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ERIC Number: EJ774841
Record Type: Journal
Publication Date: 2006-Sep
Pages: 23
Abstractor: ERIC
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0033-1538
Goals of Universal Basic and Secondary Education
Cohen, Joel E.
Prospects: Quarterly Review of Comparative Education, v36 n3 p247-269 Sep 2006
This essay discusses educational goals for universal basic and secondary education. It suggests some of the difficulties that may explain the great diversity of educational goals. The purposes of this essay are to (1) stimulate attention to educational goals on the part of individuals, families, educational professionals, community leaders in business, religion, and politics, local governments, national governments, and international organizations; and (2) to provide some starting points for future discussions. Several major themes are included. Rich countries and poor should devote more attention to the goals of basic and secondary education. At least three broad kinds of educational goals are important: (1) political (or civic); (2) economic; and (3) individual. These categories are not mutually exclusive. The goals of basic and secondary education should support making a bigger pie (better technology), bringing fewer forks to the table (lower fertility, rational consumption), and practicing better manners (less violence, less corruption, fewer barriers to economic rationality, more equity within and between societies, and more acceptance of other societies and cultures). Basic and secondary education that supports a bigger pie, fewer forks, and better manners will need to recognize explicitly the importance and complementarity of developing both the intellectual and the emotional capacities of all children. Although major questions are left unanswered, this essay will have succeeded if it contributes to broadening and deepening conversations about the goals of education. (Contains 5 notes.)
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A