FREEDOM AND AUTHORITY IN EDUCATION

1.

THE CONCEPT OF FREEDOM IN EDUCATION

INTRODUCTION
Cranston in Schofield (1972) begins by inviting the reader to consider how much or how little we really say when we make the
statement I am free!. Without further thought, the sentence looks very simple and has the same structure as I am hungry. The
sentence I am hungry simply means that I need or want food. On further analysis, the sentence I am free arouses a lot of
interest and people are likely to ask a lot of questions e.g. Free from what? (the area of freedom), or What do you mean by
freedom? (definition of freedom).
MEANING OF FREEDOM
When one says I am free, it means that one is free from constraint. Kneller (1971) says freedom itself is neither a goal nor an
ideal. It is the potential for action. In this linguistic analysis which is a function of philosophy, freedom implies that the individual
has overcome some kind of constraint or obstacle/impediment. This then means that either you have freedom or you dont. You
can either have freedom or not. When you have it, it can vary in degree, i.e. relative or absolute or further shades of it.
Cranston (1955) in Schofield (1972:256) goes further to say Freedom may mean free from constraint. Being free from constraint
means being free from indoctrination or from unjust imprisonment. Aristotle (258 BC) in Schofield (ibid.) adds a warning that
freedom from constraint taken as absolute may result in little more than a state of anarchy where every man does as he pleases.
Absolute freedom may be natural or may be artificial. If a child fails an examination because of low IQ then it is a natural factor. If
he fails because of socio-economic conditions of the environment, e.g. overcrowding, that is artificial (man-made). Hobbes (15881679) cited in Schofield (1972:258) says Liberty or freedom signifieth properly the absence of opposition.
Hume in Schofield (1972:258) says By liberty we can only mean a power of acting according to the determination of the will.
Spinoza (1634-1678) argues that A free man is one who lives according to the dictates of reason alone. Thompson (1981)
defines freedom as not something which we do not have, but of which have in degrees, i.e. freedom indicates degree rather than
either/or. Kant says Freedom is independence from anything other than the moral law. Locke regards liberty as the power a
man has to do (or to forbear doing) any particular action.
From these definitions, the following strands of thought emerge: In the exercise of freedom, there is will, reason and intelligence.
If people are constrained from doing that which is right, then they lose their freedom of choice, which is a very important type of
freedom. Can it be desirable to do wrong? This question brings the issue of morals into play. Freedom and morality appear to go
hand in hand, implying that freedom to do wrong things would be a contradiction in terms.
TYPES OF FREEDOM
Major types of freedom include: political freedom, freedom of speech, freedom of movement, academic freedom, freedom of
choice, and freedom of thought, worship, action, association etc.

(i)

FREEDOM AND EDUCATION

Freedom of the child
The concept of freedom joins together two main components: first, the notion of possible wants or decisions and secondly, that of
the absence of constraints upon them. In applying this concept to a situation in which adults are involved, the question we should
ask ourselves is How much freedom do school children have?
In education, the application of the principle of freedom is not so straightforward. For it is a situation in which constraints are
imposed upon childrens wants. To start with, children are compelled to attend school, which is not a promising start from the point
of view of freedom. Secondly, the conditions under which learning takes place dictate that children should behave in a certain
manner. For learning to take place, there must be some kind of order and this limits the freedom of children. Thirdly, an
educational situation essentially involves a controlled environment. Children may be encouraged to choose things and to follow
their own interests in their study. Indeed, emphasis may be placed on the desirability of spontaneity and autonomy in the learning
situation. But such choice has to exercised within a range of what is thought desirable, e.g. horror and pornographic literature
may not be found on the shelves of school libraries. Sexual experimentation is not allowed in common rooms. Such controlled
conditions act as general constraints on the wants of children and necessarily curtail their freedoms.
The argument put forward for this control by adults (both parents and teachers) is that it is the duty of the educator to transform
the wants, both in terms of their quality and in respect of their stability. Hence the argument that the teacher knows whats best for
children. Children have therefore some form of freedom which is relative: they have to obey authority.

