Abstract
The purpose of this study is to provide critical analysis on C. Leadbeater’s model of student agency, which serves as the theoretical foundation for the Education 2030 project proposed by OECD, from a philosophical perspective of mind. Within this study, it would be argued that Leadbeater’s model exhibits two key characteristics. Firstly, it appears to align with the prevailing contemporary belief that individualism and rationalism are fundamental to achieving a good life. Secondly, this model can be seen as closely tied to the notion that biological concept of development, particularly maturation, can be employed to elucidate the principles governing the growth of student agency. From the vantage point of this study, such ideas concerning the development of mind seem to carry a substantial risk of misconstruing the role of teachers within the context of student agency education.
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