The Theory of Education in the U.S.

Published in 1932, Nock’s small volume addresses the unsuccessful educational overhaul that had taken place around 1900.  The classical, liberal system had been replaced by our utilitarian, democratic system—and everyone agreed that the effect on students was not entirely desirable.  While his contemporaries were “incessantly tinkering” with new methods, Nock proclaimed bluntly that the problem was in the underlying educational theories.  Until these were replaced, the system would never work.  Nock’s work is pertinent, because the same theories still reign today.

Nock identifies three faulty theories—rather, they are the distortion of the three ideas listed below.

1.    Equality: All people are equal, so all people should go to school or university…right??  Nock argues that not all people are capable of higher education.  He distinguishes (rather harshly!) between the “educable” and the “ineducable.”  (The educable person “is one who gives promise of some day being able to think”! p.124)

2.    Democracy: A falsely democratic attitude resents superiority.  This attitude demands that educational standards be adjusted down to the lowest common denominator in society. Further, giving the people “what they want” supersedes an objectively good curriculum.

3.    Literate Citizenry: Good, honest government depends on the voters being well informed, so they must know how to read.  But really, Nock claims, “everything depends upon what he reads, and upon the purpose that guides him in reading it” (43).  Literacy is not an automatic road to well-judged public opinion.

The core attitude that allowed these theories’ popularity is the determination of parents that their children should have better opportunities and as much education as possible.  This is a great motivation…but remember:  The wrong thing for the right reasons is still the wrong thing.