Core) that regulate their schools (Tompson, Benz, & Agiesta, 2013). In fact many
surveyed had not even heard of the Common Core (Tompson, Benz, & Agiesta, 2013).
This essay will seek to unpack some of the answer to Biesta’s question. I will
give the bulk of the time to what I see as the primary hope of education. At the end I will
propose four macro goals of education that I believe are critical to individuals and
society.
Distinction between Hope and Goals
To begin, why is it that I refer to the primary concern of education as a “hope”
when I refer to the secondary concerns of education as “goals”? I do this because I
believe the primary hope of education to be subjectification (realized uniqueness) and
emancipation (realized equality) and these twin concepts, by their definition and
character, resist the language, process, and influence of goal setting and attainment. Goal
setting and attainment imply the creation of a plan and the strict execution of that plan to
meet a desired (planned) objective. Goal setting and attainment pre-suppose the
formulation of a method, which, if followed, is designed to achieve a pre-determined end.
As we shall see, personal subjectification and emancipation, understood authentically in
the context of the educative process, can only arise spontaneously and organically from
the subject (person) her/himself, not from a pre-determined formula or the organized
prescriptions of another.
Making a pedagogical distinction between hope and goals underscores the tension
between these concepts. Including both in the educative process underscores they are not
adversaries. They are best understood not as mutually exclusive binaries set against one
another but as concurrent streams working in tandem to offer a comprehensive educative
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