Editing Education (section)

=== Aims and ideologies ===
[[File:Propaganda poster in a primary school - DPRK (2604154887).jpg|thumb|upright=1.2|alt=Propaganda poster in a primary school in North Korea|Propaganda poster in a primary school in North Korea. [[Authoritarianism|Authoritarian regimes]] frequently employ education as a tool for indoctrinating students.{{sfn|Torabian|2022|p=[https://books.google.com/books?id=y1xwEAAAQBAJ&pg=PR7 vii]}}{{sfn|Golosov|2017|p=[https://books.google.com/books?id=Fq41DwAAQBAJ&pg=PT91 91]}}]]

A central topic in education studies revolves around how people should be educated and what goals should guide this process. Various aims have been proposed, including the acquisition of knowledge and skills, personal development, and the cultivation of character traits. Commonly suggested attributes encompass qualities like [[curiosity]], creativity, rationality, and critical thinking, along with tendencies to think, feel, and act morally. Scholars diverge on whether to prioritize liberal values such as [[freedom]], [[autonomy]], and [[open-mindedness]], or qualities like obedience to authority, ideological purity, [[piety]], and [[religious faith]].<ref>{{multiref |1={{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#ContCurrAimsFuncScho 3.1 The Content of the Curriculum and the Aims and Functions of Schooling]}} |2={{harvnb|Siegel|2010|pp=[https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195312881.001.0001/oxfordhb-9780195312881-e-001 3–9]}} |3={{harvnb|Gingell|Winch|2002|pp=[https://books.google.com/books?id=x3KFAgAAQBAJ&pg=PA10 10–13]}} |4={{harvnb|Brighouse|2009|pp=[https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195312881.001.0001/oxfordhb-9780195312881-e-003 35–36, 42]}} |5={{harvnb|Curren|1996|loc=[https://www.rep.routledge.com/articles/thematic/education-philosophy-of/v-1 Lead Section, 1 Philosophical Analysis and Theory]}} |6={{harvnb|Van Hiel|Van Assche|De Cremer|Onraet|2018|pp=1–2}} }}</ref>

Some education theorists concentrate on a single overarching purpose of education, viewing more specific aims as means to this end.<ref>{{multiref |1={{harvnb|Haack|1981|pp=[https://www.jstor.org/stable/3750273 289–290, 293]}} |2={{harvnb|Siegel|Phillips|Callan|2018|loc=[https://plato.stanford.edu/entries/education-philosophy/#SociEpisVirtEpisEpisEduc 3.3 Social Epistemology, Virtue Epistemology, and the Epistemology of Education]}} }}</ref> At a personal level, this purpose is often equated with assisting the student in leading a good life.<ref>{{multiref |1={{harvnb|Chazan|2022|pp=[https://link.springer.com/chapter/10.1007/978-3-030-83925-3_3 15–16]}} |2={{harvnb|Haack|1981|pp=[https://www.jstor.org/stable/3750273 289–291]}} |3={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA3 3–4]}} }}</ref> Societally, education aims to cultivate individuals into productive members of society.<ref>{{multiref |1={{harvnb|Chazan|2022|pp=[https://link.springer.com/chapter/10.1007/978-3-030-83925-3_3 15–16]}} |2={{harvnb|Bowen|Gelpi|Anweiler|2023|loc=Introduction}} |3={{harvnb|Sewell|Newman|2013|pp=[https://books.google.com/books?id=B_9OAgAAQBAJ&pg=PA3 3–4, 7]}} }}</ref> There is debate regarding whether the primary aim of education is to benefit the educated individual or society as a whole.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=17–18}} |2={{harvnb|Reid|2018|p=[https://books.google.com/books?id=9bR2DwAAQBAJ&pg=PT190 190]}} |3={{harvnb|Kiracofe|Hirth|Hutton|2022|p=[https://books.google.com/books?id=w8lfEAAAQBAJ&pg=PA19 19]}} |4={{harvnb|Kemmis|Edwards-Groves|2017|pp=[https://books.google.com/books?id=fFM7DwAAQBAJ 2–3]}}}}</ref>

Educational ideologies encompass systems of fundamental philosophical assumptions and principles utilized to interpret, understand, and assess existing educational practices and policies. They address various aspects beyond the aims of education, including the subjects taught, the structure of learning activities, the role of teachers, methods for assessing educational progress, and the design of institutional frameworks and policies. These ideologies are diverse and often interrelated. Teacher-centered ideologies prioritize the role of teachers in imparting knowledge to students, while student-centered ideologies afford students a more active role in the learning process. Process-based ideologies focus on the methods of teaching and learning, contrasting with product-based ideologies, which consider education in terms of the desired outcomes. [[Conservatism|Conservative]] ideologies uphold traditional practices, whereas [[Progressive education|Progressive ideologies]] advocate for innovation and creativity. Additional categories are [[humanism]], [[romanticism]], essentialism, [[encyclopaedism]], [[pragmatism]], as well as [[Authoritarianism|authoritarian]] and [[democratic ideologies]].<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|pp=26–31}} |2={{harvnb|Bartram|2009|p=28}} |3={{harvnb|Bartlett|Burton|2007|pp=22–25}} }}</ref>