Most soul is presented in an illustration of

Most people argue that education has
two essential goal in society. One is to enable and prepare children for their
future roles or to nurture and develop the talents of children.

Social class can have a significant
impact on a child’s quality and goal in education. This might be because
children from upper and middle-class families can afford a better-quality
education in private institutions. They are also able to access different parts
of the education system to their benefits. (Walkup,2011). Whereas, children from
lower social class who are entitled to free school meals (FSM)- a measure for
social class and poverty are 17 per cent less likely to achieve good grades by
the age of 11. This gap continues to increase in secondary schools where
children receiving (FSM) are 26 per cent likely to achieve 5 A* to C and 18 per
cent of them going into higher or further education. (Symaco)

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With more jobs requiring
educational attainments, individuals from low socioeconomic groups may find it
difficult to obtain a role in society.

Plato divided the soul into three and
the nature of the soul is presented in an illustration of a story of a charioteer
with two horses to control. One horse is black and symbolizes the bronze soul.  This soul acts on desire and appetites, which
include food, warmth and pleasure. Their roles for the state consist of labourers,
farmers and craftsmen. This soul is similar to lower or working class social
groups and the roles they have in today’s society. The other horse is white and
represents the silver soul. This soul is described to be courageous and spirited.
This element of the soul is represented by the noble white horse on the right. These
people are auxiliaries who are responsible for defending the state. Lastly, the
charioteer represents the gold soul. They are responsible for ruling the state
and controlling both the souls as they possess reason and wisdom which is why
they are regarded as philosopher-kings.

Plato saw education for future
roles in the state in accordance to an indidviuals soul.

Gender is another is another factor
that could influence the goal of education for young people. For centuries
women have been marginalised and regarded as second-class citizens. It was only
during World War II that women were allowed to work in men’s ‘ jobs, while they were at war. Education
also began to change as legislations such as the sex discrimination of 1975 was
introduced to protect men and women from discrimination in employment or education.
It was later reformed into the Equality Act 2010 which also included thirteen other
protected characteristics. A research carried on 5 year olds found that girls ‘outperformed’
boys with 78 per cent of girls being able to hold a pencil and write recognisable
letters in comparison to 62 per cent of boys.

In the Greek society of Plato and Aristotle’s
time women has very little rights and were expected to be obedient subordinate
beings to their husbands and fulfil their roles as housewives and mothers. Plato,
in the Republic argues that women should be able to undertake the same roles as
men if they show the same capabilities as men. Plato said “then the women has equally with the
man the qualities which make a guardian” (Tuana)

Plato’s notions have a significant
link with the ideas that modern day UK education polies are enforcing. As both believe
that women should be educated the same and receive the equal preparation for
future roles (Tuana, 1994). The student of Plato, Aristotle returns women to
traditional roles in society. The beliefs of Aristotle regarding educating women
are significantly different to what modern day UK policies are trying to implement.
Aristotle stated, “as regards the sexes, the male is by nature superior and the
female inferior, the male ruler and female subject” (Aristotle polics 2) He
also advised that women be regarded lower than men but higher then slaves in
the social hierarchy. Jean-Jacques Rousseau is considered one of the key
enlightenment philosophers. Rousseau’s views on educating women are similar to
Aristotle, as they both share the idea that women’s roles in society is to
cater and obey men. (ROUSSEAU)

The other goal of education is to nurture
the talents and interests of young people. During the mediaeval times children
were viewed as sinful creatures that needed to be disciplined. People’s
attitudes towards children’s education was no better as knowledge was acquired
through books and memorisation. It was not till John Locke challenge the
attitudes and stated “children are to be treated as a rational creatures” ( Lock,
2012: 109)

He also disagreed with beating and
capital punishment as they are not fit to be used in education and emphasised
the importance of relationship between tutors and parents this is also
projected in modern day education policies such as parents evening which
provide parents with the opportunity to observe children levels in education. John
 he described the mind as Tabula Raser
translating to blank state in relation to gender locks police were similar to
Plato’s as he believed that boys and girls should be educated but definitely
excepted for girls to be educated only for roles allocated to them on the
matter of who should be fund from the education of young people lock thought
that it was the parents responsibility to make sure the children gained a good

Do you Jacaruso also had similar
beliefs on how children should be treated they both had child centred approach
in education and raising children and young adults

So thought it was the parents
responsibility for funding their sons education in his book emile which talks
about the way children specifically everyman should be raised and educated you
also wrote a chapter about Sophie explaining how to raise every girl on being a
suitable wife material for Emile

share many similar views on the
way  education should be and who found
them they both have the idea that education should be playful age-appropriate
and not strict they also both share the believe that parents being responsible
to fund the children’s education if this belief was implemented in modern day
education policy there could be a division between division and social
inequality concerned who can and cannot afford to educate the children which
could result in predetermined roles from birth in connection to their parents






national curriculum is an important legislation that was passed by the
government in 1989, as a guide for teachers and educators on what students are
expected to learn and how the learning is taught. It also ensured that “pupils
received a broad and balanced curriculum” (Walkup.34)

national curriculum embarked on maintaining same subjects, same level and
teaching in every school. It introduced tests to as part of the curriculum to
assess the level or stage of learning that children were at. According to
Walkup this could either motivated or discourage a child’s attitude towards
learning. The curriculum upheld a significant focus on the three core subjects
(Maths, Science and English). Whereas, subjects such as Arts, Music, IT and
Drama were given less time in comparison to the core subjects. This did not
give children sufficient amount of time to be creative and develop a personal
interest. This UK education policy could be criticised on the goal of education
regarding the certain concentration it has on core subjects. The use of same
education for all is democratic and fair, however, Nodding thought this could
also be undemocratic and ineffective. He stated that “it will be ineffective if
Plato was right when he said that people will care for (and do well at) works
they love. Many fail in schools because they are forced to do work they hate
and deprived of work they love. (Nodding,2003,80-81).



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