Abstract:This essay explores key values of John Lachs's work, especially freedom, diversity, and human flourishing, when applied to the history of the philosophy of education as well as to the practical problems of policy and implementation today in American schools. I consider the importance and tensions involved in these values in the thinking of Plato, Jean-Jacques Rousseau, and John Dewey. Next, I examine necessary and then avoidable challenges of operationalizing freedom and diversity in schools, especially in tensions (...) with recent policy initiatives that threaten freedom and diversity for human flourishing. The aim here is to note the central importance of the values that Lachs has long championed, while attending also to the risks and dangers that misunderstanding and narrow thinking pose about them when applied to American public schools. Ultimately, I argue that while advocacy for liberty sometimes raises profound problems in the sphere of public education, democratic education is enriched immeasurably when it enables and empowers freedom to pursue diverse forms of flourishing. (shrink)

While thrusting the importance of knowledge, Bertrand Russell highlights one special utility of it, i.e., knowledge promotes a widely contemplative habit of mind; and such knowledge, he terms ‘useless’. For Russell, the habit of contemplation is the capacity of rationalized enquiry which enables individuals to consider all questions in a tentative and impartial manner, frees them from dogmas and encourages the expression of a wide diversity of views. Besides ‘useless’ knowledge, Russell admits the importance of ‘useful’ knowledge too, but his (...) appreciation for the intrinsic value of ‘useless’ knowledge more than the extrinsic value of ‘useful’ one brings to light the significance of knowing, i.e., to know is to know something for its own sake. Pursuit of such knowledge is possible only in case of ‘useless’ knowledge; and not in case of ‘useful’ one. Highlighting contemplative habit of mind as the greatest advantage of ‘useless’ knowledge, Russell says that such habit, in order to get accelerated, has to be guided by education; but education without freedom cannot perform the job. To be free, according to Russell, means, to be free from the forces of tradition; and also from the tyranny of one’s own passions. Freedom is thus seen to be the cardinal force in fostering contemplative habit, and is closely found to have been associated with ‘useless’ knowledge. In the present paper, by highlighting the nature of contemplative habit of mind, I have argued that ‘useless’ knowledge has to be appreciated more than ‘useful’ knowledge. Moreover, I have shown why freedom in education has to be considered a necessity for accelerating habit of contemplation. (shrink)

This essay examines religious freedom in the context of education policy. I defend an approach that serves the aims of both religious freedom and adequate education requirements. The permissive view of religious exemptions endorsed in American law sometimes lends support to objectionable education policies. The alternative I defend opposes granting exemptions to education policy, religious or otherwise, when doing so will deprive students of an education that permits entry to higher education or (...) to a meaningful range of opportunities in the labor market. Yet when there are policy options that accommodate concerns of religious citizens that do not result in objectionable compromises on education standards, we should favor them. (shrink)

The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenticity by investigating its current interpretation (...) and criticisms, its struggle with narcissism and relation to freedom. Examining authenticity as multilayered self-exploration reveals a composite of understanding, care, and acceptance. While a side current of acceptable tension shifts our understanding of authenticity from the security of self-determination to the messy interplay involved in being “true to one’s self” and being “in-the-world”. (shrink)

The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenticity by investigating its current interpretation (...) and criticisms, its struggle with narcissism and relation to freedom. Examining authenticity as multilayered self-exploration reveals a composite of understanding, care, and acceptance. While a side current of acceptable tension shifts our understanding of authenticity from the security of self-determination to the messy interplay involved in being “true to one’s self” and being “in-the-world”. (shrink)

This paper explores the conceptual history of academic freedom and its emergence as a substantive right that pertains to either the academic or the university. It is suggested that historical reconceptualisations necessitated by contingent circumstance may have led to academic freedom being seen as a form of protection for those working within universities whose national legislation recognises the right to teach and research without external interference, rather than as a responsibility to the wider society or to peers in (...) other parts of the world, who do not enjoy the privilege of that right. I explore the value of academic freedom as both right and responsibility, particularly taking into consideration the ethical implications for both at the international level in higher education. (shrink)

