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ERIC Number: EJ868986
Record Type: Journal
Publication Date: 2009-Sep
Pages: 19
Abstractor: ERIC
Reference Count: 37
ISSN: ISSN-0077-5762
Capitalism, Modernity and the Future of Education in the New Social Contract
Dale, Roger; Robertson, Susan
Yearbook of the National Society for the Study of Education, v108 n2 p111-129 Sep 2009
It is clear that people are entering a new and unknown world, where it seems that nothing can be predicted, except perhaps that it will be both in the short term rather uncomfortable and in the longer term quite different. This is at least as true of education as of any other area of organised human activity, and the fundamental concern of this paper will be the changing role, nature, and place of "education" in 21st century societies. The authors argue in this paper that, against this framing, the ever-expanding, ever-improving, ever-progressing set of assumptions which have characterised education's historic tie to the development of the modern nation state are coming to an end, principally as a result of new developments in the relationship between the historically intertwined but essentially distinct trajectories of capitalism and modernity. Separately and together these two trajectories have been recast, rearticulated and recalibrated in ways that amount to a fundamental discontinuity with the era of modernity, in turn transforming the nature and role of education. The way the authors proceed with this argument in the rest of the paper is as follows. First, they will briefly elaborate on the theoretical basis of the argument: that what is leading to the perceived shortcomings of modernity in education is the tendential separation of the trajectories of capitalism and modernity. This essentially means that the institutions of modernity, including education, no longer provide the "best possible shell" for capitalism in its current phase. They will then briefly discuss the methodological basis of the argument, before elaborating on the nature and importance of the social contract in modernity, specifying in particular the relationships among the market, citizenship, and the public sphere as its three key elements. The main body of the paper will be given over to discussions of how the place of education in society and its contribution to the social contract are being mediated and transformed through those three features. The authors' view is that this kind of analysis is critical as a condition for offering possibilities for the future direction of education in ways that might secure its emancipatory potential in the emerging social contract. (Contains 2 notes.)
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A