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Extra info for The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary Essays

Example text

An ideal that, say, every child should attend a school that has a mix of students in terms of parental occupation and income has greater specificity (and is correspondingly more open to dispute). It may not be possible to say what would, in this sense, be a maximal interpretation of the comprehensive ideal (since whatever specification is given, further specification will still be possible). But what is important is that any specification above the minimal can go in a variety of directions: for instance, where one expression of the ideal puts weight on a mix of students in terms of parental occupation and income (in shorthand, in terms of socioeconomic class, as is emphasised by Brighouse in his chapter here), another will put more weight on mix in terms of religion (schools that are not committed to a particular religion versus separate faith schools), or on some, not always clearly defined—see Feinberg in this volume—notion of culture, where that is not itself meant as a shorthand for ‘religion and ethnicity’.

7. This proposition is related to, though of course not logically equivalent to, the idea that the fundamental aims of education are the same for every child. Not so long ago that proposition too would often have been denied. 8. While probably few would actually dispute this proposition about the equal value of the education of a child whatever nation the child lives in, it is by no means necessarily respected in the foreign policy of nations. 9. I have discussed the relationship between respect for persons and respect for cultures in Haydon, 2006.

Does ‘everyone’ really mean everyone? I shall call this the question of the scope of the comprehensive ideal, and it gives us another way in which interpretations of that ideal can vary from minimal to maximal. In fact, verbal articulations of ‘the comprehensive ideal’ tend to be ambiguous as regards their scope. Take as representative an earlier articulation from Pring: ‘the comprehensive ideal is that all young people—irrespective of social class, economic circumstance, ethnic origin, intellectual power, geographic location—should be ‘‘emancipated’’ 32 G.

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