- Introduction: Philosophy of Education and Philosophy
- The Epistemic Aims of Education
- Moral and Political Aims of Education
- Tagore, Dewey, and the Imminent Demise of Liberal Education
- Thinking, Reasoning, and Education
- Why Fallibility Has Not Mattered and How It Could
- Educating for Authenticity: The Paradox of Moral Education Revisited
- The Development of Rationality
- Philosophy and Developmental Psychology: Outgrowing the Deficit Conception of Childhood
- Socratic Teaching and Socratic Method
- Educating the Practical Imagination: A Prolegomena
- Caring, Empathy, and Moral Education
- Kantian Moral Maturity and the Cultivation of Character
- The Persistence of Moral Skepticism and the Limits of Moral Education
- Values Education
- Curriculum and the Value of Knowledge
- Education, Democracy, and Capitalism
- Art and Education
- Science Education, Religious Toleration, and Liberal Neutrality toward the Good
- Constructivisms, Scientific Methods, and Reflective Judgment in Science Education
- Empirical Educational Research: Charting Philosophical Disagreements in an Undisciplined Field
- Educating for Individual Freedom and Democratic Citizenship: In Unity and Diversity There Is Strength
- Mapping Multicultural Education
- Educational Authority and the Interests of Children
- Pragmatist Philosophy of Education
- Feminist Philosophy and Education
- Postmodernism and Education
Abstract and Keywords
This article examines the moral and political aspects of the educational system. It describes the three categories of moral and political aims of education. The first of these is the aims goals in which goals describe the proper aims of education in the sense that they draw on ideals of what the educated person would be like and identify the values that underlie those ideals. The second is the distributive goals which describe how educational opportunities should be distributed. The final category is constraints which refer to possible disagreement about the extent to which it is permissible for the government to override the preferences of parents to achieve those goals or the degree of coercion schools can use to get children to comply with discipline.
Harry Brighouse is Professor in the Philosophy department at University of Wisconsin, Madison. He specializes in political philosophy, philosophy of education, and education policy. Among his books are School Choice and Social Justice (2000), On Education (2006), and, with Adam Swift, a forthcoming book on the place of the family in liberal theory called Family Values. He is co‐editor of the journal Theory and Research in Education.
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