By Kenneth A. Strike, Kieran Egan
This can be a philosophical therapy of the conceptual and normative facets of issues that are presently an issue of coverage debate in schooling. The authors have focussed on such techniques as liberty, autonomy, equality and pluralism, and feature supplied a philosophical observation which relates those thoughts either to a heritage of philosophical literature, and to the institutional contexts and coverage debates during which they functionality. The publication might be of value to all coverage makers who have to achieve an knowing of the values and ideas taken with significant coverage difficulties.
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Extra info for Ethics and Educational Policy (International Library of the Philosophy of Education Volume 21)
As Dewey pointed out about thirty years ago, liberty or freedom is power—effective power to do specific things. Now the possession of such power is always a matter of the distribution of power that exists at the time. Demand for increased power at one point means demands for change in the distribution of powers, that is for less power somewhere else. (10) Thus to grant students the academic freedom they demand is to diminish the university (faculty and administrative) power to determine much of what is being done in the institution, including, of course, the conduct of academic affairs.
Now the possession of such power is always a matter of the distribution of power that exists at the time. Demand for increased power at one point means demands for change in the distribution of powers, that is for less power somewhere else. (10) Thus to grant students the academic freedom they demand is to diminish the university (faculty and administrative) power to determine much of what is being done in the institution, including, of course, the conduct of academic affairs. Surely, such a serious complication as this requires our close scrutiny.
Finally, freedom 3 is obviously redundant in the formulation because institutions of higher learning have no business meddling with the activities of students outside of the university. However, the search for truth may be denied as the only function of the university. It can be argued that other functions could justify the formulation of extensive freedoms for students. Recently, the role of the university in the development of critical citizens has been strongly suggested. As Broek et al. ’ (36) If students are to grow as responsible, critical citizens would they need extensive freedoms?
Ethics and Educational Policy (International Library of the Philosophy of Education Volume 21) by Kenneth A. Strike, Kieran Egan