Why Does the Conservative Disposition Matter to Education?: An Introspective Defence from the Perspective of Michael Oakeshott
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Facing the fast-changing times, “innovation and competition” turns to be a central theme widely used in the understanding and potentially treatment of democratic issues. It suggests that education in the service of politics can be substantive, that is, impart skills to the students for adaptation to the demands of a constantly changing society without enhancing their nature. Or procedural, that is, technologically and purposely reshaping politics into a pattern dominated by technical rationality. Citizens, in this sort of political pattern, are encouraged to adopt programmable lifestyles. This may be a complete misunderstanding of education. In this context, conservatives are acutely aware that conservatism can provide education with another stable and sustainable perspective. The inherent link between conservatism and education is not surprising if it is not supported by citizens. Michael Oakeshott, who had deep insights into both political theory and liberal education, may have provided another way to assess the link between conservatism and education. This article has two goals. The first is exegetical: is to illuminate the conservative disposition in politics and its approach to education. The second goal is to propose a conservative disposition of freedom that involves an introspective defense mechanism. I argue that the goal of conservative criticism is to reach as deliberative a point as possible. In this case, it tends to dwell on the educational visions as they are defined outside of their different appearances, rather than in the ever changing educational circumstances.
Abstract
Facing the fast-changing times, “innovation and competition” turns to be a central theme widely used in the understanding and potentially treatment of democratic issues. It suggests that education in the service of politics can be substantive, that is, impart skills to the students for adaptation to the demands of a constantly changing society without enhancing their nature. Or procedural, that is, technologically and purposely reshaping politics into a pattern dominated by technical rationality. Citizens, in this sort of political pattern, are encouraged to adopt programmable lifestyles. This may be a complete misunderstanding of education. In this context, conservatives are acutely aware that conservatism can provide education with another stable and sustainable perspective. The inherent link between conservatism and education is not surprising if it is not supported by citizens. Michael Oakeshott, who had deep insights into both political theory and liberal education, may have provided another way to assess the link between conservatism and education. This article has two goals. The first is exegetical: is to illuminate the conservative disposition in politics and its approach to education. The second goal is to propose a conservative disposition of freedom that involves an introspective defense mechanism. I argue that the goal of conservative criticism is to reach as deliberative a point as possible. In this case, it tends to dwell on the educational visions as they are defined outside of their different appearances, rather than in the ever changing educational circumstances.
참고문헌 (48)
- Alexander, H. A., "Sustainability and security within liberal societies: Learning to live with the future", pp.113~126 (2008), Routledge
- Apple, M. W., "Globalization and Education: Critical Perspectives", pp.57~78 (2000), Routledge
- Arendt, H., "Between Past and Future", pp.170~193 (1993), Penguin Classics
- Babbitt, I., "Literature and the American college: Essays in defense of the humanities" (1986), The National Humanities Institute
- Binder, A. J., "Becoming right: How campuses shape young conservatives" (2013), Princeton University Press
- Candreva, D., "The intellectual legacy of Michael Oakeshott", pp.2~20 (2005), Imprint Academic
- Cecil, H., "Conservatism" (1912), Williams and Norgate
- Franco, P., "The political philosophy of Michael Oakeshott" (1990), Yale University Press
- Frowe, I., "‘The politics of faith and the politics of scepticism’: Michael Oakeshott, education and extremism", British Journal of Educational Studies, 55(3), pp.264~285 (2007)
