The critical potential of learning about money. A response to Donald Gillies.

Autor/in	Ruoss, Thomas
Titel	The critical potential of learning about money. A response to Donald Gillies.
Quelle	In: on education. Journal for research and debate, 2 (2019) 6, 3 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.25656/01:23058 10.17899/on_ed.2019.6.6
URN	urn:nbn:de:0111-pedocs-230585
Schlagwörter	Bildung; Bildungspolitik; Bildungsziel; Ökonomisierung; Wirtschaftswachstum; Ideologie; Historische Perspektive; Kommentar; Kritik; Europäische Union; Europa
Abstract	According to Donald Gillies' (2019) argument, the EU's education policy focuses on the "monomanical mission of money-making" (p. 3) since the Lisbon Strategy. Economic growth is the primacy and ultimate purpose of European education policy, despite the influence of other educational goals, such as social stability or European identity building. In other words, "Learning to make money" (Gillies, 2019) became more than adding another learning objective to education. EU education policy aims to place learning under the primary objective of making money. This is a valid standpoint. The author of this article will take a critical look at the periodization in Gillies' argument. Then, drawing on a long history of the connection between education, money and economic knowledge, he highlighs the critical potential that may also be hidden here. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main