Some Educational Implications of Adulthood
by Gary D. Fenstermacher — 2008
Most approaches to education “begin with the end in mind,” that is, start with a conception of an educated adult (much as we do in the Educated Person Exercise) and then work backwards to determine how to achieve desired outcomes. In this chapter Gary Fenstermacher attempts a very different approach: he examines our attempts to educate young people and tries to determine our actual rather than avowed focus. He discovers an emphasis on academic achievement and educational equity (both laudable goals)—to the exclusion or assumption of other critical aspects of being a responsible adult, a democratic citizen, and an educated person.
To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: