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THE EVOLUTION OF THE IDEA OF REASON AND ITS EDUCATIONAL CONSEQUENCE

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Author(s)
Smith, Philip L.

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URI
http://hdl.handle.net/20.500.12424/2110
Online Access
http://mje.mcgill.ca/article/view/7565
Abstract
Anyone educated in any way in the classics, whether of our own language or of the ancient world, must ever since have had the uneasy recognition that ideas are not what they used to be - to put it pretty cautiously. Universal truth was once a powerful notion, yet who uses it now? Even reason no longer enjoys its once unchallenged status in universities and schools - which is not to say that it does not permeate the atmosphere of those places. Smith asks whether education is able, through reason, to do more than adjust us to the status quo. Answering that question, he outlines the manner in which reason, interpreted as the "force of the better argument," may be used to liberate us, as of course education should. RÉSUMÉ Quiconque a étudié les auteurs classiques, que ce soit dans notre langue ou qu'il s'agisse des auteurs de l'Antiquité, doit depuis avoir fait la pénible constatation que les idées ne sont plus ce qu'elles étaient, pour dire les choses avec circonspection. La réalité universelle était jadis une notion puissante, mais qui l'utilise de nos jours? Même la raison ne jouit plus de son statut jadis incontesté dans les universistés et les écoles, ce qui revient à dire qu'elle ne pénètre plus l'atmosphère de ces lieux. Smith se demande si l'éducation est capable, à travers la raison, de faire davantage que de nous ajuster au statu quo. Répondant à cette question, il souligne la façon dont la raison, interprétée comme la force du meilleur argument, peut servir à nous libérer, tout comme l'éducation devrait le faire.
Date
1984-04-01
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/7565
http://mje.mcgill.ca/article/view/7565
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McGill Journal of Education

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