(ii)

Freedom of the Teacher

The question of the freedom of the teacher centres mainly on his right to teach what he likes and to put forward his own views
about controversial matters. Mill in R.S. Peters distinguished between freedom of thought and freedom of action. The right to the
former is absolute while the right to the latter is conditional to possible harm done to others.
The teacher works within a bureaucratic institution in which he must be answerable for his own actions and in which he must
obey and respect authority. This limits his freedom and dictates what he must do as an educationist, and what he cannot do. He
must follow syllabi and course materials coming from a central board (C.D.U. or Ministry). His is to sequence and plan what to
teach in small units on a daily basis. His schemes and plans are inspected and approved by the school head (or an appointed
representative) and above all he teaches children for terminal examinations, e.g. Grade 7. This leaves very little room for him to
do as he pleases. He must operate freely within a controlled environment. So he has only relative freedom.

2.

AUTHORITY IN EDUCATION
THE CONCEPT
Authority comes from the Latin word auctoritas which means producing, originating and inventing in the sphere of opinion,
counsel or command. There are various meanings attached to the concept of authority.

The concept authority is inseparably associated with a rule governed form of life, e.g. there are forces or agents that see to it that
law and order is maintained in a country in the form of policemen, judges and lawyers. Authority can be imposed, in which case
there is always, at least in the background, a suggestion of physical power or force to give backing to authority.
In the sphere of social control, the validity of a law is determined by examining whether or not a rule was laid down by a person or
body authorised to do it. Authority is most evident in the sphere of social control where we have authority systems. Authority
involves the appeal to an impersonal normative order or value system which regulates behaviour basically because of its
acceptance by the people under the authority system. In the sphere of knowledge, we talk of experts as authorities. The
difference lies in the aspect under which knowledge is viewed. Subject specialists are regarded as authorities in the areas in
which they are specialised. Authorities are often consulted to give advice on issues in the area of their specialisation, e.g.
economists on economic issues. It may however, be important to distinguish different kinds of expertise, e.g. an expert dancer is
different from a specialist on dancing. The latter may not have any dancing skills him/herself.
The teacher is an authority figure in several ways.
s/he is put in authority to do a certain job for the community and to maintain social control in the school while s/he
is doing it. Social control is the authority that regulates the behaviour by others, e.g. the behaviour of subordinates.
s/he must also be an authority on some aspect of culture of the community which s/he is employed to transmit.
This is largely the teaching content and other aspects covered by the teacher in his/her practice.
It is also expected that, to a certain extent, s/he will be an expert on the behaviour and development of the
children over whom s/he is in authority and an authority on the methods of teaching them.
Authority defined
According to Musaazi (1982:100), Authority is the power to make decisions which guide the actions of another. It is a
relationship between two individuals, one superior, and the other subordinate. Peters (1976:238) says, The concept authority is
inseparably connected with a rule governed form of life. It is only appropriately applied when there is a question of something
thought, said or done being correct or true. It is inseparable from the use of speech, symbolic gestures and rituals by means of
which verdicts, commands and pronouncements which lay down what is correct or true are enunciated and vested with
significance. Typical figures of authority are judges, kings, lawyers, priests, referees, policemen etc. Rules give such people the
right to decide, promulgate, judge and/or pronounce.
Downey and Kelly (1975) see authority as an ability that some people seem to have to get other people to obey them without
recourse to the use of force or even sometimes to the giving of reasons.
Observations
The definitions given above seem to confine authority to spheres of social control. This makes authority that which regulates the
behaviour of subordinates. However, this is not always the case as we can speak of someone being an authority in a particular
area of specialisation/study and of another person being in authority. In the classroom situation, it is often necessary for the
teacher to also be an authority. Children tend to place high esteem a teacher who knows his subject and how to teach it
effectively. In a well organised school system, everyone, right from the school head to the pupil, has his/her area of authority or
responsibility clearly defined and stated. This reduces role conflict and controversy.
Types of authority
Traditional authority
based on custom, conformity and unquestioning compliance to established authority, e.g. that of a king, chief etc. It may
be conferred by virtue of heredity, heritage or long-service. It is often autocratic and power is centralised.
Legal-rational Authority
based on obedience to the office held by the individual, and not to the individual him/herself.
Based on reason and follows democratic principles, even though participation and consultation may sometimes be limited
to a few people in the top hierarchy.
It is legitimated by law, governed by written statutes or regulations that are frequently referred to justify actions and
decisions. It follows clearly laid down rules and procedures. Responsibilities for all are clearly defined and the institutions
has a clear mandate and specific goals to achieve.
Authority is often delegated down the levels in the organisation
Charismatic Authority
occurs where the leader is viewed as extraordinary, in some way superhuman or as having a special duty to perform
based on the mystical qualities of the leader, leading to obedience without question
common in religious and political circles, and rather rare in education
authority is often non-rational and emotional, e.g. centred on ability to speak, convince, debate, bravery, courage etc.
Think: What kind of authority is used by your school head?
Modern management practice prefers a combination of all three types of authority, but with a predominance of the legal-rational.
This makes leadership more dynamic and effective. It also ensures that authority remains responsive to the needs and events in
its environment. Older schools may rely more on traditional authority, while newer schools tend to lean more on legal-rational
authority.
Expected behaviours have to occur for a relationship of authority to exist. If they do not occur, no authority exists or authority is
eroded, e.g. where the school head makes decisions and noone follows them, s/he has probably lost his/her authority.
In organisations, the informal setting can modify or even reject what is prescribed by the formal structure, e.g. in a school, the D/H
may command more effective control over staff and pupils than the H/M.