루소와 쉴러는 자유의 문제를 교육과 연관해 논의를 펼치고 있다는 점에서 공통점을 보인다. 이때 어떻게 개개 인간을 자유를 매개로 하나의 자율적 인격체로 성장시키는가가 양자의 교육론의 초점이 된다. 루소는 자연적 자유라는 이상적 자유의 상황을 설정, 이것이 사회적 자유로 확장될 수 있는 가능성을 교육학적으로 고찰한다. 이때 루소는 자연적 감정인 동정심과 양심을 근거로 자연적 자유가 사회 속에서도 가능함을 입증하고자 하며, 이를 위해 루소는 자연적 감성에 바탕을 둔 건전한 상상력의 배양을 교육의 주된 수단으로 이해한다. 그러나 루소는 이러한 상상력의 가능조건에 대해 방법론적으로 제대로 성찰하지 않음으로써 한계를 (...) 드러난다. 쉴러는 이러한 루소의 한계를 건전한 상상력의 가능조건에 대한 방법론적 성찰을 수행함으로써 극복한다. 그에 따를 때, 자유의 상태로 간주되는 미적 체험을 통해 인간은 일상적, 이기적 욕망 등을 넘어서게 되고, 여기서 비로소 상상력의 활동이 자유롭게 이루어질 수 있다. 상상력의 올바른 가능조건에 대한 이러한 방법론적 성찰은 현상학에서 주장되는 에포케(판단중지)의 실행과 같은 의미를 지니며, 쉴러에서 미적 자유의 체험은 곧 현상학적 에포케의 의미를 지닌다. 루소와 쉴러는 감성적 체험에 근거해서 자유의 교육론을 전개한다는 점에서 현상학적으로 공통점을 지니지만, 한편으로 에포케의 실행여부라는 방법론적 측면에서 차이를 보인다. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 12-19 [Access article in PDF] The Concept of Freedom in Art Education in Japan The concept of freedom has played a very important role in art education in Japan. Needless to say, freedom has been regarded as an essential principle of education in the West. Writers from Jean Jacques Rousseau to John Dewey stressed the (...) significance of freedom in education. Especially, in the field of art education, Frantz Cizek, Viktor Lowenfeld, and Herbert Read emphasized the importance of children's free expression in relation to creativity. This article examines the concept of freedom in art education in Japan, focusing on the ideas of two major non-governmental movements in art education; the Free-Expression Movement in the 1920s and the Creative Aesthetic Education Movement in the 1950s-1960s. Although both movements have already declined, their impacts are still felt in Japanese art education. The Beginning of Art Education in Japan In the early Meiji Era (1868-1912), art education was introduced to Japan when the modern school system was imported from the West. In 1872, the first government drawing textbook; Seiga Shinan [Guide to Western Pictures] was published based on a Japanese translation of British drawing manuals. 1 In this period, the purpose of art class was to teach the basic skill of mechanical drawing for industrial development; the method consisted of merely copying model pictures in the drawing textbook. In 1910, Akira Shirahama, who spent three years in Europe and the United States surveying art education, edited Shintei Gacho [New Textbook of Drawing]. As Okazaki points out, Shirahama, who was impressed by the art curriculum in the public schools of the United States, referred to the importance of children's creative imagination; however, the new textbook did not fully reflect the idea. 2 Thus, the practice of art class was limited to copying textbooks, and children's free expression was not considered important in art class. Until this period, the issue of freedom did not correlate to art education. The Free Expression Movement in the Taisho Era After the World War I, a democratic movement prevailed during the Taisho Era (1912-1926) in Japan. This movement, called Taisho Democracy, influenced various parts of Japanese life including politics. In the field of education, many democratic ideas of education were introduced from the West and books on progressive educational thought such as John Dewey's Democracy and Education were translated into Japanese. Child-centered education also became popular among progressive teachers. During this period, Jiyuga KyouikuUndo, the Free-Drawing Education movement, was started by Kanae Yamamoto. Okazaki describes this epoch-making movement as "the remarkable movement of art education in 1919 which began to change art education philosophy." 3 It was the first time the issue of freedom was raised in art education in Japan. [End Page 13] Yamamoto's Concept of Freedom Kanae Yamamoto, born in 1882, studied Western painting at the Tokyo Fine Arts School. After graduation, he started his career as a print artist and set off for Europe in 1912. He stayed in France to study art and experienced the much freer atmosphere in Europe compared to Japan. When he returned to Japan via Russia in 1916, he encountered an exhibition of children's paintings in Moscow. The free expression of the Russian children's paintings deeply impressed him.After Yamamoto's return from Europe, he organized the first exhibition of children's free painting in Japan and established Japan Children's Free Drawing Association in 1919. The exhibition was given great attention by the public, who, influenced by the Taisho democratic movement, was becoming very interested in democratic education. Yamamoto's book; Free Drawing Education was published in 1921. In his usage, the term "freedom" is sometimes synonymous with creativity. 