The foundations and normative parameters of a political philosophy of education
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This dissertation establishes the foundations for a fully developed political philosophy of education, as that enterprise has been traditionally conceived and as it has been exemplified in the "great works" which demarcate it as a tradition of thought. It also sets forth the normative boundaries within which the conclusions or recommendations of such a philosophy must come to rest. The most important of these foundations is a theory of the nature of normative discourse and philosophy compatible with the claims and aspirations of traditional educational philosophy. This dissertation develops a theory which shows normative reasoning to be a form of discourse which is completely public and objective and which is capable of reaching conclusions having the status of knowledge. It also shows "speculative philosophy" to be a key element of such reasoning and to have the same characteristics. On the basis of this theory, the rationale and content of four educationally relevant normative points of view are the explicated. These viewpoints are the "moral," the "prudential," that of "an ideal way of life," and the "political." The general normative restraints these place on educational activity, and, hence, on a political philosophy of education are also explicitly stated. Finally, an analysis is done of some of the more important concepts functioning in the field of educational thought and action. This analysis focuses on a special and centrally important use of "education" itself, and contrasts this use to that of the concepts of "training," "socialization," "commodity production," and "therapy for mental health." The notions of "learning," "teaching" and "school" are also considered in their relationship to "education." By doing these things this dissertation has shown the logical possibility of doing educational philosophy in the far-ranging traditional manner and has pointed out some of the normative directions which such a philosophy should take.
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