Authority and Delegation

Meaning of delegation
Delegation is the process of dividing up ones total work and giving part of it to subordinates, e.g. a school head can delegate
some of his/her work to the Deputy head, T.I.C. or even to assistant teachers. According to Musaazi (1982) delegation involves
four elements:
giving part of your work to your subordinates;
giving the subordinate the necessary authority to carry out the work;
setting up control mechanisms to ensure that the work is being done according to predetermined standards;
accountability of the superior to his own boss cannot be delegated to the subordinate.
As a school grows in size and complexity, it becomes not only important, but also necessary, that responsibilities are delegated
for the effective running of the school.
Advantages of delegation
Delegation reduces the work load of the person in authority, enabling him/her to devote more time to more
important matters in the organisation of the school.
Work can be done quickly and efficiently by delegating it to specialists who possess the detailed knowledge and
skills, e.g. sports.
The greatest challenges to delegation include the person in authoritys lack of confidence in the capabilities of the subordinate(s),
(lack of trust and faith), as well as the administrators fear that the junior(s) may do the work better than him/herself.
Disadvantages of delegation
Where there is poor staff communication, it becomes difficult to effect delegation and to supervise it.
Heads may have low confidence and trust in their subordinates. They may be fully of their competence, but may not be
sure whether the subordinates will exercise these competences faithfully and loyally.
The head may be overwhelmed by the burden of responsibility and accountability for the mistakes and blunders of
delegated subordinates.
Where staff members are effective in their delegated tasks, the head may feel a sense of insecurity and redundancy.
Heads often face the problem of deciding how much responsibility to delegate, and sometimes whom to delegate it to.
There is often lack of incentives and motivation on the part of the persons delegated to.
Administrators may not like to delegate feeling that this might reduce their own authority and control.
FREEDOM AND AUTHORITY
A person cannot be totally free for s/he has to submit to the authority in one form or another in the home, school, or society in
general. In the school situation, an ideal combination of freedom and authority expected. A proper balance between authority and
freedom has to be struck. Such a balance is instrumental in developing a culture of responsibility in the pupils, in junior staff
members and in people at various rank levels in the organisation. A fair amount of freedom should be allowed everyone to take
responsibility of the choices that they make in the educational process. Educators should be reminded that children should not be
made to start exercising their freedom only after school, for that would indeed be too late, and they would most likely make the
wrong choices!!!
FREEDOM, AUTHORITY AND THE TEACHER
The teacher is both an authority and in authority. S/he is also a subordinate to his/her superiors. S/he should willingly accept
duties and orders from above. The authority vested in him/her should in turn be skilfully delegated to others below him/her, e.g.
pupils in the form of making them prefects, monitors, group leaders etc. and allowing them full responsibility for the tasks
delegated.
RERERENCES
Davies, B. (1976) Social Control and Education. Methuen: London.
Haralambos, M. and Holborn, M. (1995) Sociology: Themes and Perspectives. Collins: London.
Lucas, C.J. (1976) Challenge and Choice in Six Major Ideological Perspectives in Contemporary Education. MacMillan: New York.
Musaazi, J.C. (1982) The Theory and Practice of Administration. MacMillan Press: London.
Peters, R.S. (1966) Ethics and Education.
Schofield, H. (1972) The Philosophy of Education: An Introduction. George Allen & Unwin: London.