4 He explained the meaning of freedom in his education theory: Our education of freedom is not to educate as teachers like. It is not a worship of freedom showing the model of freedom but to teach freedom itself....In my belief, the essence of human beings will never... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 12-19 [Access article in PDF] The Concept of Freedom in Art Education in Japan The concept of freedom has played a very important role in art education in Japan. Needless to say, freedom has been regarded as an essential principle of education in the West. Writers from Jean Jacques Rousseau to John Dewey stressed the (...) significance of freedom in education. Especially, in the field of art education, Frantz Cizek, Viktor Lowenfeld, and Herbert Read emphasized the importance of children's free expression in relation to creativity. This article examines the concept of freedom in art education in Japan, focusing on the ideas of two major non-governmental movements in art education; the Free-Expression Movement in the 1920s and the Creative Aesthetic Education Movement in the 1950s-1960s. Although both movements have already declined, their impacts are still felt in Japanese art education. The Beginning of Art Education in Japan In the early Meiji Era (1868-1912), art education was introduced to Japan when the modern school system was imported from the West. In 1872, the first government drawing textbook; Seiga Shinan [Guide to Western Pictures] was published based on a Japanese translation of British drawing manuals. 1 In this period, the purpose of art class was to teach the basic skill of mechanical drawing for industrial development; the method consisted of merely copying model pictures in the drawing textbook. In 1910, Akira Shirahama, who spent three years in Europe and the United States surveying art education, edited Shintei Gacho [New Textbook of Drawing]. As Okazaki points out, Shirahama, who was impressed by the art curriculum in the public schools of the United States, referred to the importance of children's creative imagination; however, the new textbook did not fully reflect the idea. 2 Thus, the practice of art class was limited to copying textbooks, and children's free expression was not considered important in art class. Until this period, the issue of freedom did not correlate to art education. The Free Expression Movement in the Taisho Era After the World War I, a democratic movement prevailed during the Taisho Era (1912-1926) in Japan. This movement, called Taisho Democracy, influenced various parts of Japanese life including politics. In the field of education, many democratic ideas of education were introduced from the West and books on progressive educational thought such as John Dewey's Democracy and Education were translated into Japanese. Child-centered education also became popular among progressive teachers. During this period, Jiyuga KyouikuUndo, the Free-Drawing Education movement, was started by Kanae Yamamoto. Okazaki describes this epoch-making movement as "the remarkable movement of art education in 1919 which began to change art education philosophy." 3 It was the first time the issue of freedom was raised in art education in Japan. [End Page 13] Yamamoto's Concept of Freedom Kanae Yamamoto, born in 1882, studied Western painting at the Tokyo Fine Arts School. After graduation, he started his career as a print artist and set off for Europe in 1912. He stayed in France to study art and experienced the much freer atmosphere in Europe compared to Japan. When he returned to Japan via Russia in 1916, he encountered an exhibition of children's paintings in Moscow. The free expression of the Russian children's paintings deeply impressed him.After Yamamoto's return from Europe, he organized the first exhibition of children's free painting in Japan and established Japan Children's Free Drawing Association in 1919. The exhibition was given great attention by the public, who, influenced by the Taisho democratic movement, was becoming very interested in democratic education. Yamamoto's book; Free Drawing Education was published in 1921. In his usage, the term "freedom" is sometimes synonymous with creativity. 4 He explained the meaning of freedom in his education theory: Our education of freedom is not to educate as teachers like. It is not a worship of freedom showing the model of freedom but to teach freedom itself....In my belief, the essence of human beings will never... (shrink)

