Aharon Aviram; The Justification of Compulsory Education: the still neglected moral duty, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, P.

The drive to 'unify' post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, (...) reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems. (shrink)

This paper presents findings from qualitative research on teachers’ experiences of practising philosophy in Icelandic schools and its effects on their work and students. The research question is: What are the teachers’ experiences of teaching philosophy in compulsory education, and how do these experiences shape their practices and affect their students? Nine philosophy teachers from South-West Iceland were interviewed from January to June 2021. Findings show both opportunities and challenges of practising philosophy with students. Opportunities consist of students’ (...) training in democratic living, reflective thinking, and a better understanding of various subject matters if the tools of philosophy are used. For teachers, the main challenge of doing philosophy is the uncertainty in the classroom when teaching through dialogue. (shrink)

Although it is primarily concerned with the value of liberty and the justification of compulsory education, what lies behind much of this paper is the question ‘;Why treat children like children?’ The fact is that we do not regard children as having the same rights, privileges and liberties as adults, and children may not be thought of as deserving the same degree of respect or consideration as their seniors. In the past this has led to some horrific states (...) of affairs, and while matters have undoubtedly improved, it is still the case that most people accept what Graham Haydon describes as ‘;the assumption that one thing can go for children and quite another for adults’. One likely consequence of this, and an important example of the different treatment reserved for children is compulsory education. Illiterate and innumerate adults are not compelled to practise their letters or play with counters or watch prescribed television programmes. Even when, to quote Mill, we have an adult ‘;who shows rashness, obstinacy and self-conceit—who cannot live within moderate means—who cannot restrain himself from hurtful indulgencies—who pursues animal pleasures at the expense of those of feeling and intellect’, we do not subject him to character-building games or uplifting scripture readings, or initiate him into the mysteries of home economics, or read Shakespeare at him. But we compulsorily do all of this and more to children. Moreover, compulsory education, as we have it, is not something from which the young can gain remission. The law that requires ‘;every child of compulsory school age…to receive an efficient full-time education suitable to his age, ability, and aptitude’ effectively defines an approach where what counts is the arbitrariness of chronology, not standards or excellence. (shrink)

This paper problematises the official discourse of economic competitiveness and social inclusion used by the 2007 Education and Skills Bill to justify the proposal to extend compulsory participation in education and training in England to the age of 18. Comparisons are drawn between this attempt to raise the age of compulsion and previous attempts, which took place in a significantly different socio-economic context. It is argued that the needs of those most likely to be affected by the (...) current proposal -- young people not in education, employment or training (NEET) -- are subordinated to the needs of an English economy that is increasingly based upon low-skill, low-pay work relations. (shrink)

Kevin Williams; In Defence of Compulsory Education, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 285–294, https://doi.org/10.1111/.

Although it is primarily concerned with the value of liberty and the justification of compulsory education, what lies behind much of this paper is the question ‘;Why treat children like children?’ The fact is that we do not regard children as having the same rights, privileges and liberties as adults, and children may not be thought of as deserving the same degree of respect or consideration as their seniors. In the past this has led to some horrific states (...) of affairs, and while matters have undoubtedly improved, it is still the case that most people accept what Graham Haydon describes as ‘;the assumption that one thing can go for children and quite another for adults’. One likely consequence of this, and an important example of the different treatment reserved for children is compulsory education. Illiterate and innumerate adults are not compelled to practise their letters or play with counters or watch prescribed television programmes. Even when, to quote Mill, we have an adult ‘;who shows rashness, obstinacy and self-conceit—who cannot live within moderate means—who cannot restrain himself from hurtful indulgencies—who pursues animal pleasures at the expense of those of feeling and intellect’, we do not subject him to character-building games or uplifting scripture readings, or initiate him into the mysteries of home economics, or read Shakespeare at him. But we compulsorily do all of this and more to children. Moreover, compulsory education, as we have it, is not something from which the young can gain remission. The law that requires ‘;every child of compulsory school age…to receive an efficient full-time education suitable to his age, ability, and aptitude’ effectively defines an approach where what counts is the arbitrariness of chronology, not standards or excellence. (shrink)

