This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 8: T.S. Eliot, Education and Culture
T.S. Eliot, Education and Culture
Introduction: Before Eliot
In setting out to explore the educational thought of T.S. Eliot (1888–1965), we may be inclined initially to locate his views in relation to some familiar conceptual framework or theoretical system; and what comes most readily to hand will almost certainly be that convenient apparatus, the traditional–progressive dichotomy. Eliot is surely a traditionalist; he famously wrote, after all, about tradition and the individual talent, placing particular emphasis on the former term. And he is unmistakeably an anti-progressivist, if a progressivist is one to whom human progress is a secular ideal, and education one of the chief tools for its realization.
Caution would be advisable, however, for the distinctive character of Eliot's thought is unlikely to ...