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By Daniel R. Grayson

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I have tried to show how those who claim that education should be subservient to some overall view of life are to be answered. What I said about avoiding possibly false enlightenment, in the case of t h e thought of Rousseau and religious fundamentalist t h i n k e r s , can also be applied to those who would see education and learning as s u b servient to nationalistic or political ideologies. I then showed what is involved in the rejection of the liberal ideals of e x p e r tise and excellence, and how in Dewey's c a s e , at least, this rejection is based on a fallacy.

Of c o u r s e , not e v e r y t h i n g in a genuinely educational process must be valuable in itself, but it must be seen as contributing to the acquisition of a state which is desirable in itself. Thus pupils might be expected to learn French irregular v e r b s , but this would still be genuinely educational so long as the reason for making them do this was that they would later get a grasp of French literature and c u l t u r e , which is a worthwhile e n d . On the other h a n d , if the learning of French v e r b s was done for purely mercenary reasons (say so one could transact b u s iness better in the EEC), it is doubtful whether Peters would consider the process as genuinely educational, although arguably the businessman might develop an awareness of a new culture b y learning F r e n c h , which Peters would probably consider something worthwhile in itself.

In other w o r d s , even in the case of a r t , general ideological ideals have to be translated into artistic problems and solutions, and ultimately judged as s u c h . In any case, one of the most important aspects of the liberal concept of excellence in the disciplines is that they should be fundamentally open, that they should not be dominated or controlled by extra-disciplinary considerations (such as a church or artistic commissar) and that anyone may contribute his ideas to the discipline, whatever his personal, political or social motivations.

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Algebraic K-theory by Daniel R. Grayson


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