Education for Profit Education for Freedom

Education for Profit, Education for Freedom

The core of the argument presented by Nussbaum is the contrast between an education for generating profit and enriching oneself, and an education to achieve ‘global citizenship’. Nussbaum begins talking about education for economic enrichment, saying that a nation can experience GNP growth just by creating a small business ‘elite’. Nussbaum argues that in this type of society, freedom of mind is dangerous, as educated people would realize the obvious inequalities generated by this program in which a small elite make decisions without the poor’s knowledge. In the same context, history and art also has to be taught with a restrictive curriculum, as anything learned about injustice can cause an uprising as people would be prompted to apply it to the present. In comparison, an education for human development promotes the understanding of global problems and gives motivational incentives for people to solve them. In order for this idea to function properly, global respect and equal entitlement are essential. To argue against this case, Nussbaum provides some psychological examples such as the Milgram experiment. She argues that the average human being will engage in bad and humiliating behavior under certain circumstances. These circumstances are such when people are not held personal accountable, when they are with a bigger mass of people, and when nobody has a critical voice. She argues that one of the easiest ways to regain power and control is to make slaves of others, just like children that see other people as tools for their satisfaction. This child would then feel gratitude, love, compassion and regret for aggression, as the infant determines that the parents are separate beings not under his control. Nussbaum establishes the fact that self-criticism, critical thinking, and the ability to see one self as a member create a global citizen. This will produce well rounded students that have a non-stereotypical...