What Two Reasons Does Gutman Give For Not Making A College E ✓ Solved

What two reasons does Gutman give for not making a college educ

1. What two reasons does Gutman give for not making a college education compulsory?

2. Gutman argues that the autonomy of the academy plays an important role in a democracy. Describe why she thinks this is so.

3. Discuss Gutman’s characterization of, and argument against, utilitarianism.

Paper For Above Instructions

In her influential work, "Democratic Education," Amy Gutman articulates fundamental principles regarding the role and purpose of higher education in a democratic society. Throughout Chapter 6, she presents a series of arguments that challenge commonly held beliefs about the necessity and functionality of college education. The following discussion will address the reasons Gutman provides for not making college education compulsory, her perspectives on the autonomy of the academy, and her critique of utilitarianism.

Reasons Against Compulsory College Education

Gutman offers two primary reasons for opposing the idea of mandatory college education. Firstly, she argues that making college education compulsory would infringe upon individual freedom—a core value in democratic societies. She believes that education should be an opportunity for personal growth and self-discovery rather than a mandated requirement imposed by the state. Gutman emphasizes the importance of personal choice in a democratic framework, suggesting that individuals should have the liberty to decide whether or not higher education aligns with their personal goals and aspirations.

Secondly, Gutman contends that compulsory college education could undermine the true purpose of education itself. She asserts that higher education should foster critical thinking, creativity, and civic engagement, achievements that may not be attainable through coercion. By forcing individuals to pursue a college education, the intrinsic motivational qualities that make education enriching might be lost. Essentially, Gutman's argument preserves the spirit of education as a pursuit fueled by intellectual curiosity and personal ambition rather than a bureaucratic obligation.

The Autonomy of the Academy and Its Importance

Central to Gutman's argument is the notion that the autonomy of the academy is essential for the flourishing of democracy. She posits that a democratic society requires a space for the free exchange of ideas, where inquiry and critique can thrive without the constraints imposed by external pressures, whether they originate from governmental authorities, corporate interests, or societal norms. The autonomy of academic institutions ensures that scholars and students can challenge prevailing narratives and contribute to the evolution of knowledge and civic discourse.

Gutman further elucidates that the independence of the academy is crucial for the development of informed citizens who can effectively engage in democratic processes. An autonomous education system cultivates critical thinkers who are not merely passive recipients of information but are instead equipped to analyze, question, and advocate for their beliefs. Such an environment nurtures a culture of dissent and innovation that invigorates the democratic fabric of society. By safeguarding the autonomy of the academy, Gutman argues, we ultimately protect democratic ideals from being overshadowed by dogmas or monopolistic ideologies.

Gutman's Critique of Utilitarianism

Gutman's examination of utilitarianism reveals her deep-seated concerns about the moral implications of this philosophical approach to education and societal progress. Utilitarianism, with its focus on the greatest happiness for the greatest number, tends to prioritize outcomes over individual rights and values. Gutman critiques this perspective, asserting that it can lead to the marginalization of minority groups and the neglect of values that are not easily quantifiable, such as personal fulfillment and the pursuit of knowledge for its own sake.

She argues that utilitarianism simplifies the complexities of human experience by reducing diverse educational pursuits to mere calculations of utility. In a democratic context, such a reduction undermines the very purpose of education, which should be to cultivate a rich, diverse, and meaningful exploration of ideas. Gutman advocates for a view of education that recognizes intrinsic values and the potential for personal transformation, moving beyond mere utilitarian assessments of worth. Her arguments encourage us to rethink the criteria by which we gauge the success of educational institutions and the missions they fulfill within society.

Conclusion

Gutman's work serves as a critical reminder of the values that should underpin higher education in a democratic society. Her reasoning against compulsory college education champions individual liberty and the intrinsic nature of learning, suggesting that true educational engagement arises from choice rather than coercion. Furthermore, her assertion regarding academic autonomy highlights the necessity of an independent educational landscape for nurturing informed and active citizens. Finally, her critique of utilitarianism invites a reevaluation of the metrics by which we judge educational success, advocating for an approach that honors diversity and personal fulfillment. The ideas presented in "Democratic Education" remain relevant, encouraging ongoing discourse on the role of education in fostering a vibrant democracy.

References

• Gutman, A. (1987). Democratic Education. Princeton University Press.
• Rawls, J. (1999). A Theory of Justice. Harvard University Press.
• Mill, J.S. (2001). Utilitarianism. Hackett Publishing Company.
• Nussbaum, M. C. (2010). Not for Profit: Why Democracy Needs the Arts. Princeton University Press.
• Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
• Habermas, J. (1991). The Structural Transformation of the Public Sphere. MIT Press.
• Addams, J. (1902). Democracy and Social Ethics. The University of Illinois Press.
• Freire, P. (1970). Pedagogy of the Oppressed. Continuum International Publishing Group.
• Johnston, I. (2014). The Role of Higher Education in a Democracy. Journal of Education Policy, 29(3), 387-404.
• Rosenberg, A. (2016). Practical Ethics in Higher Education: Global Perspectives. Routledge.