The Meaning of Education
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THE MEANING OF EDUCATION by
STEPHEN ROSS THE UNIVERSITY OF COLORADO
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V. 1966
All rights reserved, including the right to translate or to reproduce this book or parts thereof in IZI!JI form
ISBN 978-94-017-5659-4 DOI 10.1007/978-94-017-5940-3
ISBN 978-94-017-5940-3 (eBook)
© Springer Science+Business Media Dordrecht 1966 Originally published by Martinus Nijhoff, The Hague, Netherlands in 1966 Softcover reprint o/the hardcover 1st edition 1966
Contents I. Philosophy and Education II. The Generic Sense of Education
11
III. The Nature of Experience
24
IV. The Honorific Sense of Education
38
V. Formal Education
49
VI. The Art of Education
54
VII. Training and Education
59
VIII. Communication, Interest, and Discipline IX. Society and Education X. Education and Life Index
64 75 98 113
I
Philosophy and Education Implicit in any discussion of education is a philosophy of education, a theory of educational principles, aims and values, a conception of the nature of education and its value for the human individuaL Modern educational writings have paid due tribute to the value of philosophy for education, and yet considering the great influence educational philosophies have had on technical theories of education it is unfortunate that most recent writings in this area have suffered from serious limitations, and consequently have been of very little philosophic worth. Modern philosophies of education have tended to devote themselves to relatively specialized educational problems and have shown very little concern for larger philosophic issues. The sense of illumination and excitement a profound philosophic vision can bring has seldom been aroused in educational philosophy, and the result has been a serious gap between its philosophic value and its immediate educational ramifications. The ultimate result of such a schism may well be the depreciation of the philosophy of education, and its replacement by practical principles of educational purpose. I am by no means criticizing the basically practical focus of educators, who quite rightly are primarily interested in concrete matters of educating children. Yet a comprehensive philosophy of education can contribute greatly to such endeavors, by focussing and directing them. However, the immediate demands of a subject matter may well interfere with the greatest comprehensiveness of formulation and breadth of vision, resulting in a philosophy of education which is neither deeply self-critical, nor broad in its conceptions - and, precisely because its range has been so limited, of little educational significance. In order to provide whatever unique contribution educational philosophy has to offer, it must preserve its value as philosophy, as the exploration of important and fruitful concepts and the relations between them. Its generality and comprehensiveness must be as great as possible; otherwise it can serve no purpose of any value. Only insofar as
Philosophy and Education
it is successful as philosophy can it be of educa
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