Abstract
No political scientist can escape a fascination with education; and, for once, the current interest in research on education and the political order is not another fad or fashion in our discipline. To believe otherwise would be taking the short view indeed. If one were only to take the short view, one would deprive oneself of the sustained efforts made through the centuries by political philosophers to understand the relationship between politics and education. Not surprisingly, Carl Friedrich, wide-ranging political theorist that he is, does not make this mistake. And, interestingly, it is “Tradition and the Role of Education” that fascinates him.1 It is an honorable and honored perspective. In taking it, Friedrich confirms his sensitivity to the relevant in politics. I cannot do other but express my appreciation.
An earlier version of this paper was prepared for the research workshop on “The Politics of Elementary and Secondary Education,” sponsored by the Committee on Basic Research in Education, Division of Behavioral Sciences, National Academy of Science/ National Research Council, held September 14–19, 1970, at Stanford University.
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References
See Carl J. Friedrich, Man and His Government: An Empirical Theory of Politics, New York: McGraw-Hill, 1963, Chapter 33.
Gabriel A. Almond and Sidney Verba, The Civic Culture: Political Attitudes and Democracy in Five Nations, Princeton, N. J.: Princeton University Press, 1963, p. 379. I could cite here just as well the late
V. O. Key’s chapter on “The Educational System” in Public Opinion and American Democracy, New York: Alfred A. Knopf, 1961, pp. 315–343. Key orders his variables in the same way as Almond and Verba do. But I think both his premises and inferences are different — in fact inconsistent with his data presentation. Almond and Verba, on the other hand, are highly consistent and interpret their findings within the contours of the underlying model.
Ibid., p. 502.
Ibid., p. 503.
It is amusing, and I think ironic, that the author of a recent text in political theory entitles one of his chapters “The Aristotelian Bridge: Aristotle, Lipset, Almond.” See William T. Bluhm, Theories of the Political System, Englewood Cliffs, N. J.: Prentice-Hall, 1965.
Robert E. Ward, “Japan: The Continuity of Modernization,” in Lucian W. Pye and Sidney Verba, eds., Political Culture and Political Development, Princeton, N.J.: Princeton University Press, 1965, p. 29.
Lucian W. Pye, Politics, Personality, and Nation Building: Burma’s Search for Identity, New Haven: Yale University Press, 1962, p. 220.
Robert T. Holt and John E. Turner, The Political Basis of Economic Development, Princeton, N.J.: D. Van Nostrand Company, 1966, p. 270.
John Stuart Mill, On Liberty, edited by R. B. McCallum, Oxford: Basil Blackwell, 1947, P. 95.
Ernest Barker, Principles of Social and Political Theory, Oxford: At the Clarendon Press, 1951, p. 277.
Charles E. Merriam, The Making of Citizens: A Comparative Study of Methods of Civic Training, Chicago: University of Chicago Press, 1931, p. x.
Ibid., pp. x-xi.
Charles E. Merriam, Systematic Politics, Chicago: University of Chicago Press, 1945, pp. 100–101.
Nicholas A. Masters, Robert H. Salisbury, and Thomas H. Eliot, State Politics and the Public Schools: An Exploratory Analysis, New York: Alfred A. Knopf, 1964.
Harmon Zeigler, The Political Life of American Teachers, Englewood Cliffs, N.J.: Prentice-Hall, 1967.
Edgar Litt, The Public Vocational University: Captive Knowledge and Public Power, New York: Holt, Rinehart and Winston, 1969.
Which explains, perhaps, why I find much of virtue in Emile Durlcheim’s Moral Education, edited by Everett K. Wilson, New York: The Free Press, 1961.
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© 1971 Martinus Nijhoff, The Hague, Netherlands
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Eulau, H. (1971). Political Science and Education: The Long View and The Short. In: von Beyme, K. (eds) Theory and Politics / Theorie und Politik. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-1063-9_18
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