2 Educational aims and moral purpose Flashcards
‘The constellation of purposes’
????????, 1991
-Aesthetic education
-economic education
-ideological education
(Hodgkinson, 1991)
‘The constellation of purposes’ : what is aesthetic education?
(?????, ????)
By the aesthetic purposes of education are meant those ends primarily associated with self-fulfilment and the enjoyment of life. Much falls within this rubric. The basic curriculum remains that of the liberal arts and the humanities but it can also be said to include the tool subjects of literacy and numeracy as well as much of the content of adult education. Sports and the entertainment arts are likewise means to the aesthetic ends of education.
(Hodgkinson, 1991)
‘The constellation of purposes’ : what is economic education?
(?????, ????)
All vocational education or training is economic in motivation. In crudest terms people undertake this sort of education with the manifest end of making money. The apex of this educational system is of course the universities where induction into the major professions is tightly controlled. The curriculum associated with this purposive strand permeates the entire spectrum of educational activity. Thus, while the first days of schooling may be construed as aesthetic wherein the aim is to impart initial literacy and numeracy to the learner, still this aim is also instrumental and prerequisite to further progress throughout the structured educational system and thus to the ultimate economic status of the learner.
(Hodgkinson, 1991)
‘The constellation of purposes’ : what is ideological education?
(?????, ????)
It has always been a function of education to transmit the culture of society in which it occurs. This has always been so. It is as true of aboriginal education as it is of the most advanced nation-state. The impulse to perpetuate and advance a nationalistic spirit, to inculcate rising generations with a nationalistic (or euphemistically patriotic) ethos is universal. It has been only mildly tempered, if at all by the realities of international organizations such as the United Nations, or by the realities of multi-national conglomerates and cartels, or even by the stark realities of super-power nuclear weaponry. The thrust of this purposive aspect of education extends into all levels of educational structure although perhaps with a major emphasis in the earlier years of the educational process. As has been said apocryphally of Catholic educators, the principle seems to be, ‘Give me the first years of a child’s life and I give you the man’.
(Hodgkinson, 1991)
principals are constantly experiencing overload and a proliferation of expectations. This is a system problem, to be sure, but it is far more damaging if principals lose track of their moral compass. Why did I become an educator in the first place? What do I stand for as a leader? What legacy do I want to leave? … These are all-important questions that should be continually revisited; otherwise the principal’s role becomes overloaded with emptiness.
(?????, 2003)
principals are constantly experiencing overload and a proliferation of expectations. This is a system problem, to be sure, but it is far more damaging if principals lose track of their moral compass. Why did I become an educator in the first place? What do I stand for as a leader? What legacy do I want to leave? … These are all-important questions that should be continually revisited; otherwise the principal’s role becomes overloaded with emptiness.
(Fullan, 2003)
what is ‘bastard leadership’ Wright (2001)
Leadership as the moral and value underpinning for the direction of schools is being removed from those who work there. It is now very substantially located at the political level where it is not available for contestation, modification, or adjustment to local variations. (that leaders cannot evercise leadership over the values and direction of schooling since these are decided at the political level)
