bs2Oct 25, 2024
> I will take four characteristics which seem to me jointly to form the basis of an ideal character; vitality, courage, sensitiveness and intelligence.
> 合わさって人間の理想的な性格の基礎を形作ると思われる４つの特質を取り上げてみよう。即ち,活力（Vitality）,勇気（Courage）,感受性（Sensitiveness）,知性（Intelligence)の４つである（右図参照）。
https://russell-j.com/beginner/OE02-110.HTM
#AimsOfEducation #BertrandRussel #バートランドレッセル #教育の目的
バートランド・ラッセル 教育論 第２章 教育の目的 02-11

bsmall2Oct 25, 2024


Shelley describes the day's work of a poet as follows:


    He will watch from dawn to gloom
   The lake-reflected sun illume
   The yellow-bees in the ivy bloom
   Nor heed nor see what things they be.


These habits are praiseworthy in a poet, but not - shall we say - in a postman.


#BertrandRussel #OnEducation #AimsOfEducation with #Shelley #PercyShelly



シェリーは,ある詩人の日々の仕事を次のように描写している。


    詩人は,夜明けから黄昏まで
   湖面によって反射された陽の光が
   ツタの花の蜜蜂を照らしているのを見つめる
   それがいかなるものか,気にもせず考えもせず


　このような習慣は,詩人の場合は賞賛すべきものであるが,たとえば,郵便配達人の場合はそうではない。


#バートランドラッセル #教育論 #教育の目的
tiksi@net

Brian SmallApr 9, 2023

I saw this piece in an edition of Toward Liberal Educatioxn and wanted to remember a few sentences from it...

.> I believe that college students are now beginning to find new ways to become active politically, and hence responsible humanly.> I do not think it is the primary task of education to prepare students for their later occupational roles, or, indeed, any narrowly specialized roles, nor to teach them to enjoy work regardless of its quality and meaning. Rather, the relation of education to later life should be a dialectical and critical one. If, however, one result of going to college is to become alienated from work per se and defeatist about the possibility of altering one’s relation to it, then it seems to me one ought to re-examine academic institutions themselves and see whether anything in them, or in one’s own attitudes, or in both might be changed..> ... the very emphasis on family life, which is one of the striking and, in so many ways, attractive qualities of young people today, is an implicit rejection of large organization. The suburban family, with its garden, its barbecue, its lack of privacy in the open-plan house, is itself a manifesto of decentralization, even though it makes use of centralized services such as television, clinics, chain stores, and House Beautiful. .> ... the fact that much work is meaningless per se, save as a source of income, prestige, and sociability, but it also indicates, as I have already implied, that people too readily accept their work as it comes, without the hope of making it more meaningful..> ... the conception that work in organizations requires surrender of independence of judgment, if not of integrity... one can find hucksterism (often hypocritically veiled) among academic people in search of reputations, grants, and promotions, as well as among market researchers and other businessmen..> ... Sometimes students complain about the prerequisites of a department, which serve its monopolistic aims or protect its mediocre teachers from boycott rather than serve any defensible pedagogic aims..> ... students, they have often told me that it doesn’t pay to be too interested in anything, because then one is tempted to spend too much time on it, at the expense of that optimal distribution of effort which will produce the best grades... I am convinced that grades contaminate education — they are a kind of currency which, like money, gets in the way of students’ discovering their intellectual interests
- The Atlantic Monthly: 1961

#DavidRiesman in #TowardLiberalEducation on #College #CollegeGeneration #EducationAims #AimsOfEducation in a society of #BullshitJobs and #DisciplinedMinds in #Academia
#Grades and #Grading

Where Is the College Generation Headed?

<em>After teaching and practicing law,</em> DAVID RIESMAN <em>became in 1946 a member of the staff of the College of Social Science at the University of Chicago, and thereafter a member of the Committee on Human Development and of the Department of Sociology. In 1958 he was appointed the Henry Ford II Professor of the Social Sciences at Harvard University, his alma mater. With a grant from the Carnegie Corporation, Dr. Riesman investigated the problems of higher education discussed in this article; his observations originally appeared in the</em> CHICAGO REVIEW <em>for January, 1958, and have since been amplified and brought up to date for the</em> ATLANTIC.

The Atlantic
bs2Apr 13, 2022
> 「生産の究極的な目的は商品の生産にあるのではなく、対等の立場で互いに連帯する自由な人間を生み出すことにある」というデューイの中心的な主題の一つに戻ってみましょう。それはもちろん教育を含んでいます。それこそが彼の最も重要な関心事だったのですから。教育の目的とは、ここでバートランド・ラッセルの言葉を借りれば、｢独裁的支配とは異なった物事の価値の感覚を与えること、自由な共同体の聡明な市民の創出を支援すること、市民生活に自由と個人の創造性を結び付けることを奨励すること、つまり庭師が若樹を眺めるように、適切な土壌と空気と光りが与えられれば素晴らしい形に成長して行く固有の性質を持ったものとして眺めるように、我々が子供を眺めること｣にあります..人間が普通に持っている創造的行動様式が成長して行くような環境を与えるという思想は、18世紀の考え方なのです。
https://rootless.org/chomsky/demo_edu_J.html
#チョムスキー #デューイ #バートランドラッセル #教育 #民主主義 #DemocracyAndEducation #生産の目的 #経済の目的 #AimsOfEducation
民主主義と教育＊