A Russellian Plea for 'Useless' Knowledge: Role of Freedom in Education

Autor/in	Deka, Jahnabi
Titel	A Russellian Plea for 'Useless' Knowledge: Role of Freedom in Education
Quelle	In: Studies in Philosophy and Education, 40 (2021) 1, S.23-37 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-020-09736-7
Schlagwörter	Educational Philosophy; Freedom; Teaching Methods; Thinking Skills; Reflection; Cognitive Processes; Role + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Freiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Rollen
Abstract	While thrusting the importance of knowledge, Bertrand Russell highlights one special "utility" of it, i.e., knowledge promotes a widely contemplative habit of mind; and such knowledge, he terms 'useless'. For Russell, the habit of contemplation is the capacity of rationalized enquiry which enables individuals to consider all questions in a tentative and impartial manner, frees them from dogmas and encourages the expression of a wide diversity of views. Besides 'useless' knowledge, Russell admits the importance of 'useful' knowledge too, but his appreciation for the "intrinsic" value of 'useless' knowledge more than the "extrinsic" value of 'useful' one brings to light the significance of knowing, i.e., to know is to know "something for its own sake." Pursuit of such knowledge is possible only in case of 'useless' knowledge; and not in case of 'useful' one. Highlighting contemplative habit of mind as the greatest advantage of 'useless' knowledge, Russell says that such habit, in order to get accelerated, has to be guided by education; but education without "freedom" cannot perform the job. To be free, according to Russell, means, to be free from the forces of tradition; and also from the tyranny of one's own passions. Freedom is thus seen to be the cardinal force in fostering contemplative habit, and is closely found to have been associated with 'useless' knowledge. In the present paper, by highlighting the nature of contemplative habit of mind, I have argued that 'useless' knowledge has to be appreciated more than 'useful' knowledge. Moreover, I have shown why freedom in education has to be considered a "necessity" for accelerating habit of contemplation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01