Harry Brighouse
Harry Brighouse is a British political philosopher
who asserts goals by linking the relationship between education and liberalism.
Brighouse’s philosophical ideas have had an undeniable impact on positive and
negative values, which has resulted in controversial debates within the sector
of education. Bransen (2008) tells
us that a key element of his work was demonstrated through his book “On
Education” published in 2005 where he analysed in depth the current educational
system alongside policy issues of educational aims. Throughout the history of
his findings, Brighouse has identified key issues (autonomy segregation and school choice) that he finds are crucial for
social justice and children’s learning. For the purpose of this blog I will be
focusing on his ideas of educational justice; in particular his ideas of equal opportunities
and how children should be taught within the educational system. I have decided
to centre on this because I feel this is his most publicised principles
throughout discussions and on the other hand can also be considered the most
scrutinized parts of his work today.
Self made diagram on Harry Brighouse principles.
Equal Opportunities
Brighouse (2007) identified that educational
justice plays a significant role with the advancement of education and that
this should exist at every level within the society of the school. Brighouse
concludes that educational justice should represent fairness and equality
amongst every student no matter their personal identity and background (Day,
2011). Applying his ideas, he believed that every child should have equal
opportunities within the school regardless of their socio economic status and
that a lack of resources should not impede on opportunities in comparison to children
with unlimited resources. Foster (2002) emphasises further that Brighouse tries
to eliminate this problem by embedding the idea that distribution of resources
can influence equality amongst students. In addition Brighouse maintains that equal
opportunities can also deduce factors of discrimination and can encourage
diversity of children’s talents as one is not more important than the other.
This therefore gives a better structure for children to follow without children
feeling unequal for their chances of success within the school environment.
However many educationalists criticised Brighouse’s
equal opportunities principle. Olsaretti (2012)
argues that by giving everyone the same chance could mean a loss of
individuality, stating that we only then become a number not an individual. It was further argued that children’s ability
can become unrecognisable within a school. Brighouse’s argued this by saying that society
should reward every talent within a child and that this can build confidence
which can reflect and enhance on educational achievements for the future.
Autonomy
I believe the second important part of Brighouse’s work is autonomy,
which coincides with his other principles. Brighouse
discovered that by teaching children to be self- governed and having their own
free will can direct children in a better educational target, which is also
considered very highly within the field of philosophy today. Brighouse (2002)
established that all children have an innate desire to become autonomous and
allowing this within education can enable children to discover ways of life
from their own understanding and ideas rather than being taught the standard
information.
Brighouse also distinguished that the primary reason
to educate children is to offer the tools they need in order to flourish for
educational purposes and to begin a journey of self-discovery and identity. He
includes that schools should legitimise autonomy within teaching to give
children the knowledge of skills in preparation for adulthood. Bransen (2008) pinpointed that Brighouse
strongly asserts that education should not just prepare children for the labour
market instead he believed that children should be taught a broad diversity of
employment skills to enable them to because autonomous. This can therefore result in their own choice
of career paths and their own decisions, demonstrating the principle of social
justice as they are not fitting in with what the society desires.
Alternative Arguments Linking to Autonomy: Patriotism
Linked with his autonomy ideas, Brighouse also
discusses whether or not teaching patriotism can limit a child’s autonomy. Brighouse
(2006) testifies that it can diminish student’s ability to make their own
decisions, in this case based on culture attachment. Brighouse follows on to
say that patriotism can manipulate a child’s thought to accept policies; in
debates he stated that this can be present in other aspects of education as
well. In belief, he thinks citizens
should respect policies but have the right of freedom to express their own
opinions and evaluation.
Alternative Arguments Linking
to Autonomy:
to Autonomy:
Citizenship Education
Finally in examination of a child’s education, Brighouse talks about citizenship education in connection with autonomy (Fernanda-Astiz, 2007). Through research it can be seen that Brighouse has conflicting views, first he concludes that it has a significant effect in creating awareness and understanding of political, legal and economic functions of society but does not provide students with the knowledge of own decisions to real life situations (Brock and Brighouse, 2005). Brighouse also debates that in certain situations other national curriculum based subjects may need more attention and there can be a direct loss of individuality amongst students. On the other hand developing research has shown Brighouse (2014) review his own ideas and thinks that citizenship education can aid students to become educated and informed citizens and also develop skills in communication, participation and amplify student to become responsible citizens.
