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Preston, David Seth (ED.). (2003). The Idea of
Education. New York, NY: Amsterdam.
Pp. xi + 202
EUR 44/US $55 (Paper) ISBN 90-420-1146-7
Reviewed by David J. Roof
University of New Mexico
May 28, 2004
Since the time of ancient Greece and execution of Socrates
there has been debate about the function of education and
learning as it relates to both the individual and society.
Questions regarding the nature of education, the interplay of
knowledge and teaching, and the line between teaching and
indoctrination have imbued various political and social
transformations ever since. In the first few years of a new
millennium these questions are still fundamental. Defined with
new character in the contemporary discourse of globalization, the
postmodern, and information-age they permeate various disciplines
as well as the academic world of higher education. Consequently,
a multi-national cross-disciplinary dialog regarding these issues
should be held in high regard.
In July 2002 a conference was held at Mansfield College,
Oxford with a proposal to “broadly examine the nature and
aims of university education, its guiding principles, its
practical functions, and its role in society.” (Note 1)
‘At the Interface’ programme, Learning
Solutions, and Inter-Disaplinary.net whose stated
mission is creating opportunities for cross-disciplinary
collaboration sponsored the conference. This book, as described
by editor David Seth Preston represents a ‘position
statement’ from that conference. Neither the book’s
introduction nor the work selected for publication sought to
directly define what the idea of education
‘is’ or should-be, and focus instead on topics that
allow one to explore the ‘idea’ as they read.
Bringing together academics from multiple disciplines, and
various countries (Note 2) the book is a collection of twelve
essays written on topics concerning university education as well
as traditional issues of liberal education explored in both
contemporary and historical context.
Several themes recur throughout this collection of essays.
These include the role of society in the formation and function
of education as well as education’s contribution to society
within the changing structures of industry and the economy. The
focus of many of the chapters relate to delineations made between
further education and higher education, practical training and
self-realization, and student-driven (commodity style) education
verses state or institution based (bureaucratic) education.
Contemporary formations in higher education resulting from
popular initiatives, current trends, and political ideology are
touched-on in the essays.
The book is divided into three sections. The first, titled
“the current structures of education” contains five
chapters (essays) with topics that range from models for
‘quality assurance’ and ‘professional
development’ (including teacher training) to the role of
music curriculum and the academic library. This section contains
the most content specific work. In other words, the essays are
structured with information, models, and diagrams that are most
functional or applicable for someone working in a related field.
For example, chapter three titled ‘Measuring Aspects of
Student Satisfaction with course Provision” (p. 33-47)
explores the results of a new interactive software program used
for gathering evaluation data and feedback from distance-learning
students. The research methodology and data in this section is
primarily quantitative. Most of the chapters contain sets of
models, diagrams, and tables that articulate information in a
helpful manner.
The first section contains information pertinent to someone
working in a field such as admissions, student services,
program-development, or university leadership. However, it is
not limited in its relevance, and develops topics important for
anyone with a broad interest in administration or education
policy. Seth Agbo’s article about a program to link
teacher development with school improvement, for example, raises
intriguing questions regarding the ‘professional
development’ of teachers. Although often overlooked, there
are significant issues raised in the rhetoric and proposed models
of ‘professional development’ and ‘quality
assurance’. These terms tend to push University programs
toward a more corporate style infrastructure, ---with pedagogy
and curriculum linked to economic considerations such as those
seen in business models dealing with general commerce. Emphasis
becomes placed upon management, efficiency, administrative
procedures, and evaluation. While it might be easy to simply
condemn these trends they are often connected with rhetoric to
make higher education more affordable, more appealing, and
generally more feasible for a larger and more diverse
populous.
Seth Agbo’s article is also a good example because it
teases out issues related to the interconnections of the
political, educational, and social spheres. Currently, teachers
are trained to meet the demands and bureaucratic nuances of
reform efforts passed down from the state and federal level.
