1. Distinguish between the three senses of the “end” of education.
The goal or end of education can be understood at three levels: from the immediate to the ultimate.
They are virtue being the immediate, followed by culture being the remote, followed by happiness being the ultimate.
In practical terms, we could say, one should study because it contributes to his attainment of everlasting happiness (the ultimate aim), second it will improve his culture (the remote aim); third it will perfect his virtue or skill (the immediate aim).
2. Describe the two senses of “freedom” that serve as the basis for competing views of the purpose of education.
Conscience is a coward; and those faults it has not strength enough to prevent, it seldom has justice enough to accuse - The Vicar of Wakefield (1766)
Along with this new emphasis on freedom of conscience came a loos of confidence in man’s ability to know the good.
At the level of politics and culture, liberty came to mean little more than the absence of external restraint.
This view, elevates the act of choice without judging the quality of the act or the object upon which it is exercised. The task of political authority came to be seen as defending diversity. All views were to be welcomed except, well, unwelcoming views. It was just a matter of time before the tolerant state would take on the tactics of a bully.
Christian faith promotes freedom for excellence. Through the practice of virtues that man can perfect himself.
Hence, by wisdom a man can perfect his intelligence, by courage his will, by temperance his passions.
3. According to Aristotle, what ought a liberal education teach a child to do ?
To be happy.