Abstract
Educational reforms in developed countries are not successful, because we do not have a clear understanding of what is education. The essence of education is the limits of its improvement. Education is understood as the artificial extension of human ability to learn, as the product of learner's own efforts, and finally, as a series of historic forms of labor arrangements.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Biesta, G. J. J. (2011). Philosophy of education for the public good: Five challenges and an agenda. Educational Philosophy and Theory (in press).
Biesta, G. J. J. (2012). On the idea of educational theory. In B. Irby, G. Brown, & R. Lara-Alecia (Eds.), Handbook of educational theory, Charlotte, NC: Information Age Publishing, Inc.
Dewey, J. (1915). The school and society (Revised ed.). Chicago: University of Chicago Press.
Marx, K., & Engels, F. Die deutsche Ideologie, orig 1846, http://www.mlwerke.de/me/me03/me03_anm.htm#M1.
Sidorkin, A. M. (1999). Beyond discourse: Education, the self and dialogue. Buffalo, NY: SUNY Press.
Sidorkin, A. M. (2011). Mad hatters, jackbooted managers, and the massification of higher education. Educational Theory (in press).
Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455–470.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Sidorkin, A.M. On the Essence of Education. Stud Philos Educ 30, 521–527 (2011). https://doi.org/10.1007/s11217-011-9258-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11217-011-9258-3