When envisioning the perfect education, we discussed the advantages and disadvantages of the three different education systems our group members have experienced. The phrase “hindsight is 20/20” was clearly operating in our discussions – each of us saw the failings in our respective systems and the positive aspects. Although we were powerless back then, this project allows us to recreate the basics of the education system and how it is approached.
Confucius believed that everyone, regardless of his or her social background, had the right to education:
The Master said, “I have never denied instruction to anyone who, of their own accord, offered up as little as a bundle of silk or a bit of cured meat.” (7.7)
Our group firmly believes in education as a basic human right and agree that in our utopia (from primary education through to tertiary education) education would be completely free. We agreed that high school was where the most important groundwork was laid. A perfect education at the high school level would therefore consist of learning the basic skills necessary for a happy life, e.g. general knowledge such as science, history or maths, and technical skills such as basic computer knowledge, or perhaps home economics.
The topic of technical skills raised the issue of the stigma that is often associated with attending technical colleges or vocational education and training schools. As discussed before, there are an increasing amount of students attending university for the sake of attending university. Such students feel it is expected of them, even though they are unsure of what they want in life. This is at odds with Confucius’s view of:
The Master said, “In ancient times scholars learned for their own sake; these days they learn for the sake of others.” (14.24)
In this passage we see Confucius praises those who learn for their own purposes and disapproving of those who study for the sake of receiving praises and rewards. If we translate this view to a modern day context, it would essentially be to study to enrich yourself, out of your own volition. Extending this idea, we came to the agreement that a perfect education should not only focus on the intellectual (i.e. university) but also have equal focus within the technical sphere.
There are of course many existing technical institutions that provide specialisation courses – giving students with hands on experience and real-world skills. Courses would cover industries such as: administration, hospitality, retail, beauty, tourism, construction, tourism and more. Such courses are designed to broaden student’s skills and knowledge in a specialised area, allowing for students to learn the practical and technical aspects of their field in an industry context. Although these institutions exist, the issue is the stigma attached to them. Therefore we feel it is important for our people to feel that they have the necessary support structures in place to pursue a career in whichever industry they desire, without fear of any social or economic repercussions. One method would be exposing students to such institutions at an earlier age, to let them know that such an education path is possible and that attending university isn’t the only path to success.
This focus on practical skills and knowledge draws upon the utilitarian aspect of Mohism. It can be viewed as a combination of his view that no action or idea is justifiable unless it serves the practical interests of the people and that values are defined by their practice use. However in discussing a utopian education we are mindful of catering to the interests and happiness of the majority. This view can be found in Jeremy Bentham’s (considered the founder of modern utilitarianism) take on utility theory; that human actions should be valued by their utility with the goal of action being the greatest happiness of the greatest number. The major difference however between Bentham and Mozi is that Mozi did not value the greatest happiness of the greatest number of people as the most important goal of his teaching. Rather, he regarded the satisfaction of the basic needs of the largest number as his goal. Therefore we seek to only take away the societal benefits of the practical aspect of Mohism.