Education – The Modern Frame

Some Thoughts on the Limits of American Democracy

It is not an accident that the rise of democratic and republican forms of government in the modern period coincided with the rise of the public sphere of rational-critical debate.¹ This is particularly clear in the case of America, where the founding itself was the product of a rich and robust public discussion and debate. Although many members of the Constitutional Convention were not college-educated, they nonetheless were very well-read and informed.² At the time, it was even reported that some British booksellers were selling more law books in the colonies than in England.³ But although the genesis of government “of, by, and for the people” has its roots in a public sphere of rational-critical debate, such a foundation is equally necessary for the endurance and continued existence of such governments and societies. Yet today in America the public sphere of rational-critical debate has all but disappeared, in many ways existing only as a simulacrum of what it once was. For the most part, it has transformed into the mass media of opinions ready-made to consume and independent structures of sociological propaganda.⁴ This general weakening of the public sphere is connected to at least three socioeconomic factors, each of which in its own way undermines our ability as a society to participate in democratic behavior.

Some Further Thoughts on Modern Education

Given what I have said so far about education in the West, specifically about ancient and medieval forms of higher education as they relate to instrumentality and specialization, my treatment of modern forms of higher education needs to be further explored and expanded upon. Here I will continue the general focus on higher education and concerns of instrumentality and specialization, but with an exclusive focus on the modern epoch.

Education: Instrumentality and Specialization

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?

Happiness: A Brief Contrast

Eric G. Wilson’s little volume, Against Happiness, is a good introduction to the subject,¹ except I would argue it isn’t about happiness. Or if it is, it’s about a superficial and degenerate form of it. What is today called happiness would have in premodern times been referred to as a kind of joy–a form of psychological satisfaction or pleasure.² In the first book of The Histories, Herodotus tells of Solon’s answer to Croesus upon being asked who the happiest man in the world is. Croesus, the famously wealthy king of Lydia, fancies himself the man. But Solon names three unknown men–Tellus, Cleobis, and Biton–all of whom are dead.³ The question of how the dead may be happier than the living–and Solon is not attributing their happiness to one enjoyed in an afterlife–is one which highlights the major difference between modern and premodern–especially ancient–views of happiness. To be sure, one cannot do justice to the subject in the form of a short essay, however accurate. It is thus my purpose here to confine myself only to the major differences in the concept of happiness between the understandings of the ancient world, and that of the contemporary modern world.

Beyond the Instrumental and Non-Instrumental: Some Thoughts on The Person

At this point the notion of goods as they relate to the instrumental and non-instrumental can be added to our considerations. I have spoken of two distinct “stances” or approaches to the world as adopted by homo sapiens. One views things¹ in terms of their purported usefulness or utility, of their instrumental value for the sake of some further end or goal. The other views things for their own sake, as ends in themselves, as such. Furthermore, it is the human person–conceived as a unique subject existing beyond or outside the instrumental and non-instrumental²–which adds yet another level of complexity to our understanding of these stances, particularly the instrumental.³

A General Overview

The modern contemporary world has its own characteristic understandings, paradigms,¹ and circumstances. We think in terms of the ideas that modernity has thrust upon us, and most of us have no choice in the matter because we do so without knowing it. The ideas and ways of understanding the world and ourselves that are unique to our time in the West is what I call “the modern frame”.