The Necessity of Education for Democracy and Necessity and Contingency

The Indispensable Foundation: Why Education is a Necessity for Democracy

Summary:
Democracy, by its very definition, places the onus of governance upon its citizens. This profound responsibility, however, is not innate; it is cultivated. This article posits that education is not merely a beneficial adjunct to a democratic society, but rather an absolute necessity for its sustained existence and flourishing. Drawing upon the rich philosophical tradition of the Great Books of the Western World, we explore how an educated citizenry is essential for critical thought, informed participation, and the discerning judgment required to navigate the complexities of self-governance, distinguishing this vital need from mere contingent desiderata.

The Democratic Ideal: A Fragile Construct

The concept of democracy, rule by the people (demos), stands as a towering ideal in political philosophy. Yet, from its earliest articulations in ancient Greece, thinkers have grappled with the inherent vulnerabilities of such a system. How can a collective, diverse populace effectively govern itself without descending into the chaos of mob rule, the tyranny of the majority, or succumbing to the manipulations of demagogues? The answer, consistently echoed through the centuries, lies in the quality of its citizenry. And the quality of the citizenry, in turn, is inexorably linked to the quality and reach of education.

Without a populace capable of critical thought, historical understanding, and ethical reasoning, the democratic promise becomes an empty vessel, susceptible to the whims of passion rather than the dictates of reason. It is within this intellectual and moral cultivation that the true strength of a democracy resides.

Education: A Philosophical Necessity, Not a Contingency

To understand why education is indispensable, we must first distinguish between philosophical necessity and contingency.

• Necessity: A condition, attribute, or phenomenon that must exist for something else to be or to function properly. If X is necessary for Y, then without X, Y cannot truly exist or perform its intended purpose.
• Contingency: A condition, attribute, or phenomenon that may or may not exist, or whose existence is dependent on factors that are not inherent to the nature of the thing itself. If X is contingent for Y, Y can still exist or function without X, though perhaps less optimally or under different circumstances.

Our argument is that education for a democratic society is a necessity. It is not merely a "good idea" or a "helpful tool" that enhances democracy; rather, it is the very ground upon which genuine democracy stands. Without an educated populace, what purports to be democracy risks becoming something else entirely – an oligarchy disguised by popular vote, a tyranny of the uninformed, or a system easily hijacked by those who master rhetorical manipulation over substantive debate.

Consider the insights from the Great Books:

• Plato's Republic: Though advocating for a philosopher-king, Plato's underlying concern was the dangers of an unreasoning populace. His elaborate educational scheme, even for the guardians, underscores the belief that governance requires profound intellectual and moral training. For a democracy, while not seeking philosopher-kings, it demands a citizenry capable of approximating such wisdom in their collective decisions.
• Aristotle's Politics: Aristotle emphasized the importance of the polis and the active role of the citizen. He argued that the purpose of the state is to enable its citizens to live a good life, which requires civic virtue and participation. Education, for Aristotle, was crucial for cultivating these virtues, allowing citizens to understand justice, law, and the common good. An uneducated person, incapable of discerning these, cannot be a true Aristotelian citizen.
• John Locke's Two Treatises of Government: Locke's vision of a social contract relies on individuals understanding their natural rights and the terms by which they consent to be governed. This understanding is not intuitive; it requires education in principles of liberty, property, and the limits of power. Without this comprehension, consent becomes meaningless, and rights become vulnerable.
• Jean-Jacques Rousseau's The Social Contract: Rousseau's concept of the "general will" demands that citizens are capable of looking beyond their private interests to discern what is truly beneficial for the community as a whole. Such discernment requires critical thinking, empathy, and a capacity for reasoned deliberation – all products of a robust educational process.
• John Stuart Mill's On Liberty: Mill championed individual liberty and the "marketplace of ideas," believing that truth emerges from open debate. However, this ideal presupposes individuals capable of engaging in such debate, evaluating arguments, and distinguishing sound reasoning from sophistry. Education is the forge where these intellectual tools are shaped.

The Pillars of Democratic Education

What, then, constitutes this necessary education for democracy? It extends far beyond mere literacy, encompassing a multifaceted development of the individual.

📹 Related Video: What is Philosophy?

Video by: The School of Life

💡 Want different videos? Search YouTube for: "The Necessity of Education for Democracy philosophy"