This paper examines and elaborates upon the work of two writers, Usher and Edwards who have explored the significance of post-modernism for those involved in the post-compulsory sector of education. They argue that postmodernism signals an increasing interest in this sector of education and a major challenge to the idea of compulsory schooling. In this paper it is argued that postmodernism challenges the very distinction between compulsory and postcompulsory education. It problematises and disturbs a (...) number of entrenched assumptions about education, teaching and learning in interesting ways. The paper concludes with an outline of what formal education might become as a result of such problematisation and disturbance. (shrink)

This paper examines the contribution of parents? education and children?s gender on parental expectations of their children?s future education and the role of parental perceptions of their child?s competencies in the formation of their expectations. A group of university and vocationally educated parents (N = 418) were asked to estimate the probability of their child entering gymnasium (high school) or vocational education and assess the child?s competencies, first in preschool, and then at the end of the third (...) school year. It was found that the education and gender?bound differences in the parental expectations were established before the child entered school, and by the end of the third school year the relationships between expectations and competence assessments strengthened and were more uniform among the parents. The findings suggested that the parental assessments of their child?s abilities can be regarded as a potentially important social?psychological process through which social differences are transformed into the individualized interpretations of the child?s educational prospects. (shrink)

What children learn through their ethics and values education in school is of crucial societal relevance and is directed by school curricula. As curricula vary between countries, an international comparison is of interest. The aim of this study was to compare curricula to reveal variations in how matters of social justice were described in curricular texts, with a special focus on class, gender and race. Curricula from five different contexts were compared: Namibia; South Africa; California State, United States of (...) America; Province of Québec, Canada; and Sweden. This provided the study, originating in Sweden, with crucial comparative material from outside Europe. The studied curricula were systematically searched for the importance and significance of the terms ‘poverty/poor’, ‘gender’, ‘equity’, ‘equality’, ‘justice’, ‘race’, ‘racism’, ‘human dignity/rights’, ‘equal value’ and Ubuntu. Methodologically, this represented a qualitative content analysis approach with a research interest in intersectionality, that is, in how matters of class, gender and race intersect. The study showed considerable variation between the curricular formulations from the five contexts. For example, texts from California and Québec emphasised equality as a general matter and less as one of intersectionality, compared to Namibia and South Africa as well as Sweden. In general, human rights were emphasised, but human dignity less so. For future curricular development towards education as a global common good, matters of social justice, including sustainability, need critical monitoring. The aspects of intersectionality such as class, gender and race are thus crucial, as is the inclusion of an integrated, participatory view on students’ ethical competence. (shrink)

This paper is on the paradox of a right, the right to education that is almost universally declared as compulsory. The reason for the compulsion seems to be in its nature as a right. Within a Hohfeldian framework, any claim-right has a corresponding duty. Given that making education compulsory equates to establishing a duty, the possible candidates to the duty generating right-bearers are considered.The rationales for compulsion from the points of view of positive (for one’s own (...) good), negative (no compulsion at all), and republican liberty (society right) are analyzed, and the conclusion is reached that none of the three can produce sufficient justification for compulsion. The main conclusion is that education is a right, not an obligation. Therefore, neither the children nor their families can be legally forced to an unrestricted exercise of this right without even being heard. The law must reflect, in its progressive flexibility, the growing possibilities of choice for right-holders who are adults ‘in fieri’. (shrink)

Today, many liberal philosophers of education worry that certain kinds of education may frustrate the development of personal autonomy, with negative consequences for the individuals concerned, the liberal state, or both. Autonomy liberals hold not only that we should promote the development of autonomy in children, but also that this aim should be compulsory for all schools, private or public, religious or nonreligious. In this article, Anders Schinkel provides a systematic overview, categorization, and analysis of liberal arguments (...) for compulsory autonomy‐promoting education. He finds that none of these arguments can justify compulsory autonomy‐promoting education, whether because they depend on empirical evidence that is not available, because they have as their basis an overly demanding concept of autonomy, or because they are intrinsically flawed in some way or another. Schinkel concludes with some suggestions as to what this means for the direction future research should take. (shrink)

The need for education for (as opposed to about) sustainability is urged from many sides. Initiatives in this area tend to focus on formal education. Governmental, supra-governmental and non-governmental bodies all expect much of this kind of education, which is to transform children—and through them society—in the direction of sustainability. Due to the combination of great transformative expectations or ambitions and a focus on schooling (the idea of) compulsory environmental education poses potentially severe problems for (...) governments committed to liberal principles, in particular the principle of state 'neutrality' with respect to 'comprehensive conceptions of the good life'. The central question of this article is whether liberal governments can make environmental education of this kind compulsory without coming into conflict with the liberal principle of state neutrality. I discuss three defences of the compatibility of compulsory environmental education with liberal neutrality, namely those put forward by Derek Bell, Andrew Dobson, and Simon Hailwood, as well as some problems inherent in these defences. In the final section I sketch a form of compulsory environmental education that realises at least some of the aims commonly stated for Education for Sustainability and Education for Sustainable Development, and can be justified on the basis of liberal principles. (shrink)

The need for education for (as opposed to about) sustainability is urged from many sides. Initiatives in this area tend to focus on formal education. Governmental, supra-governmental and non-governmental bodies all expect much of this kind of education, which is to transform children—and through them society—in the direction of sustainability. Due to the combination of great transformative expectations or ambitions and a focus on schooling (the idea of) compulsory environmental education poses potentially severe problems for (...) governments committed to liberal principles, in particular the principle of state ‘neutrality’ with respect to ‘comprehensive conceptions of the good life’. The central question of this article is whether liberal governments can make environmental education of this kind compulsory without coming into conflict with the liberal principle of state neutrality. I discuss three defences of the compatibility of compulsory environmental education with liberal neutrality, namely those put forward by Derek Bell, Andrew Dobson, and Simon Hailwood, as well as some problems inherent in these defences. In the final section I sketch a form of compulsory environmental education that realises at least some of the aims commonly stated for Education for Sustainability and Education for Sustainable Development, and can be justified on the basis of liberal principles. (shrink)

Peter Gardner; The Compulsory Curriculum and Beyond: a consideration of some aspects of the educational philosophy of J. P. White, Journal of Philosophy of Educ.

Peter Gardner; The Compulsory Curriculum and Beyond: a consideration of some aspects of the educational philosophy of J. P. White, Journal of Philosophy of Educ.

This study investigated several basic research questions suggesting a positive relationship between education and cognitive moral development. More specifically, these research questions examined the relationship between government mandated ethics education and cognitive moral development by testing the efficacy of a compulsory ethics intervention. Kohlberg's (1969, 1984) Cognitive Moral Development Theory was applied to test the efficacy of compulsory ethics education on the moral development of real estate salespeople used comparative statistical measures of ethical reasoning ability.The (...) results of this research, while somewhat counterintuitive, suggest that the value of compulsory ethics education as an intervention to improve the moral reasoning of real estate salespeople is highly questionable. However, the results of the study do provide new insights into the relationship between ethics education and cognitive moral development. (shrink)

Should we learn from the past when it comes to the aims of schooling? One is compelled to take a position on the issue of educational aims and on whether the direction of current educational practices should be based on the original goals of schooling. This article deals with the goals of introducing compulsory schooling in two contexts – Prussia and the United States. It then compares these contexts to the current aims of schooling as envisioned by humanists who (...) are critically opposed to the newest educational approaches as well as to the classical ones. This article presents the normative solutions of humanist authors, mostly building on the legacy of Nel Noddings, as well as examples and “anti-examples” in a historical context. Ultimately, the article reopens a neglected yet necessary discussion about educational aims by reaching conclusions about what sort of inspiration can be taken from the historical aims of compulsory schooling. (shrink)

Journal of Philosophy of Education, EarlyView.

In this paper we argue that society should make available reliable information about parenting to everybody from an early age. The reason why parental education is important (when offered in a comprehensive and systematic way) is that it can help young people understand better the responsibilities associated with reproduction, and the skills required for parenting. This would allow them to make more informed life-choices about reproduction and parenting, and exercise their autonomy with respect to these choices. We do not (...) believe that parental education would constitute a limitation of individual freedom. Rather, the acquisition of relevant information about reproduction and parenting and the acquisition of self-knowledge with respect to reproductive and parenting choices can help give shape to individual life plans. We make a case for compulsory parental education on the basis of the need to respect and enhance individual reproductive and parental autonomy within a culture that presents contradictory attitudes towards reproduction and where decisions about whether to become a parent are subject to significant pressure and scrutiny. (shrink)

The question whether compulsory schooling is justifiable or not has been treated at considerable length by critics, defenders, and positions in-between. What these treatments—about paternalism and autonomy and institutionalization and more—have not directly analyzed is a question that precedes the issue of overall justification: the preliminary question of time. Does it matter when compulsion takes place? Furthermore, does the timing of compulsion matter to the question of overall justification? I will argue that it does matter, but for reasons not (...) directly related to the question of overall justification. (shrink)

