Democracy and Education · Chapter
Education as National and as Social explained
This chapter examines the tension between nationalistic and cosmopolitan aims in education, arguing that the meaning of education as a social process depends on the kind of society envisioned.
What happens
This chapter examines the tension between nationalistic and cosmopolitan aims in education, arguing that the meaning of education as a social process depends on the kind of society envisioned. It traces the historical shift from individualistic, humanitarian ideals to state-controlled national education systems, particularly in Germany after the Napoleonic wars, and critiques the resulting subordination of education to narrow national interests. Dewey calls for a democratic educational ideal that transcends class divisions and national boundaries, promoting cooperative human pursuits and equality of opportunity.
Themes in this chapter
Social Function of Education
Education is defined as a social process whose meaning depends on the kind of society envisioned; the chapter contrasts nationalistic and democratic social aims.
Democracy and Education
The democratic ideal requires education to overcome class divisions and national exclusivity, promoting equality and cooperative human ends.
Critique of Traditional Curriculum
Dewey calls for modification of traditional ideals of culture, subjects, and methods to retain all youth under educational influence for economic and social mastery.
Characters to notice
- Pestalozzi
Mentioned as an experimenter who saw the need for state support to realize the new educational ideal.
- Kant
Quoted for his individual-cosmopolitan view of education as the process by which man becomes man, and his fear of state-controlled education.
- Plato
Referenced for his ideal of equating individual realization with social coherence, but constrained by a stratified class society.
Key passages
“The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.”
The idea of education as a social function is meaningless without specifying the type of society it serves.
Opens the chapter, establishing the central thesis that educational aims are relative to social context.
“Is it possible for an educational system to be conducted by a national state and yet the full social ends of the educative process not be restricted, constrained, and corrupted?”
Can a state-run education system avoid limiting or distorting the true social purposes of education?
Poses the key problem of reconciling national control with democratic and universal educational aims.
“The democratic ideal of education is a farcical yet tragic delusion except as the ideal more and more dominates our public system of education.”
Without the democratic ideal guiding public education, the promise of democracy becomes a cruel joke.
Emphasizes the urgency of aligning educational practice with democratic principles.