The Future of Education

Maritain argues in Education at the Crossroads, that there are (at least) five fundamental dispositions that modern education ought to foster and develop, and these are, he argues, at the foundation of the task of education: the love of truth; the love of good and justice; “openness” to existence; a certain attitude to work; and an appreciation of cooperation. (John Haldane notes that these “specific goals for education and methods for their achievement… might enable us to avoid the spiritual and evaluative vacuum which is opened up by pragmatism”, 1995, p.168. Certainly this context is important, but I will argue that the reach of Maritain’s argument, so to speak, can be expanded considerably.)
A number of preliminary questions arise however (which will be answered in the paper): are these dispositions at the foundation of the task of education? Are they foundational, in themselves? Are all of these dispositions? If so, are they fundamental dispositions? And if so, are these the ones that we ought to foster and develop as educators in the 21st century, if we want every student to flourish?

Keywords: Aims of education, virtue ethics, virtue epistemology, dispositions, Eudaimonia;