- Gamble, A., "The Cambridge companion to Michael Oakeshott", pp.153~176 (2012), Cambridge University Press
- Haberberger, C., "A return to understanding : Making liberal education valuable again", Educational Philosophy and Theory, 50(11), pp.1052~1059 (2017)
- Hagenauer, G., "Teacher–student relationship at university : An important yet under-researched field", Oxford Review of Education, 40(3), pp.370~388 (2014)
- Harvey, C. W., "The conservative limits of liberal education", Philosophy in the Contemporary World, 17(2), pp.30~36 (2010)
- Henkel, M., "The meaning of Oakeshott’s conservatism", pp.77~96 (2010), Imprint Academic
- Himmelfarb, G., "The moral Imagination: From Adam Smith to lionel trilling" (2012), Rowman & Littlefield
- King, P., "Reaction: Against the modern world" (2012), Imprint Academic
- McClelland, J. S., "A history of western political thought" (1996), Routledge
- Minogue, K., "The intellectual legacy of Michael Oakeshott", pp.182~193 (2005), Imprint Academic
- Mordechai, G., "Hannah arendt on authority : Conservatismin education reconsidered", Educational Theory, 49(2), pp.161~180 (1999)
- Norris, P., "Democratic deficit: critical citizens revisited" (2012), Cambridge University Press
- Oakeshott, M., "Experience and its modes" (1933), Cambridge University Press
- Oakeshott, M., "On human conduct" (1975), Clarendon Press
- Oakeshott, M., "On history and other essays" (1983), Basil Blackwell
- Oakeshott, M., "The voice of liberal learning:Michael Oakeshott on education", pp.118~158 (1989), Yale University Press
- Oakeshott, M., "The voice of liberal learning: Michael Oakeshott on education", pp.105~117 (1989), Yale University Press
- Oakeshott, M., "The voice of liberal learning: Michael Oakeshott on education", pp.62~104 (1989), Yale University Press
- Oakeshott, M., "The voice of liberal learning:Michael Oakeshott on education", pp.1~34 (1989), Yale University Press
- Oakeshott, M., "Rationalism in politics and other essays", pp.6~42 (1991), The Liberty Fund
- Oakeshott, M., "Rationalism in politics and other essays", pp.407~437 (1991), The Liberty Fund
- Oakeshott, M., "Rationalism in politics and other essays", pp.43~69 (1991), The Liberty Fund
- Oakeshott, M., "Rationalism in politics and other essays", pp.184~218 (1991), The Liberty Fund
- Oakeshott, M., "Religion, politics, and the moral life", pp.27~38 (1993), Yale University Press
- Oakeshott, M., "The politics of faith and the politics of scepticism", pp.21~44 (1996), Yale University Press
- Oakeshott, M., "What is history? and other essays", pp.264~324 (2004), Imprint Academic
- Oakeshott, M., "What is history? and other essays", pp.358~376 (2004), Imprint Academic
- Peters, R. S., "Ethics and educational policy", pp.2~14 (1978), Routledge and Kegan Paul
- Podoksik, E., "In defence of modernity: Vision and philosophy in Michael Oakeshott" (2003), Imprint Academic
- Paterson, L., "Social radicalism and liberal education" (2015), Imprint Academic
- Rowe, S. C., "Liberal education : Cornerstone of democracy", The American Journal of Economics and Sociology, 76(3), pp.579~617 (2017)
- Shelton, J., "The subversive nature of liberal education", Philosophy in the Contemporary World, 17(2), pp.25~29 (2010)
- Tate, N., "The conservative case for education: Against the current" (2017), Routledge
- Turner, S., "The meaning of Oakeshott’s conservatism", pp.204~218 (2010), Imprint Academic
- Tregenza, I., "Michael Oakeshott on Hobbes: A study in the renewal of philosophical ideas" (2003), Imprint Academic
- Williams, K., "The dilemma of Michael Oakeshott: Oakeshott’s treatment of equality of opportunity in education and his political philosophy", Journal of Philosophy of Education, 23(2), pp.223~240 (1989)
- Williams, K., "Education and the vioce of Michael Oakeshott" (2007), Imprint Academic
- Willams, K., "Vision and elusiveness in philosophy of education: R. S. Peters on the legacy of Michael Oakeshott", Journal of Philosophy of Education, 43(s1), pp.223~240 (2009)
- Willams, K., "The cambridge companion to Oakeshott", pp.107~128 (2012), Cambridge University Press
- Willams, K., "Education and conversation: Exploring Oakeshott’s legacy", Educational Theory, 67(3), pp.327~335 (2017)