Abstract: This dialectical study explores the a priori basis of the concept of education for liberation. The study is dialectic given the nature of liberation. It is difficult to point out which philosophical underpinning best addresses the problem of liberation. However, inferring from St. Thomas’s we find that formation of stable working society is one of the reasons for human existence. From Immanuel Kant’s categorical imperative it is also clear that we should treat humanity either in our own persons or in the persons of others not only as a means but also as an end in itself. The study singles out utilitarianism and egalitarianism as the major conflicting philosophies in addressing the concept of liberation. From the two philosophies, it is argued that the best philosophical perspective is one that necessary implants in the people the desire to seek equality as a means and an end in their acts. The study demonstrates that utilitarianism leads to democratic capitalism while egalitarianism leads to cooperative socialism. Of the two philosophies, the study approves egalitarianism to be leading towards equality by virtue of it entrenching cooperative socialism. The study argues that democratic capitalism creates inequalities and classes in the society which are not in the realm of equality and as such disapproved from propagating liberation. The study recommends aligning education theories to egalitarianism to maximise on the actualisation of liberation among the recipients of education.
Keywords: education, philosophy, utilitarianism, egalitarianism, dialectic, equality.
Title: Imperatives of the concept of education for liberation
Author: Justin Maira Mukhungulu
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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