Bertrand Russell's eduacational thought; a critique.
Bertrand Russell's eduacational thought; a critique.
This study comprises a critical examination of the educational thought of Bertrand Russell. Attention is focused on both the theoretical and practical aspects of Russell's educational work, the former receiving more ample consideration because of the particularly difficult issues which are raised, and because of its importance as a frame of reference for the latter. The approach adopted is (a) more specifically, to analyse Russell's theory of man and society, his claims regarding the place of metaphysics in education, his views on the nature of educational theory, and his interpretation of such concepts as freedom, authority, religion, morality and moral education, ate., and (b) more generally, to examine Russell's advocacies for the translation of educational thought into action.The thesis is advanced that the substantive part of Russell's educational ideas, which is seen as the result neither of research nor of studied theory, takes insufficient account of the philosophical and psychological foundations of education, and hence lacks conviction. It is shown that where Russell does pay attention to these considerations, his views are in many places inconsistent or contradictory, and his general approach one-sided. Thus, on the question of the place of metaphysics in education, Russell's attitude is entirely negative, although there appear to be good grounds for adopting a more flexible position. Again, Russell's attempt to base his educational ideas on social, political and psychological considerations founders, partly on account of his rather narrow conception of the vagaries of human behaviour under given sets of circumstances, partly on account of his somewhat optimistic view of the educational benefits to be derived from the application of behaviouristic (Watsonian) psychology to human learning situations. Moreover, a fundamental weakness in Russell's educational thought is to be found in the fact that he is reluctant to define his terms. As a consequence his work is at times vague and platitudinous. In Russell's favour it is argued that his pursuit of the middle passage between traditional and progressive approaches to educational practice is worthy of commendation, as is his advocacy of open-mindedness in education as a logical outcome of the scientific (empirical) temper. Finally, an attempt is made to show a relationship, or lack of it, between Russell's general philosophy and his educational thought, on the one hand, and between his educational ideas and current thinking in the philosophy of education, on the other.
University of Southampton
1979
Mattai, Bansrajh
(1979)
Bertrand Russell's eduacational thought; a critique.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This study comprises a critical examination of the educational thought of Bertrand Russell. Attention is focused on both the theoretical and practical aspects of Russell's educational work, the former receiving more ample consideration because of the particularly difficult issues which are raised, and because of its importance as a frame of reference for the latter. The approach adopted is (a) more specifically, to analyse Russell's theory of man and society, his claims regarding the place of metaphysics in education, his views on the nature of educational theory, and his interpretation of such concepts as freedom, authority, religion, morality and moral education, ate., and (b) more generally, to examine Russell's advocacies for the translation of educational thought into action.The thesis is advanced that the substantive part of Russell's educational ideas, which is seen as the result neither of research nor of studied theory, takes insufficient account of the philosophical and psychological foundations of education, and hence lacks conviction. It is shown that where Russell does pay attention to these considerations, his views are in many places inconsistent or contradictory, and his general approach one-sided. Thus, on the question of the place of metaphysics in education, Russell's attitude is entirely negative, although there appear to be good grounds for adopting a more flexible position. Again, Russell's attempt to base his educational ideas on social, political and psychological considerations founders, partly on account of his rather narrow conception of the vagaries of human behaviour under given sets of circumstances, partly on account of his somewhat optimistic view of the educational benefits to be derived from the application of behaviouristic (Watsonian) psychology to human learning situations. Moreover, a fundamental weakness in Russell's educational thought is to be found in the fact that he is reluctant to define his terms. As a consequence his work is at times vague and platitudinous. In Russell's favour it is argued that his pursuit of the middle passage between traditional and progressive approaches to educational practice is worthy of commendation, as is his advocacy of open-mindedness in education as a logical outcome of the scientific (empirical) temper. Finally, an attempt is made to show a relationship, or lack of it, between Russell's general philosophy and his educational thought, on the one hand, and between his educational ideas and current thinking in the philosophy of education, on the other.
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Published date: 1979
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Local EPrints ID: 463899
URI: http://eprints.soton.ac.uk/id/eprint/463899
PURE UUID: ec065790-25d2-40fb-be8d-8c2412e61840
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Date deposited: 04 Jul 2022 20:58
Last modified: 04 Jul 2022 20:58
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Author:
Bansrajh Mattai
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