Original passage
On the question of freedom in education there are at present three main schools of thought, deriving partly from
differences as to ends and partly from differences in psychological theory. There are those who say that children should be completely free, however bad they may be; there are those who say they should be completely subject to authority, however good they may be; and there are those who say they should be free, but in spite of freedom they should be always good. This last party is larger than it has any logical right to be; children, like adults, will not all be virtuous if they are all free. The belief that liberty will ensure moral perfection is a relic of Rousseauism, and would not survive a study of animals and babies. Those who hold this belief think that education should have no positive purpose, but should merely offer an environment suitable for spontaneous development. I cannot agree with this school, which seems to me too individualistic, and unduly indifferent to the importance of knowledge. We live in communities which require co-operation, and it would be utopian to expect all the necessary co-operation to result from spontaneous impulse. The existence of a large population on a limited area is only possible owing to science and technique; education must, therefore, hand on the necessary minimum of these. The educators who allow most freedom are men whose success depends upon a degree of benevolence, self-control, and trained intelligence which can hardly be generated where every impulse is left unchecked; their merits, therefore, are not likely to be perpetuated if their methods are undiluted. Education, viewed from a social standpoint, must be something more positive than a mere opportunity for growth. It must, of course, provide this, but it must also provide a mental and moral equipment which children cannot acquire entirely for themselves.
Vocabulary
Liberty: The freedom to do as one pleases.
Moral perfection: The idea that behaving perfectly in terms of ethics and values can be achieved.
Rousseauism: Refers to the philosophical ideas of Jean-Jacques Rousseau, particularly his belief in the natural goodness of people and the importance of individual freedom.
Spontaneous development: Natural growth and learning that occurs without external control or guidance.
Individualistic: An approach that emphasizes individual freedom and self-reliance.
Utopian: Unrealistic or idealistic, often describing a perfect but impractical vision of society.
Benevolence: Kindness and goodwill toward others.
Self-control: The ability to restrain one's impulses and emotions.
Trained intelligence: Intelligence that has been developed and refined through education and experience.
Mental and moral equipment: The knowledge, values, and character traits that individuals need to function effectively in society.
Main points
Three main schools of thought regarding freedom in education exist: a. Complete freedom for children, regardless of their behavior. b. Complete authority and control over children, even if they are well-behaved. c. A balanced approach that allows for freedom but also aims for goodness in children.
The belief that complete liberty will ensure moral perfection is unrealistic and not supported by observations of human behavior.
Education should have a positive purpose beyond providing a free environment for spontaneous development.
Education is essential for living in modern communities that require cooperation and is dependent on science and technology.
Educators who provide the most freedom must possess qualities like benevolence, self-control, and trained intelligence, which might not develop without some guidance.
Education, from a societal perspective, must offer both opportunities for growth and the necessary mental and moral knowledge and values that children cannot acquire entirely on their own.
Precis
Three perspectives on autonomy in education exist, differing in their viewpoints on objectives and psychological theory. One advocates absolute liberty for children, regardless of conduct, while another promotes complete authority even for well-behaved children. The largest faction suggests liberty combined with inherent virtue. However, the conviction that freedom ensures moral flawlessness is flawed, as evidenced by observations of animals and infants. Education should not solely provide an environment for spontaneous development but also prioritize knowledge. Cooperation, vital in communities, cannot solely rely on impulse. Education must impart fundamental scientific and technical knowledge. Educators allowing liberty require kindness, self-discipline, and trained intellect. Education, from a societal standpoint, must instill growth and provide indispensable cognitive and ethical tools.
Suggested titles
Liberty vs. Authority in Education
Freedom in Education
Balancing Freedom and Authority
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