Babst, D. V. (1964). Elective governments: a force for peace. The Wisconsin Sociologist, 3(1), 9-14.
The chapter “Schooling and Education” by Schiefebein and McGinn outlines the themes of defining
learning, improving teaching and improving school systems. It also initiates debates that later develop
in the book. The central argument revolves around improving teaching for improving school systems.
I agree with the spiritual aspects of gaining knowledge and understanding but it changes when the
dominant economic system, in our case capitalism, demands skills and profits over individual well-
being. (any paper?)
social order by Confucius is also reasonable argument which has been proved in recent analysis of ()
as well which says that countries with high education and democracy are more likely to be peaceful
and socially ordered.
Babst (1964) analyzed the wars fought between 1789 and 1941 to test democratic peace theory. He
statistically concluded that independent states with elected governments did not go to wars with other
independent states. The social order can also be seen from Foucault’s (1984) perspective for whom
the role of education in society is to create docile bodies which are only productive for neoliberal
economic demands.
Scholars at Harvard argue that countries with high levels of literacy are more likely to be democratic
than the ones with low literacy. Educated citizenry, therefore, is more peaceful and less likely to
disturb the national and international social order.
lack of focus earlier it says improvement of teaching but the entire later discussion focuses on
creating effective school systems. This is perhaps because of the fact that it is an introductory chapter
and not a final argument.
I agree with this tendency and have seen in almost everybody. Nobody went silent on this topic.
aims of schooling have been highlighted and listed but ways to operationalize them have not been
discussed.
Lack of Synthesis in information.
strong tilt towards behaviorism cite similar papers?
Reasonable mapping of knowledge, its social and cultural management on page 8
theoretically too general and one size fits all kind of feeling. P. 13
ethical appeals. And assumptions on p. 13
first part of the chapter accurate but second half looses grip on the argument.
In solving the policy puzzle: might not hold true in all contexts. what evidence do i have?
but the pathway is described carefully and accurately.
Three parameters of criticizing policy seems reasonable and accurate.
But as no papers are cited or no expert opinions mentioned, this seems like an opinion paper not
supported by evidence or facts. Most of the arguments are supported by metaphors and examples
created by the authors. common sense, though accurate not convincing as evidence (p. 16)
though difficult, there are methods in statistics that define ways of clearing the muddy water. As JPAL
(2024) suggests, counterfactual is the way we have control groups in social sciences. (p15)
I agree with the fact that policy options are rising rapidly like stars. (and policymakers often cherry-
pick information – which paper mentioned this?)
highlights the fallacy of increasing information on education and the problem arising from the excess
of knowledge that is increasing/sharpening the debate.
Page 16 – JPAL’s counterfactual
strength: ideas weakness: evidence and research, no citations, lack of supporting ideas from other
sources.
Use of deficit language
Though it sets realistic expectations for the reader but it also gives an impression of hopelessness in
the face of complexity. Using a theoretical framework would have helped. like the ecological systems
theory.
