Aims of Education: How to Resist the Temptation of Technocratic Models

Autor/in	Hardarson, Alti
Titel	Aims of Education: How to Resist the Temptation of Technocratic Models
Quelle	In: Journal of Philosophy of Education, 51 (2017) 1, S.59-72 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12182
Schlagwörter	Stellungnahme; Role of Education; Models; Curriculum Design; Educational Experience; Educational Objectives; Educational Change + Suchen Sie Ihr Suchwort? Bildungsauftrag; Analogiemodell; Lehrplangestaltung; Bildungserfahrung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsreform
Abstract	A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about by the means and aims that are constituted by the means. I argue that further distinctions between ways in which ends and means can be related throw doubt on the remaining two tenets. My argument against the second one rests on a distinction between open aims that cannot be completed and closed aims that can be reached. I use a third distinction, between aims as principles of design and aims as principles of reform, to show that the third tenet of the technocratic model is also suspect. I conclude that a realistic view of educational aims must take into account that they are more multifarious than envisaged by the technocratic model of curriculum design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01