In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling, distributed governance in the (...) classroom and the arts of writing. In each case we confront a paradox of freedom, in that agency is needed, already, to liberate the self from the world. An exegetical task is to show how Foucault worked through this philosophical problem, of relevance to many situations in education, by re-reading Kant, Nietzsche and Heidegger. (shrink)

To what extent should states accommodate religious liberty claims? Can the pluralist state be neutral between religions and secularism? This book explores contemporary legal controversies regarding the protection of religious liberty from a theoretical and comparative perspective, looking at issues such as family and parenting, medical treatment, education, employment, religious group autonomy, and freedom of expression.

This text, commissioned by the OSUN Global Observatory of Academic Freedom, discusses how the concept of academic freedom is codified in Colombian Law and regulations of public and private higher education institutions. It also explores common conceptions of academic freedom among Colombian scholars, as well as commonly observed threats to it.

Epistemic Freedom in Africa is about the struggle for African people to think, theorize, interpret the world and write from where they are located, unencumbered by Eurocentrism. The imperial denial of common humanity to some human beings meant that in turn their knowledges and experiences lost their value, their epistemic virtue. Now, in the twenty-first century, descendants of enslaved, displaced, colonized, and racialized peoples have entered academies across the world, proclaiming loudly that they are human beings, their lives matter (...) and they were born into valid and legitimate knowledge systems that are capable of helping humanity to transcend the current epistemic and systemic crises. Together, they are engaging in diverse struggles for cognitive justice, fighting against the epistemic line which haunts the twenty-first century. The renowned historian and decolonial theorist Sabelo J. Ndlovu-Gatsheni offers a penetrating and well-argued case for centering Africa as a legitimate historical unit of analysis and epistemic site from which to interpret the world, whilst simultaneously making an equally strong argument for globalizing knowledge from Africa so as to attain ecologies of knowledges. This is a dual process of both deprovincializing Africa, and in turn provincializing Europe. The book highlights how the mental universe of Africa was invaded and colonized, the long-standing struggles for 'an African university', and the trajectories of contemporary decolonial movements such as Rhodes Must Fall and Fees Must Fall in South Africa. This landmark work underscores the fact that only once the problem of epistemic freedom has been addressed can Africa achieve political, cultural, economic and other freedoms. This groundbreaking new book is accessible to students and scholars across Education, History, Philosophy, Ethics, African Studies, Development Studies, Politics, International Relations, Sociology, Postcolonial Studies and the emerging field of Decolonial Studies. (shrink)

Before 1989, Christians and Muslims in Eastern European states were the objects of firm repression. Churches and mosques had been closed, scriptures were largely unavailable, clergy were either hopelessly compromised, or barred from carrying out their ministry. Mission, religious education and charitable outreach were banned. Since 1989, religion has been one of the first areas of life to be normalised. Enormous vigour has sprung up in all areas of church life. But some difficulties still remain – in particular the (...) re-emergence of the alliance between church and state which pre-dated the period of suppression and the use of pornography to flood the press. (shrink)

The book brings together social philosophy and educational theory. Liberalism's unresolved tensions between freedom and equality, public and private good, individual and state, etc., are illuminated by controversies in educational theory and policy.

John Stuart Mill’s famous “harm principle” has been popular in the limitation of freedoms within human rights jurisprudence. It has been used formally in court cases and also informally in legal argumentation and conversation. Shortly, it is described as a very simple principle that amounts to the notion that persons are at liberty to do what they want as long as their actions do not harm any other person or society in general. This article questions whether it is legitimate to (...) use the harm principle in cases concerning the limitation of religious freedom within education. For example, can the exemption of a learner from sex education be denied based on the argument that such an exemption will cause harm? In order to answer this question, the meaning, origin and use of the harm principle are investigated. This article also discusses four main criticisms against the use of this principle in general and in cases of religious freedom of learners in education. (shrink)

In this article, I explore the importance of Giorgio Agamben’s theory of potentiality for rethinking education. While potentiality has been a long-standing concern for educational practitioners and theorists, Agamben’s work is unique in that it emphasizes how potentiality can only be thought of in relation to impotentiality. This moment of indistinction—what I refer to as im-potential—has important implications. First, I argue that if potentiality and impotentiality are separated from one another, the result is a stratified educational system where some (...) students are commanded to actualize their potentiality in the form of standardized tests while others are abandoned by the system. Second, thinking im-potentiality enables us to move beyond problematic formulations of learning and rediscover the uniqueness of studying. Here, I offer a brief example of study through an analysis of ‘Tinkering Schools’, an alternative program founded by Gever Tulley in San Francisco. And finally, without a concept of im-potentiality, the discourse of the ‘child genius’ becomes commodified as a power to be harnessed and actualized in the name of neoliberal entrepreneurialism. Only through a return to im-potentiality can we reclaim Genius and its relationship to the question of educational freedom. (shrink)