According to Agbo, the current approach to reform places teachers
in a role of ‘imitating’ federal initiatives as
opposed to becoming the ‘innovators’ of change.
While ‘reform’ is a common topic, the approach to
reform often lacks sufficient consideration. Agbo’s essay,
however, explicitly develops an approach to reform. In addition,
the essay highlights problematic conditions found in contemporary
teacher education programs.
The Agbo essay in the context of the book also allows one to
explore factors and consequences of university alteration
affecting education reform and the profession of teaching. Other
conditions obstructing teacher participation in reform might be
considered through paradigm shifts at the college level. In the
past few decades human and social science has significantly
influenced the profession of teaching, traditionally part of the
humanities. Scientific paradigms present information as
structured and grounded as opposed to more self-critical and
interpretive approach most often promoted in humanities or the
models of liberal education. The standard for education
initiatives have become ‘scientifically’ based
validity or objective measures of assessment. These issues are
not explicitly developed by Agbo, but can be explored by reading
his essay within the broader scope of the book.
Inline with the section title, the essays in the first section
provide a distinct sense of contemporary models for university
education. In addition, both the essay on music curriculum and
the role of the academic library are unique in promoting the
potential for these areas to bridge existing dualities in
education. Music is seen as bridging a traditional
teacher-student dichotomy and enhancing communicative paths. The
academic library and librarian transcend lines between facility
and students providing wider access to technology and allowing
for student driven research opportunities.
The issues developed in the first section and many of those
seen throughout the book are compounded by a proliferation of
‘further education’ programs and schools. Further
education is generally any post-compulsory (age 16+) vocational
or technical training program. (Note 3) In the past few decades
these institutions have grown with increasing numbers of
individuals attending post secondary institutions. Furthermore,
many professions and disciplines have become more difficult to
navigate, because they generally require specific and more
complex professional and technical knowledge. Universities and
public schools alike must manage the merging of these trends
coinciding with shifts in the nature of industry. Industrial
employment was previously characterized by consistent repetitive
application of a job skill. Today’s job market tends to
require a broader base of technical skills and a foundation of
adaptable knowledge. These issues remain relevant throughout the
book explored in wider educational and social contexts.
This brings us to the second section of the book, titled
‘Issues Within Contemporary Education’.
Containing three essays, this section includes a case study in
community education development and a paper on ‘whistle
blowing’, which examines the rights of patients and medical
staff involved in clinical trials. The last chapter of the
section is on the interaction of the corporate world and higher
education within the fields of design education and
architecture. This section further develops issues stemming from
society’s influence on higher education.
The chapter on whistle blowing explores ethical dilemmas
arising from an industry presence in higher education. There is
a growing trend of University based research funded by
companies. While there are potential benefits, especially in the
area of medical science, there are significant concerns as well.
Academic freedom is often at risk of becoming stymied within the
domains of corporate liabilities, privacy, and funding
stipulations. This essay also teases-out ethical questions
regarding the individual, the university, and society at large.
Ethical considerations are commonly debated in academic settings,
but become notably consequential when considering human
research.
The author considers the enlightenment-based philosophies of
utilitarianism and Kantianism to explore the issues of the
case.
The third and last chapter of the section moves from ethics to
aesthetics while considering business models and research in
design education. This chapter also draws on social
transformations, particularly within the field of architecture,
associated with post-Fordism. (Note 4) Like the paradigm shifts
previously noted in teacher education programs, Nikolaos Patsavos
points to the impact of operativity and scientism in architecture
and design schools.
The last section of the book broadens the conceptual scope of
issues raised earlier in the book. The third section titled
‘The Ambitions of Education’ contains four
chapters. The essays in this section are generally more
open-ended and theoretical. There are essays written on the
changing nature of the university, a historical look at the
relationships universities have had with society, and one
outlining ‘aspirational’ models to combat
commodification and massification in higher education. The last
essay in this section and the book deals with the complex
obligations and commitments, which the author explores by
defining and contrasting various types of education, such as
ethical, liberal, training, schooling, and others.
