Balancing the needs and desires of the individual, with the needs and attitudes of any society will always be a difficult task, and such conflict is clearly evident in the field of education. As argued by many academics, the defining of primary purposes of education requires dynamic flexibility between these conflicting perspectives and the plentiful opinions held by different people with different positions in society. Educational purposes can be divided into those that are individualistic and those that suit the goals of society. Dependency between such purposes is apparent with individual aims needing to be achieved in order for certain social aims to be accomplished too (Merseth, US-World 35 lecture, Sept 18, 2014). However, as exploration
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According to Minow, “integration…was a means, not the goal” (Minow, 2010, p. 10). Whilst in contrast, we may regard Ryan as arguing that integration was a direct purpose of education rather than a method of practice to achieve it (Ryan, 2010). By considering integration as a purpose of education, it can be assumed that its successful implementation would bring great societal benefits that also nurture and protect the individual. This blended nature of the purpose is similar to that of the earlier-defined purpose of equality. Despite other differences, Minow and Ryan both recognise how integration was necessary to overcome the “civil rights struggles for advocates of racial equality” (Minow, 2010, p. 10). As a result therefore, it is perhaps more logical to adopt Minow’s perspective which sees integration regarded as a practice to achieve a more prevailing purpose: integration as a policy geared towards ensuring that equality (as the purpose of education) is achieved (Minow, …show more content…
Only when there was more equity in education could the debate over the purpose of education move to the issue of excellence in later periods. According to Tyack, “no group had a greater faith in the equalizing power of schooling...than did Black Americans” (1974, p. 110), thus it is clear to see that seeking equality in schools was a fundamental purpose not only for educational improvement but also for social and economic progress in an increasingly competitive American society. Purposes of education between 1930 and 1980 were primarily social in nature, as education sought to instil a universal and societal equality. With disingenuities about various purposes though so apparent throughout this period and with inherent conflicts between different members of society about the goals of education, many of the implemented policies and practices remained unsuccessful in achieving such purposes. Only with social purposes in place would individualistic purposes of empowering each individual person to aspire to fulfil their maximum potential in a democratic society be
According to Minow, “integration…was a means, not the goal” (Minow, 2010, p. 10). Whilst in contrast, we may regard Ryan as arguing that integration was a direct purpose of education rather than a method of practice to achieve it (Ryan, 2010). By considering integration as a purpose of education, it can be assumed that its successful implementation would bring great societal benefits that also nurture and protect the individual. This blended nature of the purpose is similar to that of the earlier-defined purpose of equality. Despite other differences, Minow and Ryan both recognise how integration was necessary to overcome the “civil rights struggles for advocates of racial equality” (Minow, 2010, p. 10). As a result therefore, it is perhaps more logical to adopt Minow’s perspective which sees integration regarded as a practice to achieve a more prevailing purpose: integration as a policy geared towards ensuring that equality (as the purpose of education) is achieved (Minow, …show more content…
Only when there was more equity in education could the debate over the purpose of education move to the issue of excellence in later periods. According to Tyack, “no group had a greater faith in the equalizing power of schooling...than did Black Americans” (1974, p. 110), thus it is clear to see that seeking equality in schools was a fundamental purpose not only for educational improvement but also for social and economic progress in an increasingly competitive American society. Purposes of education between 1930 and 1980 were primarily social in nature, as education sought to instil a universal and societal equality. With disingenuities about various purposes though so apparent throughout this period and with inherent conflicts between different members of society about the goals of education, many of the implemented policies and practices remained unsuccessful in achieving such purposes. Only with social purposes in place would individualistic purposes of empowering each individual person to aspire to fulfil their maximum potential in a democratic society be