VOLUME IX: Education - Ends and Means
In American society, the ends and means of education have been debated vigorously throughout its history. Most Americans enthusiastically and eagerly supported the development of public education in the mid-19th century. They perceived it to be a positive force for mobility and democracy. While some complained that too much “book learning” was a waste of time, most Americans were delighted with the developments of the American educational system which appeared to be a foundation for our political system.
Today, we face a different situation. Our efforts to achieve differing goals have placed added strains on educational institutions. Since World War II, the American educational system has been viewed increasingly as a means to social mobility. Efforts to create equality through the public education system have been frequent, particularly in the 1960s. On the other hand, the traditional emphasis on quality has remained a cherished goal of American education. Thus the real question, whether it is possible for the educational system to meet both goals—equality and quality—faces us today. This has resulted in a conflict which is likely to be with us for years to come.
Burgeoning administrative staffs in federal, state, and local bureaucracies have strained educational budgets at all levels. Unfunded federal and state mandates have added extraordinary demands on local school budgets.
The notion of social engineering has found its way into the system. More and more tasks that are not strictly educational in any traditional sense have fallen to the lot of the schools—driver training, bussing to achieve racial integration, school breakfasts and lunches, non-educational “field trips” and assemblies, money-raising projects, sex education and the distribution of prophylactic devices, and so on.
The readings for this theme present some of the most clearly identified statements on the ends and means of education found in our Western tradition.
- Is it possible to achieve excellence in education while at the same time promoting equality?
- What about discipline and corporal punishment?
- How does society define the role of public education? Who should control our schools?
- How do you know when a person is “educated”?
Anne Marshall Huston
Professor Emeritus of Education and
Human Development
