Journal Article Review

Name: Jhamille B. Mendoza

Subject:EDUC 205- Philosophical Foundation of Education
Professor: Dr. Rosalyn S. Galvez

Editor in Bob Davis

Journal Title
Journal of Philosophy of Education Chief University of Glasgow, UK

Journal of Philosophy of Education publishes ISSN 0309-8249 (electronic version)

articles representing a wide variety of
philosophical traditions. They vary from DOI: 10.1111/j.1467-
examination of fundamental philosophical issues 9752.2012.00847.x
in their connection with education to detailed Volumes: 41 ; Issues: 3
critical engagement with current educational Articles: (1997-2017)
practice or policy from a philosophical point of
Journal Publication
view. The journal aims to promote rigorous Publisher:
Description Details
thinking on educational matters and to identify Routledge
and criticise the ideological forces shaping 4 Park Square
education. Ethical political aesthetic and Milton Park
epistemological dimensions of educational Abingdon
theory are amongst those covered. Visit the Oxfordshire OX14 4RN
Philosophy of Education Society of Great United Kingdom of Great Britain &
Britain's website. Northern Ireland

Journal Indexed in EBSCO Host, Journal of Curriculum Studies, Academic Search Premier
Indexing
Journal
Journal
Why the Aims of Education Cannot Be Settled Impact 0.813
Article Title
Factor

Harðarson, Atli
Authors
University of Iceland, Vallholt 19, 300 Akranes, Iceland.
Email: atli@fva.is

Article Published Online: May2012, Vol. 46 Issue 2,

Article Type Meta-Analysis (Review Article)
Details p223-235. 13p.

Article
Summary This article reviews the conclusion of Stenhouse and even goes beyond it. There are two premises he
wants to argue (1) the reason why people disagree about what education involves is that they have less-
than-perfect knowledge of what human characteristics are worth cultivating and (2) the aims of education is
intellectual independence. The first section of the article involves objectives and aims of ‘education’. Which
are implored as outcome of learning, the kinds of changes that we seek to bring out, and what they are
expected to achieve or demonstrate. The four process of education being the following training, instruction,
initiation, and induction. Some implied that ‘education’ is aimless, cannot be specified, aims as intellectual
or moral virtues, open-ended, binds and sets limits to the possibilities, and liberate students from
restriction.

There is a roundabout the stereotypes in education such as, the preconceptions of the superior live of the
literati, depicts professional such as; the scientist, or the philosopher as paradigm of education, or having
learned Latin and Greek. These shows that these stereotypes or at least some of them harks back to
 Journal Article Review
Name: Jhamille B. Mendoza
Subject:EDUC 205- Philosophical Foundation of Education
Professor: Dr. Rosalyn S. Galvez

philosophies of past ages or primarily about knowledge. However, some think that education is rather
about moral virtue, the autonomy and changing cultural traditions. In connection with this, most accounts of
what education is overlap pointing out similarities of the accounts to one another.

Along With the disparity of how the ‘meaning’ of a word is viewed by someone, it denotes that ‘education’
has different meanings depending on whose belief is it. There are many differences in the opinions of the
different theorist mentioned as the ‘meaning of education’ showing us that education cannot have only one
meaning. It also demonstrates that education can be done in many ways.
It may also be objected that education will designate activities and practices but will have nothing to do with
human excellence. Similarly, ‘education’ cannot be the same as ‘learning’ because some of the things
people learn may make them worse and not better. We are still searching for answers to this, and the
answer may not still be in sight.

The aims of education can only be partially identified or stated. We can expect that students will become
intellectually independent and may evaluate or criticize what we taught and find something better to do.

The author’s core impression was that education cannot be looked upon as only one thing. Its aims and
meaning will be unique and may change as it is the result of our less than perfect take on what education
really is. He points out in his premises that education’s aims cannot be entirely stated in advance.

As he pointed out the stereotypes that education has since then, it is mostly perceived as those involved
with high knowledge in literacy, mathematics, and science fields. Occasionally pointing out the importance
of morals and autonomy. Nevertheless, there are still fields they failed to give importance to such as the
Critical
field of arts, skills and more. Besides having knowledge of all field does not define if a person is educated,
Analysis
as we always pointed out ‘education is a life-long process’ which indicates you can learn as long as you
live. Education cannot be defined only on one’s point of view and is not the same for everyone.

Aims for education cannot be merely stated or specified as the same for every person. We all have a
special way of learning and coping to life, thus making our aims and means for education different for one
another. The article gave us a hand in understanding ‘education’ in a more deeper way or sense.
Enlightening us in the ‘meaning’ of education helping us understand and view ‘education’ more and more.

References Arnold, M. (1925) [1869] Culture and Anarchy (New York, The MacMillan Company). Bailey, C. (2010)
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Bloom, B. S. (ed.) (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals
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Carr, D. (2003) Philosophy and the Meaning of ‘Education’, Theory and Research in Education, 1.2, pp.
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 Journal Article Review
Name: Jhamille B. Mendoza
Subject:EDUC 205- Philosophical Foundation of Education
Professor: Dr. Rosalyn S. Galvez
Hegel, G. W. F. (1978) Hegel’s Philosophy of Right, T. M. Knox, trans. (Oxford, Oxford University Press).
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