Progress
In Our Time: History
11/18/99
•28m
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Melvyn Bragg and guests discuss progress. As man has grown in years and knowledge, has he also progressed in terms of happiness and a true understanding of the human condition? It was the Enlightenment which gave birth to the idea of the possibility of progress. The biblical account of time which had held sway until the eighteenth century was replaced by a conceit which put Man, not God, at the centre of the story of progress. But do we still believe in that story? Have we reached the end of history and the culmination of man’s evolution? Was the Argentinean writer Jorge Louis Borges right when he said “We have stopped believing in progress. What progress that is!”. Can our moral progress keep up with our material progress, be sober in a technologically inebriated world, be in any way more than a fig leaf covering the untameable old Adam whose tragedy - more Greek than Christian - has made and marred this century? Is there such a thing at all as moral progress, or have Darwin and Freud between them cut it out of the conceit of homo sapiens? With Anthony O’Hear, Professor of Philosophy, University of Bradford; Adam Phillips, psychoanalyst and author of Darwin’s Worms.
Previous Episode
Education
November 4, 1999
•28m
Melvyn Bragg and guests discuss the history and the modern purpose of education. Nobody - would argue with the fact that education is of central importance to the people we are. And there seems to be no doubt at all that fine skills, flexible life-long learning and cultivated intelligence are the keys to all our futures. So how do we tackle what was until recently - just two hundred years ago - a unique preserve of the few, the privileged or the plucked out exceptions? Plato made his priorities in education plain when he inscribed over the entrance to the Academy “Let no one ignorant of mathematics enter here”. He prized learning that revealed what he called “eternal reality, the realm unaffected by the vicissitudes of change and decay”, and this became the objective of education in Europe for thousands of years - vocational education, concrete skills, was hardly dreamed of. But was he right? What is education for: is its role to teach us the nature of reality, or to give us the tools to deal with it?With Mary Warnock, philosopher and educationalist; Ted Wragg, Professor of Education, University of Exeter.
Next Episode
Childhood
December 9, 1999
•28m
Melvyn Bragg and guests discuss childhood. The 20th Century was proclaimed the Century of the Child. It has been much else but in the western world the position, the possibilities, the meaning and the story of childhood have been changed, for many, monumentally. Children join the workforce much later, they are born into smaller, usually more affluent families than a hundred years ago, they tend to spend their parents’ money rather than contributing to the family coffers, they are handed over to the school for what used to be called the best years of their lives. Children have been involved in a spectacular journey in the last hundred years. St Paul wrote to the Corinthians: “When I was a child, I spake as a child, I understood as a child, I thought as a child: But when I became a man, I put away childish things”. But is it really as simple as that, can one always make such a clear distinction between childhood and being an adult, and is such a division even desirable?For most of this century - in the Western World - childhood has been another country with different laws and separate truths, it is something we either feel we missed or somewhere to which we long to return. Has it always been such a cherished state and do our endless machinations to keep childhood special actually help the individual? With Christina Hardyment, social historian and author of The Future of the Family; Dr Theodore Zeldin, Senior Fellow, St Anthony’s College, Oxford and author of An Intimate History of Humanity.
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