Locke on education and the rights of parents

Tuckness, Alex

doi:10.1080/03054985.2010.514439

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…Nevertheless, a pair of widely held considerations in the liberal-democratic tradition of political philosophy and its parallel civic education literature count in favour of regarding students as co-designers of learning. First, it is widely, if not universally, thought that all citizens in a democracy have a role to play in a process of autonomous self-governance, towards sustaining some conception or other of valued democratic institutions (Dewey, 1916;Gutmann, 1987;Raz, 1986;Rawls, 1993;Tuckness, 2010). A second hallmark of the liberal democratic tradition is a willingness to accept that one should be a fallibilist about any among one's commitments, even if one cannot call all of one's commitments into question at once (See Laden, 2016 for a reading of Rawls close to this picture.…”

Section: Cognitive Load Theory and Democratic Competencementioning

confidence: 99%

Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education

Tanchuk¹

2020

Journal of Philosophy of Education

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argue that an array of inquiry-based pedagogies widely promoted in teacher preparation programmes are out of step with current cognitive science and should be eliminated for novice learners. According to these cognitive load theorists, inquiry-based pedagogies are likely to increase achievement gaps between the lowest and highest achieving students while reducing total learning. On almost any theory of justice in educational provision, an educational practice that results in the acquisition of fewer total educational goods by students and greater inequality in the distribution of goods will be considered unjust. I argue that inquiry-based pedagogies can be defended, even for novice learners, not as means to other goods but as embodiments of the least controversial liberal-democratic educational ends. I claim that once understood as part of the ends of liberal democratic education, inquiry-based pedagogies cannot be rightly eliminated from educational pathways. In addition, I argue that by interpreting cognitive load theory in light of uncontroversial liberal democratic educational ends, central claims about instructional design that are advanced by both cognitive load theorists and their opponents are either moderated or overturned. Most notably, the claim that there are no domain-general inquiry skills which need to be taught, which is advanced by cognitive load theorists against inquiry theorists, is revealed to be self-refuting. Integrating cognitive load theory into processes of liberal democratic problem-solving turns out to be a biologically secondary domain-general inquiry skill of just the sort cognitive load theorists deny exists.

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Section: Cognitive Load Theory and Democratic Competencementioning

confidence: 99%

Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education

Tanchuk¹

2020

Journal of Philosophy of Education

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“…Socrates, a philosopher and teacher, saw the benefit to a private instruction and the encouragement of questioning and contemplation. John Locke, a philosopher and teacher, agreed with private instruction and added that the education should take place at home to promote security and family values, thus making Locke's belief utilitarian rather than philosophic (Schaub, 2002;Tuckness, 2010).…”

Section: History Of Homeschoolingmentioning

confidence: 99%

“…Locke's view on education was twofold, both pedagogical and political (Tuckness, 2010). Pedagogically, he felt education could greatly influence children because they are easily influenced and education makes up the greatest part of adult formation.…”

Section: History Of Homeschoolingmentioning

confidence: 99%

“…Pedagogically, he felt education could greatly influence children because they are easily influenced and education makes up the greatest part of adult formation. Politically, Locke believed in liberty and the right of parents to choose education for children even when it appears to be a mistake (Tuckness, 2010). Locke's seminal views helped mold and prepare the mind and culture of North America and eventually was used as a proponent of homeschooling by parents.…”

Section: History Of Homeschoolingmentioning

confidence: 99%

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A comparative study of home educated students and traditionally educated students after completion of a Midwestern university first-year experience program

Wolfe¹

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The purpose of this study was to assist educational leaders in developing policy to better understand the home educated students and aspects of their first-year experience. This was achieved using a quantitative approach to gather information from three different student population groups, traditionally educated students, home educated students, and privately educated students. This information was gathered from a Midwestern university using a self-report student survey after the students had completed a first-year experience program. This quantitative study had 251 respondents, primarily from one Midwestern university. The study utilized the Knowledge, Attitude and Behavior Items Survey. The survey contained 39 items separated into a demographic section and three subscales: (a) knowledge, (b) attitudes, and (c) behavior. The survey was adapted from The University Experience Battery Items (Schrader and Brown, 2008) by eliminating questions, focusing the language and adding a demographic section. This study has implications both theoretically and practically. For home educated students the study provides insight into how this specific population compares to other student groups. The data from this study shows home educated students self-reported the practical knowledge, attitudes, and behaviors for a successful transition into higher education. This may encourage home educated students to engage and enroll in first-year experience programs when entering higher education. This study suggests students finish these programs with those necessary qualities for student success. The primary recommendation for further study was there was not a significant difference in survey answers for the three student populations. Further examination should be performed on other students groups, pertaining to first-year experience programs. This research only separated the results by the model of education used before entering higher education. Additional investigation on the impact of first-year experience programs with minority groups, socio-economic status, gender, and other demographic categories would lead further development of these programs. Replication of this study to a broader range of universities and higher education institutions would allow for a more diverse population, allowing for improved generalizability.

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Towards a Theory of Education

Zuccoli

Korstanje²

2023

The Role of Pleasure to Improve Tourism Education

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Locke on education and the rights of parents

Cited by 6 publications

References 11 publications

Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education

Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education

A comparative study of home educated students and traditionally educated students after completion of a Midwestern university first-year experience program

Towards a Theory of Education

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