Melbourne Graduate School of Education - Theses

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    Matthew Arnold's perception of culture and the implications of that perception for his educational writing
    Palmer, Kathleen Imelda ( 1976)
    The first chapter centres around an analysis of the concept of culture and, in particular, three uses of the concept which recur consistently throughout Arnold's works: culture as a pursuit of our total perfection, as a means of social transformation, and as an inward operation. The question is raised: Why, according to Arnold, did men need to be transformed, and in what ways could culture effect this transformation? Chapter two is concerned with answering the first part of the question; chapter three the second. An exploration of the need for men to be transformed involves an analysis of Victorian society as Arnold perceived it. How, on the Arnoldian analysis, could culture transform society? Culture is concerned with the pursuit of perfection by man's coming to know 'the best which has been thought and said in the world'. Though it begins as an inward operation, it never rests there. The man who seeks perfection comes to see that 'totality' entails social commitment. Hence the importance of culture for Arnold's social theory. The agents of social transformation are thought to be, in particular, the 'aliens', those 'generous and humane souls' whose concern is the development not of their 'ordinary self' but of their 'best self'. These 'men of culture', acting through their 'collective best self', are seen as instruments of social transformation. The weaknesses of Arnold's social theory are now explored. What are the implications of Arnold's perception of culture for his educational theory? He never really sees the elementary schools as centres of 'culture'. They are, at best, centres of 'light' and 'civilization'. This attitude reflects not only Arnold's realism, but also his unconscious acceptance of a middle class view which sees culture, specifically, as 'literary culture'. It is in his approach to the question of middle class education that the close link between Arnold's social theory and his educational theory can best be seen. The transformation of the middle class through culture is a pre-condition of the transformation of society. And it is through education that 'general liberal culture' is to be fostered. Thus, Arnold's commitment to middle class education is not only compatible with his commitment to culture, but also an important aspect of that commitment.
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    An evaluation of aspects of the proposition by Professor G.H. Bantock that "ultimately education both formal and informal is concerned with cultural transmission"
    Blackler, Stuart Edward ( 1976)
    This thesis explores both the meaning and the application of. Bantock's assertion. Firstly, the notion of 'culture' is examined. I3antock identifies two common interpretations of the word: the anthropological and the Arnoldian 'pursuit of excellence.' He claims that his understanding is somewhere between the two. However, an analysis of his works shows that his thinking for education is far more identifiable with the Arnoldian idea of culture as what people should do, than it is with the anthropological notion that culture is what the people do. The meaning of I3antock's assertion about education's 'ultimate concern' is then examined with respect to his recommendations on curriculum. Bantock usefully distinguishes between 'cognitive' and 'affective' learning. Yet this distinction is not as sharp as one might expect: the criterion of the rational - or cognitive - as the arbiter limits his recommendations affecting curricula. If education is to be transmitted, this entails a discussion of how the transmission is to take place. �3sntack rejects 'discovery methods' as a mesas to transmit cultural values. The validity of his rejection is disputed both on the grounds of his failure to perceive the structure underlying discovery methods and the motivation of these methods. Transmission has to be undertaken by someone: thus, the role of school and not - school is examined, and the role of the teacher is explored. The former is affected by the whole area of the responsibility of the educator to his society; the latter is complicated by the fact, not explored by Bantock in any depth, that the teacher himself is necessarily involved in the wider community. lf cultural transmission is to be seen as the ultimate concern of education, then other claimants need to be described and assessed. The thesis examines the claims of self-realization, social improvement and social .usefulness, and proceeds to examine what claim cultural transmission knight have against other claims. The thesis examines the contribution which cultural transmission has over and against other claimants: its complementary nature, its sense of continuity with the past and for the future, and its dynamic spirit are explored. Finally, the thesis seeks to assess the contribution of G. H. Bantock to educational thinking. Negatively. there is a criticism of his failure to recognise the pluralistic nature of modern society, and his tendency to over-simplify the attitudes of those with whom he disagrees. But, positively, he does draw attention to the need for educational discourse to identify aims, his open-ness to a changing society, and his identification that the decisions affecting education are less and less in the hands of educators.