Liberal education

A fascinating look at educational opportunity in developing countries at the Economist.

The yawning gap in education within developing countries

"GLOBAL public spending on education rose from a median 4.5% of GDP in 1999 to 4.9% in 2006, according to a new report by UNESCO, the UN's education agency. The poorest countries invested 3.5%, compared with 5.6% by the slightly richer middle income countries, and 5.3% by developed countries. But spending money wisely also matters. Huge inequalities exist between the richest and poorest within many countries. In India, a 17-22 year old in the richest quintile has had an average of 11.1 years in education, compared with only 4.4 years for those in the poorest quintile. This gap is also big in Peru and the Philippines. The difference in Bangladesh is similar to that in Nicargaua, a much richer country, showing it is using resources more effectively."

Check out the article for a fascinating graphic breakdown of average number of years of education in each country.

Education is one of the central matters of concern to me that keeps my liberal commitments honest. It is plainly clear to me that liberal education, meaning the development of the conscience and intellect, is one that is best done consistent with liberal principles, meaning ones that respect independence of thought and action, freedom of choice and conscience, free and honest substantive engagement and learning, and an honest attempt to address inequities while acknowledging that inequalities of effort, commitment, and merit are inevitable in any society, and especially a liberal society that does and should reward merit.

Socialism is not liberal, in this context, insofar as it, inherently violates the consciences and judgments of independent actors in a liberal democracy. A commitment to one's neighbor is neither mutually exclusive with a democracy that respect freedom of conscience and choice and it is best facilitated by that kind of freedom that better acknowledges that coerced commitments are not real commitments at all and that free commitments are the only ones likely to deliver the highest quality opportunities for all people.

Public education in developed countries and developing countries, as conservative free market economist Milton Friedman and liberal poverty economist Amartya Sen both argue, are ones that must occur consistent with liberal principles, meaning a respect for freedom of conscience and choice by rich and poor alike.

Public education, hence, must become more liberal and democratic, meaning more free and self-determined, for real progress to occur on this front and almost all fronts of liberal democratic progress. School choice and commitments to educational opportunity for all children are necesary for this kind of progress. Government-funded education is a compromise on this principle that is worthy in many instances. But it is not the ideal that a more genuinely liberal democratic education - that is voluntarily provided and funded by independent schools, teachers, and administrators and chosen freely by independently-acting parents and students - has to offer.

The compromise of this principle by government funding to assure educational opportunity should not be confused with a more genuinely liberal education, that is freely chosen, engaged, committed to, and funded, to develop free and independent consciences and intellects.

Force is generally inconsistent and mutually exclusive with a genuinely liberal education, except in the case of real physical danger to those involved. It's use should be minimized and avoided as much as is reasonably possible and voluntary efforts should replace compulsory efforts as long as we take the principles of a liberal education and liberal democracy seriously.

This is not just a matter of abstraction. Such education is critical to undermining the oppressive hold of repressive and illiberal governments and institutions around the world. North Korea is no more liberal for its leftist dictatorship than Saddam Hussein was conservative for his right wing authoritariasm, and both, rightly, are most powerfully challenged by citizens with liberal commitments. And liberal education - meaning education that embraces a commitment to free and independent conscience and intellect - is necessary to debate, criticize, and undermine the illiberal commitments of governments organized around force as a governing philosophy rather than by a respect for individual conscience and choice. And those liberal commitments are fundamental to almost all of the most important quantity and quality of life indicators for people around the world.

Freedom makes possible both the safety and substantially better quality of life enjoyed in liberal democracies, and education is fundamental to developing the commitments, including and especially a commitment to reason as the foundation for understanding and resolving important problems in a culture, that guarantee that more people live, live longer, healthier, more decent, more honest, worthwhile lives. Almost all serious quality of life indices correlate broadly with stronger liberal commitments. And liberal education is the fundamental commitment that makes possible others within a culture.

This is one of the most critical questions for the 21st century and future of liberal democracies. The stakes are too high to take liberal education commitments less seriously than they deserve and to guarantee the freedom of conscience and choice that are fundamental to the development of robust liberal democracies that offer better lives for all of us.

This is the commitment of a liberal conscience. That all people should have better lives. No matter who or where they might be.