Below is a passage I wrote for a PhD class in curriculum theory. The questions was “Who should decide what students learn?” particularly in regards to whether intelligent design should be taught in science classes. I post it here because I think it is a decent articulation of my view that families, parents, and children (rather than either education experts or democratically elected board members) should have the ultimate authority over what children learn.
The question is: who is to decide whether intelligent design or evolution (or both or neither) should be taught in schools. Of all the readings assigned for this week, my views allign most closely with McClusky. The problem is that we live in a society that is simulteneously liberal and democratic, while also talking about an institution (schools) that, in some sense, has as its role something neither liberal or democratic. As long as these three ideals are in conflict – and I think they are – one must simply choose which authorty they thinks trumps the other two: experts (nondemocratic and nonliberal), the majority (non-liberal and non-authoritarian) or each individual/family (non-democratic and non-authoritarian). I believe the best way to decide the issue is to leave the decisions in the hands of each individual/ family.
But let me first explain why I believe we are dealing with three incompatible ideals. As a liberal society, we are committed to the idea that individuals have a right to conscience. As a democratic republic, we are committed to the idea that disputes are to be settled by appeal to the vote (at least to vote in representatives whose own votes will reflect that of the majority). And, in the case of schools, we are also committed to the idea that there are certain things which SHOULD be conveyed to children regardless of whether they, their parents, or the majority concur. (In other words, we believe that curriculum is too valuable a subject to be left to non-experts.)
These three ideas, then, are in conflict and, I believe, irreducibly so. That is because recognizing the one negates the other two. (By example, leaving curricular matters up to majority vote abridges individuals liberty to decide educational issues for themselves, and also takes a stand against unelected experts deciding them.) Why do I choose liberalism over the other competing values as curricular guides? (more…)
As a libertarian, it pains me to admit flaws with libertarianism as a philosophy. But one problem in libertarian theory I’ve become increasingly sensitive to is the problem of how children are handled in a libertarian society. I believe I know where the problem stems from, and also why certain existing arguments are flawed, but don’t have much idea on how to rectify these flaws without violating a certain amount of libertarian theory. Oh well. Here is my attempt, at least, to look at one of the more interesting arguments for how libertarian theory should treat kids: Murray Rothbard analogies parent/child relations to house-owner/houseguest relations.
Before getting into that, I want to briefly outline why I think libertarians have such a hard time with the “child problem.” Libertarians, I think, are good at dealing with two different ideas: people (in the sense of autonomous adults) and property. To put it bluntly, children are neither of these and are probably best seen as somewhere in between the two in resemblance. Children resemble, but are not, autonomous adults in certain ways: they are physically autonomous and their brains/minds are not linked to other brains/minds in that they can decide certain things for themselves. But in other ways, children resemble, but are not, property: parents are legally responsible for taking care of children and children are in some sense ‘acquired’ by choice, children do not have a real choice in who their ‘owners’ are, etc.
But children are neither persons nor property. They are not quite autonomous persons because we – except some libertarians – recognize that children lack the mental ability to make certain decisions on their own or have the type of absolute freedom we grant to adults. Nor are they property because, morally, it strikes us as horrendous to think about parents being able to do anything they would like to their children. Unlike property, children have at least SOME freedoms.