England and Australia: National education in two pluralist societies

A. Zainu'ddin
{"title":"England and Australia: National education in two pluralist societies","authors":"A. Zainu'ddin","doi":"10.1080/17508480609556433","DOIUrl":null,"url":null,"abstract":"The problem of establishing a national system of education in a pluralist society raises a series of inter-related and involved questions, to which there are no simple answers. To some, in the last resort, there are no answers at all, although the questions are clear enough. Who is to administer and control the educational system? How is it to be financed? Who is to be taught? What is, and what is not, to be taught? What is to be the relationship of the national schools created under such a system to those already in existence? There is no satisfactory compromise between the mutually incompatible answers to many of these questions. It seems that a system of national education can be, on the one hand, essential, and on the other impossible to establish, an example of the collision between immovable object and irresistible force. In England, a settled society with a long tradition, immovability proved the stronger element; in the state of Victoria, irresistibility. In considering the English Elementary Education Act of 1870 Professor W. F. Connell compares it with the legislation which provided the Australian colonies with their system of national education, and, he remarks that the free, secular and compulsory provisions in all of the latter were 'one of the clearest demonstrations of their intimate connection with the problem of establishing some form of national education. He suggests that the Act of 1870 not only failed to decide these questions, but also failed to furnish England with a national education. Ninety years have passed since the Victorian solution was written into the statute books, long enough for it to have created its own tradition. Twenty-five years ago Professor G. V. Portus, of Adelaide, speaking to an English audience, said that the system adopted in Australia had 'now become a tradition in Australian education. Theoretically it may be indefensible; practically it has come to stay'. Many would be less certain of this today. Recent events in Goulburn,","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Melbourne Studies in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17508480609556433","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

Abstract

The problem of establishing a national system of education in a pluralist society raises a series of inter-related and involved questions, to which there are no simple answers. To some, in the last resort, there are no answers at all, although the questions are clear enough. Who is to administer and control the educational system? How is it to be financed? Who is to be taught? What is, and what is not, to be taught? What is to be the relationship of the national schools created under such a system to those already in existence? There is no satisfactory compromise between the mutually incompatible answers to many of these questions. It seems that a system of national education can be, on the one hand, essential, and on the other impossible to establish, an example of the collision between immovable object and irresistible force. In England, a settled society with a long tradition, immovability proved the stronger element; in the state of Victoria, irresistibility. In considering the English Elementary Education Act of 1870 Professor W. F. Connell compares it with the legislation which provided the Australian colonies with their system of national education, and, he remarks that the free, secular and compulsory provisions in all of the latter were 'one of the clearest demonstrations of their intimate connection with the problem of establishing some form of national education. He suggests that the Act of 1870 not only failed to decide these questions, but also failed to furnish England with a national education. Ninety years have passed since the Victorian solution was written into the statute books, long enough for it to have created its own tradition. Twenty-five years ago Professor G. V. Portus, of Adelaide, speaking to an English audience, said that the system adopted in Australia had 'now become a tradition in Australian education. Theoretically it may be indefensible; practically it has come to stay'. Many would be less certain of this today. Recent events in Goulburn,
英国与澳大利亚:两个多元社会的国民教育
在一个多元社会中建立国家教育制度的问题提出了一系列相互关联和相互涉及的问题,这些问题没有简单的答案。对一些人来说,在最后的手段中,根本没有答案,尽管问题已经足够清楚了。谁来管理和控制教育系统?如何融资?要教谁?什么是可以教的,什么是不可以教的?在这种制度下建立的国立学校与现有学校的关系是什么?在许多这些问题的相互矛盾的答案之间没有令人满意的妥协。似乎一种国民教育制度,一方面是必要的,另一方面是不可能建立的,是不可动摇的目标和不可抗拒的力量之间碰撞的一个例子。在英国,一个有着悠久传统的定居社会,固定性被证明是更强的因素;在维多利亚州,不可抗拒。康奈尔(w.f. Connell)教授在考虑1870年英国的《基础教育法》(Elementary Education Act)时,将其与为澳大利亚殖民地提供国民教育体系的立法进行了比较,他指出,后者所有的自由、世俗和强制性规定“最清楚地表明了它们与建立某种形式的国民教育问题的密切联系”。他认为1870年的法案不仅没能解决这些问题,也没能为英国提供国民教育。自从维多利亚时代的解决方案被写入法令全书以来,已经过去了90年,这段时间足以让它形成自己的传统。25年前,阿德莱德的g·v·波图斯教授对英语听众说,澳大利亚采用的教育体系“现在已经成为澳大利亚教育的一种传统”。从理论上讲,它可能是站不住脚的;实际上它已经留下来了。”在今天,许多人对此不那么肯定了。最近在古尔本发生的事件,
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信