COUNTERBALANCE To SCIENTIFIC-RATIONALITY IN EDUCATION

Abstract

One of the essential dilemmas of contemporary life is : How are we to direct our intelligence in morally sound channels? We all agree that intelligence must be used to accomplish goals most efficiently. The choice of goals and the methods of fulfilment, however, lie in the realm of values. Keeping this primary question in mind, let us focus upon the scientific— rationalist trend which has dominated Western thought, response, and decision—making in the twentieth century. What this cultural pattern has done with stunning success is encapsulate and submerge competing traditions, thereby rendering them relatively meaningless compared to the prominence of scientific mentality. We submit that the merits of scientific—rationality are not sufficient to warrant this tradition being the foremost element in modern judgement and decision—making. Nor is the scientific trend adequate as the primary means of bringing up children in state—supported public schools. ^l Scientific methodology. and thinking, be they in the form of physics, history, or psychology, have been established as the predominant, if not sole, traditions in education. No other tradition, no other theory of knowledge, has access to the power and funding vested in state—supported education as does scientific—rationality. It is not surprising, therefore, that our schools produce an élite group of technically competent professionals capable of morally reprehensible and calloused decision—making.