ORDER AND FREEDOM IN THE CLASSROOM AND THE PEACE OF THE CITY. A LIGHT CRITICAL ANALYSIS OF AUTHORITY IN EDUCATION AND ITS RELATION TO CIVIC PEACE
DOI:
https://doi.org/10.5281/zenodo.19559719Keywords:
pedagogy, education, freedom, order, peaceAbstract
Order and Freedom in the Classroom and the Peace of the City. A Light Critical Analysis of Authority in Education and Its Relation to Civic Peace.
The research engages with two different philosophies on pedagogy, one that is centred around the concept of order and authority, and the other that centres around the concept of student freedom and agency. The two philosophies will be analysed from a critical stance, without offering a final answer on the validity of either of them. The first philosophy, focused on order and drawing from classical political theory and sociology, posits that a disciplined classroom, guided by a benevolent teacher, who is also the central authority, would naturally instil the necessary virtues for a stable and law-abiding citizenry. The second philosophy, focused on the concept of freedom and drawing from a progressive standpoint, posits that the only way to achieve authentic democratic peace, is by de-centering the teacher and empowering the student. Both views aim to form an engaged and active citizenry. The research also aims to synthesize the elusive and fluid concept of “hidden curriculum”, that is found within both philosophies, together with an analysis of each type of citizen that they claim for produce. In the end, the research does not argue in favour of either of them. Choosing between the two is more than a technical dispute over classroom methods. It is rather a reflection of a deep dilemma that lies at the centre of democratic education. This conflict between the need for social order and the imperative of individual freedom is, perhaps, the irreconcilable philosophical dilemma, that might get a better answer depending on the context of each school and the wider cultural context. The research aims to widen the views on both educational philosophies and present the possible implications for any educational project that desires to achieve peace. The research is the result of several discussions the authors had on the subject, and the bibliography is orientative, rather than final. Thus, there the research will carry on, with a deeper understanding of the connection between education and peace.
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