The fourth section expands the conceptual framework of the
book. Here we see the university, as a contested site with a
raison d'être is far from static and concrete. Evident in
the essays, the language and discourse of both the university and
education is a location of struggle. The question of what a
university ‘is’ or should be is not settled. Ideas
on the topic of what the university “is-not” are also
prominent and contested. Because definitions are often
metaphoric in nature, how we define something like the university
or education has significant consequences in framing debates and
evaluation. Tom Claes’ essay defining the
University, explores the prospect of morally based
evaluative-language to promote a dialectical approach beyond that
of empirical enquiry (p. 121-135). Alternatively, Robert Grant
essay defines various forms of education and school to explore
the relationship between teaching, ethics, and the role of the
State.
Detailing the history of Cambridge and Oxford Universities
(12th to the 21st century), Preston delves
further into the interplay between society and the university.
Historical evidence suggests that at times the university
facilitated social change, other times was shape by social and
political transformation, and at other times remained curiously
distant or fractured in its mission. Preston distinguishes the
social, conceptual, and ideological influences and changes that
take place. The essay is relevant considering present-day
assertions that the university adapt to meet technological,
economic, and social transformations.
After finishing the book, questions emerge regarding its
content and scope. Preston states in the book’s preface
that a primary aim of the conference and book was to
“challenge orthodox opinion” (p. VII). However, there
is no clear indication of what orthodox opinion the conference
and resulting book sought to challenge. Generally speaking, the
book’s content is rooted in modernist science, traditional
academic discourse, and a dialog within the mainstream of most
disciplines. This is not to say the book is without merit, but
to suggest the selection of content raises concern.
In the preface, Preston also expresses an apprehension that,
“…the conference might attract many on the fringes of
education with futile agendas to pursue” (p. VII). Yet
again, there is no elaboration of where the “fringes of
education” might lie, nor an indication of what the
conference organizer and book editor considers futile.
To explore further, I read the original ‘call for
papers’, which did invite participation on broad themes.
However, the themes were followed by more narrowly defined
topics. For example, the topic “the changing landscapes of
education” was followed by “the rise and impact of
student services.” (Note 5) Notably absent or receiving
inadequate reference is the work of sociologist, anthropologist,
and critical theorist of education who have written prolifically
and debated contentiously issues raised in the book. Perhaps, as
a result, the book fails by and large to establish a litigious
break with existing institutional norms.
The content, and specifically the selection of content, become
problematic when considering the issues undertaken in the book.
With detailed research on technical training, professional
development, and essays formulating distinct notions regarding
education’s relationship with society, there is a
disconcerting lack of critical commentary. Nearly thirty years
since Paul Willis’s classic book ‘Learning to
Labor’ (1977) on the working-class in British society
sparked longstanding deliberation on education’s role in
reproducing social inequality; it’s unfortunate that access
to higher education, the nature and basis of technical and/or
vocational training, and the role of the university can be
discussed with such prognostic ambivalence. The post-fordist era
has not erased social inequities, contention between corporate
interest and labor, nor absolved the institution of education
from complacent contribution to injustice. Noting capitalist
transformations in the post-fordist era David Harvey states
that,
The labour market has… undergone a radical
restructuring. Faced with strong market volatility, heightened
competition, and narrowing profit margins employers have taken
advantages of weakened union power and pools of (unemployed or
underemployed) labourers to push for much more flexible work
regimes and labor contracts. (1989, p. 150)
Harvey goes on to write,
Organized knowledge production has expanded remarkably
over the past few decades, at the same time as it has been
increasingly put upon a commercial basis (witness the
uncomfortable transitions in many university systems in the
advanced capitalist world from guardianship of knowledge and
wisdom to ancillary production of knowledge for corporate
capital). (1989, p. 160)
An example of how constructive research falls short by
neglecting critical analysis can be seen in the essay, Higher
Education and Social Impact by Colin Trotman and Heather
Pudner (p. 87-96). The chapter deals with a program to increase
participation of unskilled and partly skilled manual labourers in
post-compulsory education programs. They briefly invoke Paulo
Freire in the article, correctly asserting Freire’s belief
that community education projects should be community driven.
