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ERIC Number: EJ1046821
Record Type: Journal
Publication Date: 2013
Reference Count: N/A
Backing in to the Foundations
Quantz, Richard A.
Critical Questions in Education, v4 n2 p168-180 Spr 2013
In this article, the author, after reviewing current educational trends, suggests that what really needs to happen is to "abandon education altogether." He contends that the worst problems of our times result from education, or, at least, what passes for education. The contemporary world's most intractable, most destructive, most dangerous problems have been made possible by education, not the lack of it. Our problems do not arise from the failures of our education system, but its successes. Quantz provides examples of what he is suggesting, thereby allowing educators to carefully consider their past steps. In closing this article, he admits that abolishing education is an unlikely event, therefore, the next best strategy is to revisit what it means to be educated in a way that clarifies the possibilities and the limits of rationality as it explores the impact of nonrationality. He argues that we should diminish the focus on any teacher education course that takes the measurable standards of the state or the accrediting agency as the basis for organizing their curriculum and, instead, increase the experience future teachers will gain in courses with instructors who understand that education must be constructed by students with their instructors in ways that help them come to grips with the nonrational aspects of education. A bibliography is provided.
Descriptors: Educational Trends, Foundations of Education, Educational Change, Logical Thinking, Teacher Education, Social Exchange Theory, Multicultural Education, Social Studies, Educational Philosophy, Educational Principles, Educational Practices, Ideology
Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: email@example.com; Web site: http://academyforeducationalstudies.org
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A