THE CONCEPT OF THE INDIVIDUAL IN BERTRAND RUSSELL'S EDUCATIONAL THOUGHT

This thesis is concerned with the concept of the individual in Bertrand Russell's educational philosophy. I argue that the concept undergoes profound changes which affect his account of the aims of education. In particular, they affect his views concerning the fundamental dilemma of whether education should enhance individual development or train useful citizens. Russell shifts ground from the first to the second horn of this dilemma.; In Chapter One I argue that Russell's educational theory is an integral part of his general philosophy. In Chapter Two I show that the standard interpretation of Russell's concept of the individual in his educational philosophy regards it as a uniform concept undergoing no radical change.; In Chapter Three I analyse the first 'organic' concept of the individual prominent in Principles of Social Reconstruction. The individual is an organic being endowed with an innate principle of growth from which spring his vital instincts and impulses. The task of education is to develop individual growth and stimulate those constructive impulses which make for life and interpersonal harmony.; In Chapter Four I analyse the second 'mechanical' concept of the individual found mainly in On Education. The individual is a complex machine whose reflexes and instincts are quickly overlaid with habits. The task of education is to develop the 'correct' set of habits even when they result in repression of the individual's instincts and feelings.; In Chapter Five I analyse the third 'asocial' concept of the individual present in Education and the Social Order. The individual is composed of intellect, emotion and will. The individual will is self-subsistent and dictatorial. The task of education is to transform it into the cooperative will of the citizen, thereby preventing it from dominating others and producing social disharmony. This can only be done by an educational system based on the power of a world state.; In Chapter Six, I conclude that the transitions in Russell's concept of the individual result in a diminution of individual freedom and a stress upon citizenship within a repressive world state as the primary aim of education.