By David Cooper
ISBN-10: 0203861175
ISBN-13: 9780203861172
ISBN-10: 041556171X
ISBN-13: 9780415561716
ISBN-10: 0710003609
ISBN-13: 9780710003607
Educational coverage and dialogue, in Britain and america, are more and more ruled by means of the pressured ideology of egalitarianism. David E. Cooper starts off via deciding upon the foundations hidden one of the confusions, and argues that those inevitably clash with the right of academic excellence - during which clash it really is this excellent that needs to be preserved. He is going directly to criticize using schooling as a device for selling wider social equality, focussing in particular at the muddles surrounding 'equal opportunities', 'social combine' and 'reverse discrimination'. Further chapters criticize the 'new egalitarianism' favoured, on epistemological grounds, via numerous sociologists of information in recent times and 'cultural egalitarianism' in accordance with which regular standards of academic worth in basic terms replicate parochial and monetary pursuits.
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Additional resources for Illusions of Equality (International Library of the Philosophy of Education Volume 7)
Example text
This country is, with the possible exception of its education system, a Rawlsian paradise. , are distributed in accordance with the ‘difference principle’. While some have more of these goods than others, this is always justified by the benefits accruing to the worst-off. That education is, or might be, the serpent in this paradise is due to the high degree of isolation of the education system from the wider socio-economic setting. At any rate, a number of correlations between the educational and the socio-economic, which are familiar to us, do not obtain in Scholesia.
That is, the inequalities which (for the sake of the worst-off) the principle may permit must satisfy the further condition that opportunity to attain the better-off positions is equal. Many egalitarians, I imagine, would demur here, preferring to postpone the attempt to guarantee equal access until greater equality has been established among the positions to which there is access. Although the second and third caveats concerning the egalitarian extent of the ‘difference principle’ make a theoretical difference between Rawls and many egalitarians, it is not clear that they make much difference in practice, when it is a society like our own which is under discussion.
But there is virtually no disagreement as to the various features of North which equip it to be the better school, to be the more educationally transforming. Inter alia, North enjoys the following advantages: a high teacher-pupil ratio; well-qualified teachers; favourable climatic and geographical conditions; a large budget; well-equipped libraries, laboratories, music-rooms, etc. Nor are the following to be ignored: each Northern student is surrounded by fellow-students of a higher educational calibre than found in South, and in vacations he is in a home environment which helps consolidate the education he is receiving at school.
Illusions of Equality (International Library of the Philosophy of Education Volume 7) by David Cooper
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