Human Nature and the Scope of Education
by David Hawkins - 1972
I shall be concerned in this paper with three postulates or conditioning hypotheses which have underlain the classical theory of human nature. My particular focus is the central place of human educability in the theory of human nature. In each case the postulates in question are relevant to education and in each case their significance has been blurred. For there is a wide array of plausible belief which appears to contradict them, and in any event they have never been consistently applied to the estate of childhood. On the other hand, there are serious difficulties and misfortunes connected with their overt denial. I propose to examine some of the fruitful consequences of these postulates, properly formulated, for a theory of human nature which gives place (as the classics do not) to education and development.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: