EDUC 5010 Unit 1 Discussion Question

Dewey proposed that the educational process in bi-polar, having both sociological and psychological components (Mintz, 1970).
Focused on activities and the development of needed skills and acquisition of knowledge in a sequential manner where all
intended to develop students into fully functional members of society. The initial purpose of education progressed as educational
system developed, allowing other facets of society to develop. Students social and academic development may have been the
initial purpose but soon the ripple effect could be seen in other areas of society. The idea of a uniform understanding on the
purpose of education is unrealistic. The purpose of education is driven not only by the depth of understanding of the educators
and governing body within the educational systems but also history, cultural, political and socio-economical factors. Gert Biesta 
provides an illustrative example that in order to better understand the purpose of education one must first look at the outcomes of
educational practices, the author defines the outcomes in terms of qualification, socialisation and subjectification (Muriss et al,
2018). Educational purpose is not limited to providing students with a set of knowledge and skills to meet predetermined
benchmarks and outcomes but is inclusive of development of social structures, morality, cultural appreciation, wellbeing and
progresses to the development of an individuals own identity. 

"The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with
efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with
no morals.”  This statement made by Martin Luther King (1947) is indicative that the multi faceted approach to education does
not stop with the traditional approaches to teach content and provide students with knowledge and skills to one day fulfil a role in
society but rather introduces a progressive side to education inclusive of the development of morality, critical thinking and
attributes of being a good citizen.
Santas (2000) delves deeper by addressing social injustice and racism in the educational systems and links the research to John
Dewey’s approach to education. Santas attempts to readapt principle from the Deweyan theory in conjunction with  Paulo
Freire’s theory of educational praxis. This approach begs the question if our current approach and understanding of the education
purpose is still valid and effectively being delivered, to develop citizens that are cultural sensitive and creating an inclusive
democratic society that Dewey envisioned. Taking all these ideas into consideration, a more effective approach to educational
purpose could rather been seen as a "custom model" than a “one size fits all”.  Mark Tucker (2011) proposed that educational
systems seem to be more effective when they are constantly concerned with providing students with applicable, real world
learning opportunities. “Mobilising each student’s learning potential and providing learning experiences relevant to individuals
and society. The analysis of the best performing education systems shows that their curricular proposals are able to motivate,
challenge and encourage life and citizenship skills development.” (UNESCO, 2013, p. 7)

Built on the four pillars of learning: “Learning to know, learning to do, learning to live together and learning to be” China's
purpose of educations developed and been influenced tremendously in the past few decades (Kan, 2019). China’s educational
philosophy has progressed from a political and Confucian dominated paradigm to a more progressive Deywean approach that we
see today in many of the public and international schools. Tianlong Yu (2008) provides a deeper insight in the purpose of
education in the 1980’s during the major educational reform periods by looking at the influence of Confucianism and the link
towards the development of students morality and social structures. Development from producing a literate society to a learning
society are evident when looking at the social, political and economical investments.  Post cultural revolution (1966-1976)
educational practices and purpose was geared towards economic modernisation and providing the majority of the populations
with the needed skills of literacy and basic education. Only in 1986 was the Law of 9 introduced stating that all students must
undergo 9 years of education. Compulsory education formed one of the biggest education reforms for the Peoples Republic of
China. As eastern and Western relations strengthen, it too influenced education reform with the addition of other languages and
subjects, China’s purpose to education broadened to developing patriotic global citizens.

Kan, Q. (2019, August 30). A brief introduction to the Chinese education system. Retrieved September 06, 2020, from
https://www.open.edu/openlearn/education/brief-introduction-the-chinese-education-system?in_menu=293245

King, M. L. (2019, October 29). "The Purpose of Education". Retrieved September 06, 2020, from
https://kinginstitute.stanford.edu/king-papers/documents/purpose-education

Mintz, A. (1970, January 01). Dewey on Educational Aims. Retrieved September 06, 2020, from
https://link.springer.com/referenceworkentry/10.1007/978-981-287-588-4_50
Murris, K., Verbeek, C., Lone, B., Lone, S., Wani, M., Mayer, I., . . . García-Galbis, M. (2018, August 01). Figure 1: Gert
Biesta's three aims of education . Retrieved September 06, 2020, from https://www.researchgate.net/figure/Gert-Biestas-three-
aims-of-education_fig1_269397281

Powell, L. M. (1982, September 01). The Yale-New Haven Teachers Institute. Retrieved September 06, 2020, from
https://teachersinstitute.yale.edu/curriculum/units/1982/4/82.04.02.x.html

Santas, A. (2000, July 01). Teaching Anti-Racism. Retrieved September 06, 2020, from
https://link.springer.com/article/10.1023/A:1005298916161

UNESCO. (2016, February 26). The curriculum debate: Why it is important today (IBE Working Papers on Curriculum Issues N°
10). Retrieved September 06, 2020, from http://www.ibe.unesco.org/en/document/curriculum-debate-why-it-important-today-
ibe-working-papers-curriculum-issues-n°-10

Yu, T. (2008, June 19). The revival of Confucianism in Chinese schools: A historical-political review. Retrieved September 06,
2020, from https://www.tandfonline.com/doi/full/10.1080/02188790802036653?src=recsys