Frenkel-Brunswik, “Intolerance of Ambiguity as an Emotional and Perceptual Personality variable”, Journal of Personality, 1949, 18, pp. 128–130.

    Article  Google Scholar 

  14. J. Dewey, “Common Sense and Science”, in the book by J. Dewey and Arthur F. Bentley, Knowing and the Known, The Beacon Press, Boston, 1949, p. 272.

    Google Scholar 

  15. Peter Cooper, “The Development of the Concept of War”, Journal of Peace Research, 1965, 1, pp. 1–17.

    Article  Google Scholar 

  16. Bertrand Russell, Has Man a Future?, Penguin Books, London, 1961, p. 124. Taking up a concept already developed by William James in the essay “The Moral Equivalent of War”, written in 1910 for the Assocation for International Conciliation, (W. James, Essays on Faith and Morals, Longmans, Green & Co., New York, 1949), Russell expresses the belief that in a “transition period during which men’s thoughts and emotions were still moulded by the turbulent past, there would still be an excess of competitive feeling”, and a “work of reorientation” should take place “to bring about the necessary adaptation”. James’ idea that a “Gospel of relaxation” was needed in the present time for young people now so greatly concerned with individual feelings, was echoed by Alfred North Whitehead in the pages devoted to peace in Adventures of Ideas (1933). According to Whitehead, peace conveys “the notion of a Harmony of Harmonies”, which is necessary “to exclude restless egotism from our notion of civilisation”. He describes peace as “a broadening of feeling”, whose “first effect is the removal of the stress of acquisitive feelings arising from the soul’s preoccupation with itself”. (A. N. Whitehead, Adventures of Ideas, Pelican Books, London, 1942, p. 271).

    Google Scholar 

  17. Johan Galtung, “Peace Research and Pacifism”, War Resistance, 4th quarter 1970, Volume 2, No. 34, pp. 9–10.

    Google Scholar 

  18. C. Wright Mills, The Sociological Imagination, Oxford University Press, New York, 1959, p. 189.

    Google Scholar 

  19. David Riesman, The Lonely Crowd, Yale University Press, New Haven, 1950, p. 26.

    Google Scholar 

  20. G. H. Bantock, Culture, Industrialisation and Education, Routledge and Kegan Paul, London, 1968, p. 52.

    Google Scholar 

  21. Hegel, Vorlesungen über die Aesthetik, Sämtliche Werke, Stuttgart, 1929, vol. 2, p. 217, quoted by H. Marcuse, One-Dimensional Man, Beacon Press, Boston, 1964, p. 239.

    Google Scholar 

  22. Walter Benjamin, “Programme for a proletarian theatre for children”, Quaderni Piacentini, n. 38, July 1968, pp. 147–150.

    Google Scholar 

  23. Erik Erikson, Childhood and Society, W. W. Norton & Co., New York, 2nd edition, 1963 (1950), pp. 258–260.

    Google Scholar 

  24. John Dewey, School and Society, The University of Chicago Press, Chicago, Ill., 1900, pp. 32–33.

    Google Scholar 

  25. R. F. Price, Education in Communist China, Routledge and Kegan Paul, London, 1970, pp. 27, 35. Current changes in primary and secondary schools in China are being introduced in an attempt to create close links between factories and schools. The factory itself is taking over responsibility for running the school. This, according to a recent report, has benefited both students and workers and contributed considerably to improving learning processes. An article published in Hung Ch’i 1969, n. 2, pp. 30-35, under the title “A Factory Runs a School and the School Makes Two Links”, while describing the experience, remarks that “the working class... has helped the students towards balanced development in moral, intellectual and physical education”. It adds that “the working class has completely corrected the abnormal situation in which education was divorced... from productive work”, Chinese Education, A Journal of Translations, vol. II, n. 4, Winter 1969/70, pp. 10-11. An article reproduced in the same issue from “Jen-min Jih-pao”, May 12, 1969, on “Educational programme for rural middle and primary schools (draft for discussion)”, issued by the revolutionary committee of Li-Shi Hsien, Kirin Province, expresses the view that “rural middle and primary schools are a new form of socialist school under the leadership of the Chinese Socialist Party, directly managed by the poor and lower-middle class peasants”. Their purpose is to “firmly implement Chairman Mao’s policy that education must serve proletarian politics and be coordinated with productive work” (pp. 54-55).

    Google Scholar 

  26. B. Bernstein, “Social Class and Linguistic Development: A Theory of Social Learning”, in Education, Economy and Society, edited by A. H. Halsey, Jean Floud and C. Arnold Anderson, The Free Press, New York, 1961, pp. 288–310.

    Google Scholar 

Download references

Authors

Rights and permissions

Reprints and permissions

Copyright information

© 1974 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Borghi, L. (1974). Aims of Education. In: Perspectives in Primary Education. Plan Europe 2000, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-4829-2_1

Download citation

  • DOI: https://doi.org/10.1007/978-94-017-4829-2_1

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-017-4611-3

  • Online ISBN: 978-94-017-4829-2

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics