Randall R. Curren

The aim of this paper is to revive a tradition of educational thought that identifies good judgment as the highest aim of education. It identifies sharply opposed manifestations of this tradition in the works of Aristotle and Locke, and uses these as points of departure in defending and exploring the tradition. The defense rests on the claims that the basic aim of educational institutions should be to enable people to live well and that good judgment is essential to living well. The relationships between good judgment and other widely discussed educational aims are addressed, including autonomy, fulfillment of potential, and acquisition of knowledge. Curricular and pedagogical aspects of the promotion of good judgment are addressed, and the paper concludes by identifying potential benefits as well as limitations associated with the conditions of epistemic dependence.

Until recently, it was widely assumed in societies with long-established, publicly funded school systems that school attendance served the interests of children, society, and parents alike. In the United States and other common-law jurisdictions, safeguarding and promoting the independent welfare and developmental interests of every child was a public responsibility under the parens patriae doctrine. Compulsory schooling laws enacted under parens patriae authority required all persons having care and control of a child to share their custodial authority with publicly certified teachers for limited periods of time. By compelling all parents to send their children to school, the state ensured that all children had access to instruction and opportunities for social, economic, and civic participation beyond what their parents alone could provide. Parents were incidentally freer to manage the competing demands of domestic life and paid employment, and the enforcement of child labor laws was greatly facilitated by efforts to ensure school attendance. While compulsory schooling laws imposed obvious limits on the custodial authority of all parents for the sake of all children, they were rarely challenged on that basis. Not so today

_A Companion to the Philosophy of Education_ is a comprehensive guide to philosophical thinking about education. Offers a state-of-the-art account of current and controversial issues in education, including issues pertaining to multiculturalism, special education, sex education, and academic freedom. Written by an international team of leading experts, who are directly engaged with these profound and complex educational problems. Serves as an indispensable guide to the field of philosophy of education

This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle's Politics , drawing on both the wider Aristotelian corpus and on examination of continuities with Plato's Laws . Part III : Sections VIII-XI examine the two arguments which Aristotle adduces in support of the claim that education should be provided through a public system. The first of these arguments concerns the need to unify society through education for friendship and the sharing of a common end. Several versions of his second argument are considered, and the most promising of them is elaborated in connection with an examination of the links between instruction and legislation in the Laws . This yields what is probably the most compelling argument there is for the claim that public supervision of education is a necessary condition for a just society