Abstract
In this paper we argue that there are at least two conditions for the adequate realization of the capacity of free will – and thus of the realization of the right to freedom of education – that are missing from Matusov's account, and needed to be integrated with it in order to enable the successful implementation of the right to freedom of education principle. We will then offer a different typology of the field of education, a typology that is complementary, rather than contradictory, to Matusov's typology, and use this typology – especially the concept of heutagogy – to offer a way that optimizes freedom of will in education
Highlights
One of the main aspects of the subject of freedom is that of free will
We will argue that there are at least two conditions for the adequate realization of the capacity of free will – and of the realization of the right to freedom of education – that are missing from Matusov's account, and needed to be integrated with it in order to enable the successful implementation of the right to freedom of education principle
We will offer a different typology of the field of education, a typology that is complementary, rather than contradictory, to Matusov's typology, and use this typology – especially the concept of heutagogy – to offer a way that optimizes freedom of will in education
Summary
One of the main aspects of the subject of freedom is that of free will. The free will theme is one of the core themes of Western philosophy and keeps haunting it for many centuries. Assuming that humans are endowed with the capacity of free will, and that this capacity is a necessary condition for the realization of the right to freedom of education, a question arises: Does the priority that Matusov gives to the principle of the right to freedom of education hinders in some way the full realization of this capacity? We will argue that there are at least two conditions for the adequate realization of the capacity of free will – and of the realization of the right to freedom of education – that are missing from Matusov's account, and needed to be integrated with it in order to enable the successful implementation of the right to freedom of education principle. We will offer a different typology of the field of education, a typology that is complementary, rather than contradictory, to Matusov's typology, and use this typology – especially the concept of heutagogy – to offer a way that optimizes freedom of will in education
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