Can also be found out:https://www.youtube.com/watch?v=yedpyQOzmcM&feature=youtu.be
In conclusion, we can see that Brighouse’s work
has become vastly documented and has an effective impact on philosophy of
education. His work has raised numerous discussions and has created
educationalists to evaluate the teaching methods that are used today. In my
opinion, I think that the idea of equal opportunities is an important factor as
it raises issues of equality, which can be detrimental to social justice. In reflection I believe that autonomy is very
important for personal development within education but on the other hand I am
also alerted to the fact that it needs to be within reason as we require a
certain level of information to be taught to us. I would also not like to make
light of his other ideas such as school choice, failing schools and parental
rights. Personally I consider autonomy his most monumental principle that has
developed conflicting arguments and changed the faces of philosophy and the
current educational system. Brighouse today is still advancing his progression
to create the most effective and successful education system for children.
Bransen, J. 2008. Philosophy of
Education: Harry Brighouse. Journal of
Philosophical Books ,49 (3) pp.287-288. Available through: http://web.b.ebscohost.com.v-ezproxy.smu.ac.uk/ehost/pdfviewer/pdfviewer?sid=42c10c10-b971-4c6b-9a76-5d72cdbe89d1%40sessionmgr114&vid=2&hid=108 [Accessed 3rd March 2014].
Brighouse, H. 2002. Egalitarian
liberalism and justice in education. The Political Quarterly, 73 (2),
pp. 181--190. Available through: http://web.b.ebscohost.com.v-ezproxy.smu.ac.uk/ehost/pdfviewer/pdfviewer?sid=51b49657-73dd-454e-8db9-05d34439e4dd%40sessionmgr111&vid=2&hid=108 [Accessed 2nd
March 2014].
Brighouse, H. 2007. Educational Justice
and Socio-Economic Segregation in Schools. Journal of Philosophy of
education, 41 (4), pp. 575--590.
Available through: http://web.b.ebscohost.com.v-ezproxy.smu.ac.uk/ehost/pdfviewer/pdfviewer?sid=7f01810e-23f1-4719-baec-fb62d236e52d%40sessionmgr113&vid=2&hid=108 [Accessed 3rd March 2014].
Brighouse, H. 2014. Moral and Political Aspects of Education. [online]. Available at: http://sitemaker.umich.edu/tei/files/brighouse_--_moral_and_political.pdf [Accessed 5th March 2014].
Brock, G. and Brighouse, H. 2005. The
political philosophy of cosmopolitanism. Cambridge: Cambridge University
Press.
Day,J. 2011. Support for Learning. Journal of Educational Equality, 26 (2) pp.86-87. Available through: http://web.a.ebscohost.com.v-ezproxy.smu.ac.uk/ehost/pdfviewer/pdfviewer?sid=7530ed41-67bd-4f52-a256-d02ffce9e93d%40sessionmgr4001&vid=2&hid=4206 [Accessed 2nd March 2013].
Fernanda-Astiz, M. 2007. The Challenges
of Education for Citizenship: Local, National, and Global Spaces. Journal of Comparative Education Review, 51
(1) pp.116-124. Available through: http://www.jstor.org/discover/10.1086/509741?uid=3738032&uid=2&uid=4&sid=21103733342393 [Accessed 4th March 2014).
Foster, S.S 2002. School Choice and
Social Injustice: A Response to Harry Brighouse. Journal of Philosophy of Education, 36 (2), pp.291-308. Available
through: http://web.b.ebscohost.com.v-ezproxy.smu.ac.uk/ehost/pdfviewer/pdfviewer?sid=d976c31b-fc2c-4765-9162-88af9aab303e%40sessionmgr111&vid=2&hid=108 [Acessed 1st March 2014].
Olsaretti, S. 2012. Measuring Justice: Primary Goods and Capabilites
(Harry Brighouse). Journal of Social
Theory and Practice, 38 (1) pp.180. Available from: http://web.a.ebscohost.com.v-ezproxy.smu.ac.uk/ehost/pdfviewer/pdfviewer?sid=9c3b8214-a414-42fa-b20a-2e365e4cd7a7%40sessionmgr4003&vid=2&hid=4206 [Accessed 4th March 2014].