Modernization of Chinese Education 2035 clearly pointed out that the realization of basic public education equalization is the basic requirement of education modernization, compulsory education is the core of basic public education service system. How to improve the level of compulsory education equalization, the key lies in the realization of standardization of compulsory education schooling. Compulsory education schooling standardization is a basic project, is the responsibility of national (...) class='Hi'>education modernization management system. It is necessary for the development of compulsory education to define the nature of public social services for compulsory education and to emphasize the foundation and balance of schools for compulsory education. Thus, this study aims to exploring how to standardize compulsory schooling in China from the scopes of policies, practices, challenges and suggestions. In particular, the policy analysis of compulsory schooling standardization, the practice analysis of compulsory schooling standardization, challenges in the standardization of compulsory schooling, and suggestions on compulsory schooling standardization have been explored, relatively in this study. (shrink)

With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adults right of sexual self-determination is presented as one of its central aims. Then the paper shows that state enforcement of liberal (...) sex education is justifiable to reasonable citizens in several ways and therefore meets the liberal criterion of political legitimacy. Finally, the relevant clauses of the Bill of the Labour Government are briefly evaluated. (shrink)

Wallace, Meg Secular education for all children is a human right. Public education must be free, secular and compulsory in all Australian states except Queensland, so it is a legal right in those states. Nevertheless, federal and state governments are funding and assisting religious instruction in public schools, and children are placed in these classes, subjected to religious persuasion and practices, even when parents specify their child is not to attend. Let me tell you about one parent (...) who is challenging these practices. (shrink)

John Kleinig; Compulsory Schooling, Journal of Philosophy of Education, Volume 15, Issue 2, 30 May 2006, Pages 191–203, https://doi.org/10.1111/j.1467-9752.1981.

John Kleinig; Compulsory Schooling, Journal of Philosophy of Education, Volume 15, Issue 2, 30 May 2006, Pages 191–203, https://doi.org/10.1111/j.1467-9752.1981.

John White; The Compulsory Curriculum and Beyond: a reply to Peter Gardner, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 129–136.

John White; The Compulsory Curriculum and Beyond: a reply to Peter Gardner, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 129–136.

Peter Gardner; The Compulsory Curriculum and Beyond: a rejoinder to John White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 271–2.

Peter Gardner; The Compulsory Curriculum and Beyond: a rejoinder to John White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 271–2.

The ageing population and new technology are both increasing the cost of our free health service, and there are sound economic reasons for extending measures which reduce the diseases common to our society. But if education fails to change public attitudes towards habits such as tobacco smoking and poor diet, to what extent is the State justified in compelling us to be healthy? This issue touches on the sensitive areas of personal freedom and responsibility and involves complex cultural, historical (...) and economic considerations. Both governments and individuals can be criticised for the way this issue has been handled in the past, and it is hoped that the examples discussed in this paper will stimulate further debate. (shrink)

This chapter argues that school should cease to be compulsory at age 16 and that an education resource account (ERA) should be established for students who leave school at that age. The ERA would be sufficient to cover three years of full-time education. It could be linked to inflation and early school leavers could use it in accredited non-profit educational institutions at any later point in their lives. Two sets of arguments are discussed in support of the (...) proposal. The first, building on the empirical literature, focuses on efficiency and highlights the advantages of an ERA with respect to the ‘disruptive’ students issue in particular. The second set of arguments is anti-paternalistic. The chapter distinguishes three anti-paternalistic arguments: the view that individuals are the best judges of their own welfare, the idea that autonomous decision-making is a component of well-being, and a respect-based view of what renders anti-paternalism wrong. (shrink)

The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The results show that most children can express intentions with (...) regard to future participation very early in their secondary school careers and that these intentions are good predictors of actual behaviour five years later. Intentions to stay on are more consistent than intentions to leave and most children who finally leave at 16 have at some point said they want to remain in education post-16. The strongest association with participation levels is attainment at GCSE. However, there are also influences of gender and parental background and these remain, even after attainment is held constant. The results show the value of focusing on intentions for participation at a very early stage of children's school careers and also the importance of current attempts to reform curriculum and assessment for the 14–19 age group. (shrink)