However, the work neglects the deeply held assertion (by Freire
and others) that education and educators promote a critical
consciousness of institutional objectification and oppression.
Freire, in his own words, states:
The problem-posing method does not dichotomize the
activity of the teacher-student: she is not
‘cognitive’ at one point and ‘narrative’
at another…. The role of the problem-posing educator is to
create; together with the students, the conditions under which
knowledge at the level of the doxa is superseded by true
knowledge, at the level of the logos…. Students, as
they are increasingly posed problems relating to themselves in
the world and with the world, will feel increasingly challenged
and obliged to respond to that challenge. (1993, p. 80 &
81)
Trotman and Pudner promote education as “ a useful tool
that can enable people to engage more effectively with civil
society…” (p. 89). However, according to critical
theorist, the idea that social structure is something fixed, to
which people should adapt, reinforces existing oppression.
Insufficient critical analysis is prevalent throughout the book.
This is surprising considering that in Preston’s historical
account of the university, he eloquently depicts social
transformations brought forth by scholars, who were likely
‘on the fringes’.
The book is a fluid read thanks to the various authors lucid
prose style and thoughtful organization of the chapters.
Additionally, the essays containing quantitative research
included enough commentary to make them engaging to those outside
the specific discipline. The vernacular and acronyms from
specific countries and disciplines where usually defined or put
into a context that made them discernable. However, the book
does not clarify whether ‘further education’ is the
same or similar to what would be called a ‘technical
institute’ or a college offering only occupation specific
training in the US. In other words, are the British simply more
explicit in distinguishing between ‘further
education’ and ‘higher education’, or are there
significant differences? Nonetheless, the issues that transcend
the continuum between these institutions and what is defined as
higher education seem fairly consistent.
The book remains interesting and informative whether read in
its’ entirety, as separate sections, or reading the essays
individually. This book contains relevant topics and information
for those working in a variety of fields, and specifically anyone
interested in university policy or education reform. It would
serve as a valuable resource for anyone in the beginning stages
researching university policy. The book also contains some
material pertinent to those interested in primary and secondary
education. I found Seth’s Agbo’s article informative
and interesting, and would recommend it to anyone involved in
teacher preparation programs.
The ‘idea of education’ remains an open
question. Hopefully it will remain an open and contested
question reviving longstanding debates.
Notes
1. This quote was taken directly from the ‘Idea of
Education” conference flyer, in the section under
‘call for papers’ available at: www.inter-
disaplinary.net/ioe1.htm
2. The authors are from the UK, Canada, the US, and Greece.
Although, the authors are affiliated in various capacities with
education or a university, contributors included a pianist,
Architect Engineer, and several professors of both higher and
further education.
3. The term ‘further education’ is more commonly
used in the UK, and commonwealth countries, like South Africa and
Australia.
4. Fordism refers to a period of industrialization (the early
1900s-to the late-1960s) when the prevalent form of employment
was factory work, requiring repetitive tasks and little technical
training.
5. Information on the original call for papers is also
available at www.inter-disaplinary.net/ioe1.htm
References
Freire, Paulo. (1993) Pedagogy of the Oppressed.
30th ed. New York, NY: Continuum International
Publishing.
Harvey, David. (1989). The Condition of Postmodernity.
Cambridge Massachusetts: Basil Blackwell, Inc.
Willis, Paul. (1977). Learning to Labor: how
working class kids get working class jobs. Farnborough,
England: Saxon House.
About the Reviewer
David Roof is a graduate student in the Educational
Foundations program at the University of New Mexico. His
interest lies in education policy studies, specifically the
history and philosophy of U.S. education.
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