This document discusses the history and principles of liberalism and liberal education. It explores the origins of liberal values in reaction to traditional state domination and the emphasis on the individual starting with thinkers like Locke, Mill, and Kant. The key values of liberalism are described as individual freedom, equality, and rationality. However, tensions exist between these values that liberal education must seek to resolve. The document also examines alternative frameworks for understanding the relationship between these central liberal values and their implications for education.

1. ON LIBERAL
VALUES AND
LIBERAL
EDUCATION
Joseph Jinja Divala
Rethinking "Liberal values and Liberal Education" of Halstead - Joseph Divala
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2. LOCATING THE BIRTH OF LIBERALISM
• Traditional State /kingdom domination
in ancient thought
• Medieval thought
o Church + society + state
• The Renaissance resurgence
Rene Descartes
Kant, Rawls, Peters etc
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3. • In principle, liberal values can be seen as a
reaction to Utilitarian values
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4. THE RELATIONSHIP WITH TRADITIONAL
CONCEPTIONS OF EDUCATION
Education
General
Enlightenmen
t
Sociologic
al
Institution
al
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5. THE MEANING & PLACE OF
LIBERAL THINKING
• Platonic thinking:
o The state re-imagines society and
consequently tells us what is right
and how to organize ourselves
• Locke and the empiricists
o Humans are born empty slates and it is the
duty of parents to inform this empty slate
• Mill and the priority on the individual
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6. OF THE INDIVIDUAL AND LIBERAL
EDUCATION (MILL)
• Liberal values are premised on the idea that
individual human beings have the power to
reason.
• Because of this power to reason, they can
see choices/options in life.
• And because reason enables them to see
options, the same reason enables them to act
on their freedom.
• Similarly, this position holds that individuals
can determine the form of education they
desire and this is how education should be
constructed and controlled.
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7. PRINCIPLES ANCHORING MILL’S
PROPOSAL FOR LIBERAL VALUES
• The principle of liberty:
o A person should have the right to act as
they wish as long as the negative
consequences of such actions are only felt
by that person
• The harm principle:
o If a person's act is not self-regarding and
adversely affects others, society should
hold the agent responsible for his/her
actions and take the necessary step to
punish them, be it in a courtroom or a
social setting – legal or social circles
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8. THE “IF and ONLY IF”
• If we are rational
• Then we are responsible for our choices and
actions
• Reasoning enables us to act on our freedom
• Then, as individuals we can choose the type
of education we want
o No state, nor church , nor parents can
determine how we should be educated.
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9. FUNDAMENTAL VALUES OF
LIBERAL EDUCATION (HALSTEAD)
1. Individual freedom/liberty
(to pursue your own needs and interests)
2. Equality
(non-discrimination in society)
3. Rationality
(basing decisions on justifications)
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10. CONFLICT BETWEEN VALUES
• Much conflict in literature between value 1
and 2 – which is more fundamental?
• Tensions between 1 and 2 gave rise to value 3
• Principles of impartiality and tolerance –
linked to value 2 and 3
• Principles of personal autonomy –
linked to value 1 and 3
Fundamentally, Halstead introduces a
CONVERSE PUZZLE
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11. 1. INDIVIDUAL
FREEDOM/LIBERTY
• Freedom to satisfy needs
• Realize interests
• Being free from constraint
• May include an individual life-plan
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12. 2. EQUALITY
• Focuses on dealings with others
• Equality of opportunity
• Attempts to equalize life/distribute wealth
and power
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13. 3. RATIONALITY
• What will produce or reduce happiness
• Basis for resolution of conflict
• Kantian view = ‘search for the truth’
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14. AN ALTERNATIVE VIEW OF THE
CENTRAL LIBERAL VALUES
Reason/
Rationality
LibertyEquality
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15. RATIONALITY AND
REASONABLENESS
• Kant’s take
• Onora O’Neill’s Kantian understanding of
liberal reasonableness
• Rawls’ Reasonableness
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