By R. S. Peters
First released in 1959, Authority, accountability and Education makes a speciality of the philosophy of schooling and is worried with the query of ethical schooling. It used to be initially according to talks added normally at the domestic provider and 3rd Programme of the BBC among April 1956 and January 1959 yet, because of its extensive allure and recognition, it was once revised to incorporate paintings from an extra 10 years of the author’s instructing and event within the subject.
The e-book is written in 3 components on authority, accountability, and schooling, and makes use of a number of theories, together with these via Marx and Freud, to accomplish his goals. even supposing initially released a while in the past, the publication considers many questions which are nonetheless correct to us today.
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Additional resources for Authority, Responsibility and Education
This is where the scientist - especially the social scientist and psychologist-may be able to come to the rescue of our morality. For he tries to establish generalizations about the unintended consequences of our actions. Durkheim, for instance, suggested that if we improve the standard of education in a community, we also tend to increase the suicide rate. Now if this were true, it would be a very useful thing for us to know. What we did about it, of course, would still be up to us. But we would not be quite so impetuous in trying to improve things all at once.
For there are occasions when it would 57 AUTHORITY, RESPONSIBILITY AND EDUCATION be reasonable to say that a man cannot help doing something. Common sense and the law have usually admitted to exonerating and extenuating circumstances. We would not blame a man if he took our silver while he was sleepwalking or if he took someone else's hat by mistake from a cloak-room, believing that it was his own. There was much talk, too, in the recent report of the Royal Commission on Capita! Punishment, about the irresistible impulse.
It is possible that science -especiaily the sciences of man-may graduaily provide this sort of foresight. In time we may weil become wiser to the unintended consequences of our weil-meaning reforms and may thus save ourselves from too hamhanded applications of our moral code. In this partnership between science and morality the scientist's role is not that of an authority. Indeed his advice serves to increase the range of our responsibility rather than to relieve us of it. For if the scientist can teil us what the eauses of juvenile delinquency are, he can also teil us how people can be conditioned so as to behave like men in 1984.
Authority, Responsibility and Education by R. S. Peters