Fighting for social democracy: R.H. Tawney and educational reconstruction in the Second World War

• Hsiao-Yuh Ku ^[1]
  1. [1] National Chung Cheng University

     National Chung Cheng University

     W. District, Taiwán

     
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 52, Nº. 3, 2016, págs. 266-285
• Idioma: inglés
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• Resumen

  • R.H. Tawney (1880–1962), a leading English economic historian and prominent socialist, was vigorously involved in educational reconstruction during the Second World War. For Tawney, the war was a war for social democracy. His ideals of social democracy formed a basis for his case for Public (independent) School reform and free secondary education for all. Despite this, the connection between Tawney’s ideals and his perspectives on educational issues has not been addressed fully by historians and thus there has been a lack of a proper explanation for his often criticised sympathy for the public schools and his indifference towards the multilateral school. Hence, this paper aims to re-examine the link between them in greater depth. It concludes that, according to Tawney’s ideals of social democracy, the abolition of the public schools was not necessary for the establishment of a democratic educational system. Moreover, Tawney did not launch an attack on the tripartite system proposed by the Norwood Report of 1943 since it was not against his ideal of equality as long as different secondary schools were equal in quality and status. Equality, he believed, must be advanced through the raising of the school leaving age to 16 and the abolition of fees in all secondary schools. Thus, he laid more emphasis on the school leaving age and tuition fees than on the multilateral school. In brief, on various issues pertaining to secondary education, Tawney’s opinions and actions were deeply grounded in his distinctive ideals of social democracy.