Beyond The Present And The Particular (international Library Of The Philosophy Of Education Volume 2): A Theory Of Liberal Education

INTERNATIONAL LIBRARY OF THE PHILOSOPHY OF EDUCATION BEYOND THE PRESENT AND THE PARTICULAR Beyond the Present and the Particular: A Theory of Liberal Education Charles Bailey Routledge & Kegan Paul London, Boston, Melbourne and Henley First published in 1984 by Routledge & Kegan Paul plc 14 Leicester Square, London WC2H 7PH, England 9 Park Street, Boston, Mass. 02108, USA 464 St Kilda Road, Melbourne, Victoria 3004, Australia and Broadway House, Newtown Road, Henley-on-Thames, Oxon RG9 1EN, England This edition published in the Taylor & Francis e-Library, 2010. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.ebookstore.tandf.co.uk. © Charles Bailey 1984 No part of this book may be reproduced in any form without permission from the publisher, except for the quotation of brief passages in criticism Library of Congress Cataloging in Publication Data Bailey, Charles, 1924– Beyond the present and the particular. (International library of the philosophy of education) Bibliography; p. Includes index. 1. Education, Humanistic-Philosophy. I. Title. II. Series. LC1011.B27 1984 370.11’2 84–4882 British Library CIP data also available ISBN€0-203-86122-1€Master e-book ISBN ISBN 0-7100-9897-9 (c) This work is dedicated with affection and respect to my colleagues, past and present, in the Education Department, at Homerton College, Cambridge. Contents € € Epigraph € Acknowledgments x € € xi € 1 € 1 € Introduction—Theory and education € 7 Part I: €Justification of Liberal Education € 2 € Education and its justification € € 2.1 € The nature of justification € € 2.2 € Justification and majority opinion € € 2.3 € Justification and respect for persons € € 2.4 € The justification of education 3 € Types of education € € 3.1 € Introduction € € 3.2 € Instrumentality and utility € € 3.3 € General liberal education 3.3.1 € Liberation € € 3.3.2 € Fundamentality and generality € € 3.3.3 € Intrinsically valued ends € € 3.3.4 € Reason € € 4 € The justification of liberal education € € 4.1 € Introduction € € 4.2 € General liberal education € € 4.3 € The general utility justification € € 4.4 € The transcendental or presupposition justification € € 4.5 € The ethical justification € € € € € € € € € € € € € € € € € € € 8 8 8 9 10 13 13 13 15 16 17 18 18 20 20 20 21 27 30 viiiâ•… Contents Part II: €Content and Method 35 € 5 € Some preliminary ideas € € 5.1 € Introduction € € 5.2 € Fundamentality € € 5.3 € Information and knowledge 5.3.1 € Information € € 5.3.2 € Knowledge improperly so called € € 5.3.3 € Knowledge properly so called € € € € 5.4 € Truth: what we ought to believe € € 5.5 € Understanding € € 5.6 € Summary 6 € Three accounts considered € € 6.1 € P.H.Hirst and the forms of knowledge € € 6.2 € Philip Phenix and the realms of meaning € € 6.3 € John White and subjective values 7 € The content of a liberal education € Introduction € € 7.1 € Underlying ideas and assumptions € € 7.2 € The integrative idea € € 7.3 € The fundamental logical division € € 7.4 € The serving competencies € € 7.5 € The convenient and pragmatic divisions € € € € € € € € € € € € € € € € € € € € € 36 36 38 39 39 40 41 44 46 49 50 50 61 69 79 79 80 80 81 83 87 € € 7.5.1 € Divisions within inquiries into ‘goings-on’ identified as themselves manifestations of intelligence € 88 € € 7.5.2 € Divisions within inquiries into ‘goings-on’ identified as not themselves