Freedom and Education
in Philosophy ·
Eric Newman75 said:It’s not exactly irrelevant, though. You actually have a choice in all of this. Every single decision you make acts like a nudge, steering a kid toward a completely different life based on what you prioritize. It all adds up.
Look, I’m not out here arguing from some standpoint of absolute, unrestrained freedom—because let's be honest, that kind of thing doesn't actually exist in the real world. Our national education laws aren't just some random set of rules we cooked up on a whim; they follow international standards and global conventions. And it’s not even because we necessarily wanted to change things up—it's because we're obligated to. It's just how the system works.
Look, this was all brought up because of the way students with special needs have been treated. If those incidents hadn't happened, we wouldn't even be having this conversation in the first place.
Finally, here you go. The law. Simple as that. Look, you really need to dig into that fourth point—the one covering the goals and principles of education. Those "Paris" guidelines aren't just some random list; they flow directly from the actual school curriculum. The law itself only touches on them briefly. I mean, do you honestly think lawyers get to dictate exactly how pedagogues, psychologists, and specialists handle their business? It doesn't work like that.
Having a choice within a set of pre-determined options isn't actually making a choice at all. It’s just an illusion.
It’s basically being forced to pick between several options that none of them actually satisfy.
This feels like yet another classic case of moving the goalposts to avoid dealing with the actual point.
I’m not arguing from some lofty, abstract standpoint about absolute freedom as if it were just an untouchable ideal. I’m looking at this through a much more practical lens—the kind of reality where that level of liberty would actually make sense and be easy to grasp.
You’re pointing out that following global educational standards isn't some choice you're making—it's an obligation. Because of that, the OP's question is completely legitimate. There's really no reason to dismiss it before we've even had a chance to discuss it.
I think we can all agree that the intro writer raised a valid point regarding the tension between individual liberty and mandatory primary education.
I assume you're thinking about Article 4, since that specific point covers something else entirely?
Hey, let’s set Paris aside for a moment and just focus on item 2 under section 4 that you brought up.
What happens if a parent disagrees with any kind of effort to develop a sense of national identity or heritage in their child?
Is it actually reasonable for a parent to want to shield their child from that kind of influence? I find myself wondering if protecting a kid's developing mindset from those kinds of external pressures is a valid responsibility. It’s a heavy question. Sometimes I feel like I'm overthinking things, but I really do wonder about the line between guidance and total isolation. Is it worth trying to curate what they see, or are we just delaying the inevitable?
Can a parent disagree with everything that passes for "modern societal values" today? And if they do, is it okay to shield their child from those influences to protect how they perceive the world?
How exactly are we supposed to encourage a child to follow their own natural interests when we’re simultaneously forcing a mountain of tasks on them that they have zero passion for? It feels like we're just draining their time, attention, and energy on things that don't matter to them.
I don't know. I really don't.
Words, words, words... there’s that French song, though I honestly couldn't tell you if the lyrics actually make sense. Back in elementary school, they basically forced me to choose between a few other options—presumably ones they considered more "important" than French.