For the one hundredth anniversary of Sartre's birth it is fitting to consider some of the ways in which his thought remains relevant to our present concerns and to those of the foreseeable future. In this age of terrorism, most people would perhaps think first of Sartre's writings on political violence. Analytical philosophers, on the other hand, might be more inclined to cite Sartre's early works on such "hot" topics as the emotions and the imagination, not to mention consciousness more (...) generally. And historians of philosophy, mindful of the cyclical nature of philosophical fashions and enthusiasms, might well point to a developing resurgence of interest in phenomenology, and to Sartre's distinctive contributions to that philosophical movement. Indeed, given the astonishing range of Sartre's writings, on everything from art to biography to history to psychology to literary criticism, it is impossible in one short essay to identify every contribution of enduring (or perhaps even permanent) value. Accordingly, I will focus here on just two topics: freedom and education. (shrink)

For the one hundredth anniversary of Sartre's birth it is fitting to consider some of the ways in which his thought remains relevant to our present concerns and to those of the foreseeable future. In this age of terrorism, most people would perhaps think first of Sartre's writings on political violence. Analytical philosophers, on the other hand, might be more inclined to cite Sartre's early works on such "hot" topics as the emotions and the imagination, not to mention consciousness more (...) generally. And historians of philosophy, mindful of the cyclical nature of philosophical fashions and enthusiasms, might well point to a developing resurgence of interest in phenomenology, and to Sartre's distinctive contributions to that philosophical movement. Indeed, given the astonishing range of Sartre's writings, on everything from art to biography to history to psychology to literary criticism, it is impossible in one short essay to identify every contribution of enduring value. Accordingly, I will focus here on just two topics: freedom and education. (shrink)

Journal of Philosophy of Education, EarlyView.

First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s concept of hegemony and Foucault’s idea of ‘productive power’: I (...) argue for the need of a counter-narrative of freedom that takes the form of a genealogy. Finally I discuss in more detail the nature of epistemic freedom and briefly discuss the ethical implications of the concept. (shrink)

Summary In this article, classical writings of Kurt Lewin (1890-1947) and Wolfgang Metzger (1899-1979) concerning education for democracy and tolerance are presented. Starting with a definition of „group” and the discussion of the meaning of groups for the individual life, especially the experimental studies of Kurt Lewin, Ronald Lippitt and Raph K. White in 1937/38 on different group atmospheres under the influence of „democratic” vs. „autocratic” vs. „laissez faire” leading style are presented again, in order to give an example (...) for the meaning of atmosphere influences on personal development, creativity and aggression – all topics concerning actual school situations and the daily experience of pupils and teachers. The collection of writings concerning education for democracy and tolerance include some of Lewin’s writings on minority problems and Metzger’s fundamental thougts on political education as a special application of productive thinking in Wertheimer’s sense. Some possibilities of how to change prejudices and to develop tolerance in Lewin’s and Metzger’s sense are presented. As a conclusion, some ideas for actual school life and possibilities to make pupils tolerant and able to participate actively in a democratic society are developed. (shrink)

This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with (...) the UNESCO Recommendation within the EU states, and considers how such compliance could be improved. (shrink)

This article explores the dynamic between Black youth and their teachers through an exploration of an approach to teaching and learning embedded in the complex cultural knowledge(s) of this population. It interrogates the concepts of ratchedemics and reality pedagogy as both philosophy and practice for moving past the framing of particular populations as dystopian and non-academic in the pursuit of the mirage of urban educational utopia.

ABSTRACT:This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher–Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating compliance with the UNESCO recommendation on institutional autonomy, academic freedom, university governance and tenure. Following from this, the paper examines the reasons for the generally low level of compliance with (...) the UNESCO Recommendation within the EU states, and considers how such compliance could be improved. (shrink)

Philosophical arguments regarding academic freedom can sometimes appear removed from the real conflicts playing out in contemporary universities. This paper focusses on a set of issues at the front line of these conflicts, namely, questions regarding sex, gender and gender identity. We document the ways in which the work of academics has been affected by political activism around these questions and, drawing on our respective disciplinary expertise as a sociologist and a philosopher, elucidate the costs of curtailing discussion on (...) fundamental demographic and conceptual categories. We discuss some philosophical work that addresses the conceptual distinction between academic freedom and free speech and explore how these notions are intertwined in significant ways in universities. Our discussion elucidates and emphasises the educational costs of curtailing academic freedom. (shrink)