This article explains and defends the idea that economic aims of education are as legitimate as any other, particularly liberal, aims. A particular conception of education is developed, which involves a significant vocational aspect, with two aims: individual fulfilment through employment and social well-being through economic prosperity. This account is to be contrasted both with training, which may be an essential component of education but which is not to be identified with it, and also with instrumental forms of vocational education (...) that do not take into account the need for satisfaction in the workplace. This conception is defended against various possible objections. (shrink)

Education must be good for something, and personal well-being is a plausible candidate for this role. The informed desired account of personal well-being has particular advantages so far as education is concerned, but it is vulnerable to criticism on grounds relating to the objectivity of prudential value. Accounts which avoid this problem, on the other hand, are exposed to objections from the libertarian standpoint, and in terms of their adequacy to reflect the distinctive value of education. This paper attempts to (...) defend an objectivist account of personal well-being as the value of education against these criticisms. (shrink)

This paper argues that Christopher Winch’s contribution to the debate on the aims of education contains some significant errors and omissions. His definition of work is problematic and leads to the conclusion that education should be directed towards very narrow vocational targets. His argument makes unstated and contestable assumptions about the source of educational aims. Lastly, he underplays the implications of the economic aims of education for the achievement of liberal aims. His programme would lead to less pluralism than the (...) liberal alternative. (shrink)

This article explains and defends the idea that economic aims of education are as legitimate as any other, particularly liberal, aims. A particular conception of education is developed, which involves a significant vocational aspect, with two aims: individual fulfilment through employment and social well-being through economic prosperity. This account is to be contrasted both with training, which may be an essential component of education but which is not to be identified with it, and also with instrumental forms of vocational education (...) that do not take into account the need for satisfaction in the workplace. This conception is defended against various possible objections. (shrink)

This paper argues that Christopher Winch's contribution to the debate on the aims of education contains some significant errors and omissions. His definition of work is problematic and leads to the conclusion that education should be directed towards very narrow vocational targets. His argument makes unstated and contestable assumptions about the source of educational aims. Lastly, he underplays the implications of the economic aims of education for the achievement of liberal aims. His programme would lead to less pluralism than the (...) liberal alternative. (shrink)

Education must be good for something, and personal well-being is a plausible candidate for this role. The informed desired account of personal well-being has particular advantages so far as education is concerned, but it is vulnerable to criticism on grounds relating to the objectivity of prudential value. Accounts which avoid this problem, on the other hand, are exposed to objections from the libertarian standpoint, and in terms of their adequacy to reflect the distinctive value of education. This paper attempts to (...) defend an objectivist account of personal well-being as the value of education against these criticisms. (shrink)

This paper argues that Christopher Winch’s contribution to the debate on the aims of education contains some significant errors and omissions. His definition of work is problematic and leads to the conclusion that education should be directed towards very narrow vocational targets. His argument makes unstated and contestable assumptions about the source of educational aims. Lastly, he underplays the implications of the economic aims of education for the achievement of liberal aims. His programme would lead to less pluralism than the (...) liberal alternative. (shrink)