{"title":"Understanding Ourselves","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0010","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0010","url":null,"abstract":"Chapter 9 builds on the arguments of its predecessors, focusing on the social sciences and the humanities. Its central theme is the importance of an interactive curriculum in these disciplines in promoting self-understanding. The subjects in question, when imaginatively combined, can play an important part in helping developing individuals discover the path they wish to pursue, and the character of the social environment in which they will make their journey. Literature, art, geography, history, anthropology, psychology, economics, and political science are all crucial parts of a general pre-university course of study. As before, the chapter makes concrete proposals. It concludes with a discussion of the value of studying foreign languages, and of an introduction to philosophy at the pre-university level.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114199236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Arts","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0009","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0009","url":null,"abstract":"This chapter defends the importance of education in the arts, and offers specific proposals for how this part of the curriculum should be expanded. For many people, encounters with the arts have a special vitality—they are episodes in which people are most vividly alive. Moreover, the effects of our engagement with the artworks we love are not transitory; they affect, sometimes profoundly, the course of our subsequent experience. The arts can also teach us. These valuable contributions are elaborated through considering a range of examples, and, on this basis, the chapter proposes an extensive program of art education. The envisaged curriculum is aimed at making valuable engagements with the arts as widely available as possible, attending to the different individual predilections and tastes people develop.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123640169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Utopia?","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0012","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0012","url":null,"abstract":"The final chapter takes up the charge that the program envisaged is a utopian fantasy. Could the Deweyan society be achieved? If it were achieved, could it be sustained? Both questions are addressed. The seven characteristic features of the Deweyan society depend on a systematic change: once a society has reached a stage of economic comfort, it can increase the time spent away from the workplace instead of striving for ever greater productivity. The crucial move in bringing about the Deweyan society is to declare that enough is enough. The bulk of the subsequent discussion attempts to demonstrate that forgoing productivity needn’t spell economic (or social) doom. It concludes with some clarifications of the thesis that markets are essential to economic health, and with a defense of John Stuart Mill’s claim that the “stationary state” is not something to be feared, but, quite possibly, an enormous improvement on the way people currently live.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115085330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Role for Religion?","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0007","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0007","url":null,"abstract":"The perspective of the preceding chapters has been humanistic but non-religious. This chapter is concerned with the possible role of religion in education. Endeavoring to steer between two kinds of fundamentalists—those who view particular scriptures as morally authoritative, and the “new atheists” who aim to abolish religion entirely—it argues that the crucial insight (stemming from Immanuel Kant) is to recognize the priority of morality. Once that is appreciated, secular humanists can ally with devotees of any religion, provided that the faithful have reached an ecumenical stage of religious progress. The educational consequences allow religion a role in the classroom, for comparative studies that promote dialogue among religions (and between religions and forms of secular humanism), and that appreciate both the contributions and the blemishes of the world’s major religions.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126636388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Fulfillment","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0004","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0004","url":null,"abstract":"The chapter aims to give a precise account of the notion of personal fulfillment. Two questions have been central to philosophy since its origins: How should I live? How should we live together? These questions should be rephrased—instead of striving for perfection, we should ask how to make human lives and human societies go better. The individual question is addressed by revising a standard liberal conception, according to which people should formulate the plans for their lives (their identities) autonomously. Probing the concept of autonomy, it is suggested that education consists in a delicate dialogue between society and the individual, in which the voices of both must be heard. This approach is elaborated by showing how it applies to the concrete proposals made in Chapter 2.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133165364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Moral Development","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0006","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0006","url":null,"abstract":"One traditionally important part of education, broadly conceived, is to foster moral development. Drawing on the long history of moral life, and using examples of moral progress, the chapter elaborates an approach to moral decision-making. It argues that the method used must be collective. No individual, whether sage, priest, prophet, philosopher, or professional ethicist, has the final authoritative word. Rather, moral reform should emerge from the style of deliberation identified in Chapter 4. This perspective is used to suggest ways of helping the moral growth of children, adolescents, and adults. Chapters 3–5 thus combine in a synthetic picture of how two of the main goals of education—personal fulfillment and morally responsible citizenship—might be achieved together.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124044733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Citizens","authors":"P. Kitcher","doi":"10.4135/9781483328249.n3","DOIUrl":"https://doi.org/10.4135/9781483328249.n3","url":null,"abstract":"Contemporary democracies are frequently seen as endangered. This chapter begins by reviewing the concerns. It then distinguishes three levels of democracy: the superficial level of votes and elections, a deeper level that requires free and open discussion of issues, and the deepest level at which citizens interact to work through controversial questions. The existence of that deepest level is taken to be critical for the health of democracy. It should be embodied in a particular style of deliberation, one that involves representatives of all those affected by the issue, in which the participants rely on the best available information, and in which the deliberators strive for an outcome acceptable to all. These conditions point toward a form of citizenship, for which young people can and should be trained. The chapter culminates with concrete suggestions about how this type of citizenship might be fostered.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122183983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Individuals","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0003","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0003","url":null,"abstract":"This chapter argues against constraining education by considering society’s needs for particular types of workers. Ever since the dawn of the Industrial Revolution, individual development has been confined (and distorted) by the demands of the labor market. Although standard economic defenses of liberal education fail, contemporary shifts in that market offer opportunities for attuning education to individual needs. Specifically, with increasing automation, a revaluation of service work can offer young people far greater chances for leading fulfilling lives. This theme is developed by arguing for widespread involvement of adults in the education of younger generations.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124138929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Natural Sciences","authors":"P. Kitcher","doi":"10.1093/oso/9780190928971.003.0008","DOIUrl":"https://doi.org/10.1093/oso/9780190928971.003.0008","url":null,"abstract":"Part II of the book takes up questions of curriculum, beginning with the natural sciences. The aim throughout Part II is to identify what all students should share. The sciences bring material benefits, not only to the societies out of which new research comes but also to the entire human population. Hence it is important to train young people who can build on past achievements to make new advances in the future. Scientific education is not merely for the few who fill this important role, or even for the larger number who will draw on established science in their daily employment. The results of science should be as widely available as possible, not simply because of the intrinsic value of understanding but, more importantly, because policy debates often turn on scientific details. General education in science should preserve the curiosity most children have, and instill scientific literacy. The chapter argues that this is best done by distinguishing the curriculum for specialists from a broad general education in science, and it formulates concrete proposals for how this might be achieved.","PeriodicalId":138057,"journal":{"name":"The Main Enterprise of the World","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114917255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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