The Point of Primary Education
Bibliographic Data
| ID | 8859132 |
|---|---|
| Authors | Peter Davson‐Galle (University of Tasmania, corresponding author) |
| Year | 1998 |
| Volume | 30 |
| Issue | 3 |
| Pages | 303-310 |
| Publication date | 1998-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.1998.tb00330.x |
| OpenAlex | W2075822625 |
| Language | EN |
| References cited | 5 |
None of the above should be viewed as a defence of the particular version of OOE currently popular. I have not advanced any proposals concerning what particular ends might be of such importance (for Janey/Jane's sake or that of her society) that they legitimately override her prima facie right to control the contents of her mind. I have suggested that an internal tension exists within CCE as sketched by Forster but even ‘empowerment’ was not assumed by me to successfully meet the onus; my point was merely that it was to be more plausibly construed as an argument for a compulsory, outcome-driven, rather than for a free, interest-driven, curriculum. Whether it is right for Janey to be overruled or not is a matter for continuing discussion, a discussion that OOE challenges us to have. It is, however, a prospective dialogue that is pre-empted by any assumption that, just because CCE is prevalent in primary schools, the task is to protect it (or, given the tensions portrayed above, perhaps just some coherent sub-set of it) from OOE's predatory threat. For all that Forster has provided argument to the contrary, OOE (even with currently espoused outcomes) may be a reform; the enemy might not be ‘a narrow vision of the national good’ (p. 47) but a narrow conception of Janey's good; perhaps there are things more important about portions of learning than that Janey finds them to have ‘personal significance’ (p. 42)
Adversary · Argument (complex analysis · Epistemology · Law and economics · Point (geometry · Political science · Prima facie · Set (abstract data type · Sociology · Computer Science · Educator Training and Historical Pedagogy · Law · Medicine · Philosophy · Religious Education and Schools · Themes in Literature Analysis
| Highly cited | No |
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