Ku, Hsiao-Yuh; (2012) Education for liberal democracy: Fred Clarke and educational reconstruction in England 1936-1952. Doctoral thesis , Institute of Education, University of London.

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Abstract

This thesis explores the connection between the democratic ideas of Fred Clarke (1880-1952), an English educationist, and his contribution to educational reconstruction in England in the 1940s. By drawing on biographical method and documentary research, this thesis demonstrates that Clarke's democratic ideas reflected the ideals of liberal democracy and ways in which his ideas informed his positions on various issues of the educational reform and his actions or activities towards them, which constituted his substantial contribution to the reform. Three general themes in this thesis support the main argument. First, Clarke's ideas about the distinction between community and the State, his conception of equality, and his emphasis on free personality and moral qualities of all citizens found their roots in the ideals of liberal democracy, especially those of developmental democracy. Second, Clarke's ideas of democracy underlay his positions on educational issues such as the reorganization of the central authority; the public schools; the administrative system, selection and organization of secondary education; further education; teacher education and the teaching profession; and adult education. Third, Clarke contributed himself to the reform primarily through arousing and guiding public opinion by means of his speeches, writings, cooperative actions, engagement in professional organizations, and the publication of the first report of the Central Advisory Council, School and Life (1947), which were also in accordance with his ideas of democracy. Clarke also exerted his influence on cultural elites through discussion groups and on policy-makers and key figures through memoranda, private meetings and correspondence. Given these findings, this thesis helps fill a significant gap in the current knowledge as to Clarke's democratic ideas, his contribution to educational reconstruction in the 1940s, and above all, the intimate link between them. Moreover, it sheds some light on the nature and tensions of the major educational reform of this period.

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