The Contingency of Practical Activity and the Selectivity of Value: Focus on the Implication and Objective of Oakeshott’s Civil Education Concept
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The object of this paper is chiefly to clarify the theory of Oakeshott’s civil education from the perspective of his philosophical view of politics and to attempt to concentrate his civil education concept into the interrelationship between the contingency of practical activity and the selectivity of value. First, this paper brings out Oakeshott’s civil education concept by analyzing and combing the core ideas of four representative schools of the contemporary western civil education thought. Secondly, Oakeshott systematically addresses the essential implication of politics based on his philosophical view of hermeneutics. He believes politics is composed by three components: a political situation, a response to a situation and a genuine deliberation on value selection. Thirdly, Oakeshott points out that civil education is designed to train qualified citizens who treat the freedom as the value orientation based on his political-philosophical view of value selection. And here, this chapter emphatically introduces his unique concept of political freedom of the ‘individual’. Fourthly, the political objective of civil education is to establish a conservative civil association of morality rather than a community of interests that pursues ‘common good’. And it emphasizes that only in a safe and stable political environment can citizens enjoy a more-diversified lifestyle of value selection. Lastly, in the context of modern instrumental-rational education, Oakeshott treats the conservative political view of liberalism as the value orientation and attempts to resolve the contradictions and conflicts of ideological education through the way of “intimation and conversation”. Beginning from the philosophical basis and empirical mode of practical activities, Oakeshott considers the selectivity of value and the contingency of practical activity as the essential implications of education and proposes his unique concept of civil education that possesses conservative dispositions. There is no doubt that this conservative concept of civil education will play a positive role in the reformation and development of contemporary education.
Abstract
The object of this paper is chiefly to clarify the theory of Oakeshott’s civil education from the perspective of his philosophical view of politics and to attempt to concentrate his civil education concept into the interrelationship between the contingency of practical activity and the selectivity of value. First, this paper brings out Oakeshott’s civil education concept by analyzing and combing the core ideas of four representative schools of the contemporary western civil education thought. Secondly, Oakeshott systematically addresses the essential implication of politics based on his philosophical view of hermeneutics. He believes politics is composed by three components: a political situation, a response to a situation and a genuine deliberation on value selection. Thirdly, Oakeshott points out that civil education is designed to train qualified citizens who treat the freedom as the value orientation based on his political-philosophical view of value selection. And here, this chapter emphatically introduces his unique concept of political freedom of the ‘individual’. Fourthly, the political objective of civil education is to establish a conservative civil association of morality rather than a community of interests that pursues ‘common good’. And it emphasizes that only in a safe and stable political environment can citizens enjoy a more-diversified lifestyle of value selection. Lastly, in the context of modern instrumental-rational education, Oakeshott treats the conservative political view of liberalism as the value orientation and attempts to resolve the contradictions and conflicts of ideological education through the way of “intimation and conversation”. Beginning from the philosophical basis and empirical mode of practical activities, Oakeshott considers the selectivity of value and the contingency of practical activity as the essential implications of education and proposes his unique concept of civil education that possesses conservative dispositions. There is no doubt that this conservative concept of civil education will play a positive role in the reformation and development of contemporary education.
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