Education in the West has taken many forms throughout history. Like philosophy, its genesis can be traced to ancient Greece, where the first schools of thought were recorded. The first rival conceptions of education–such as those advanced by the ancient sophists, Isocrates, and Plato1–are in many ways mirrored in modernity, albeit in very different circumstances. Beginning in Greece we find tension with respect to education, which concerns the debate between theoretical and practical forms of higher learning, i.e., between disinterested truth and application or utility. Of course, there is an academic history of this thought, the aggregate of which has come to be known as the philosophy of education. It is not my intention, however, to explore the history of this thought here. It is rather to contrast the varying forms of higher education as they have existed across history in the West in terms of two specifics: instrumentality and specialization. Most important to this comparison will be the question of telos, that is, what is and what has been the goal or purpose of education? What is its raison d’être?
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Three Spheres of Influence
There are many aspects of the world we inhabit which affect us in different ways. Those which yield the most power, and thereby affect us the most, I will refer to as “spheres” or spheres of influence. They describe specific aspects of our world, the investigation of which may help us come to a better understanding of our contemporary situation. Many of the essays published on The Modern Frame will refer to these spheres of influence (e.g., “a growing sphere of economy”).
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