Educator

Bertrand Russell’s Philosophy of Education

Hawkar Hamad Khdir, Batool Ridha Abbas

Russell’s views on education are both interesting and controversial. Similar to Rousseau and Locke, he considered education to be a process of “self-habit.” Russell believed that children are like raw materials at birth, and it is our responsibility to shape them. In the beginning, it is very easy to influence a child, whether positively or negatively, because children are neither inherently good nor bad at birth. What influences them is, on one hand, an unknown nature, and on the other hand, education and various environmental factors that shape this raw material—the child. Habits and conditioning, whether for better or worse, ultimately lead to either happiness or misery. A child is born with certain instincts and develops habits under the influence of the environment, which may be good or bad. This is largely determined by the intelligence and wisdom of the parents and guardians, as the nature of the child from the beginning is so soft, compliant, and receptive that it is almost unbelievable. Most children are capable of becoming either good or bad individuals, as the instincts and reactions they possess become stable habits and characteristics due to environmental and educational influences—especially during childhood. For this reason, the foundation of a child’s behavior and personality is formed early in life. Russell believed that moral education—the education of a child’s soul and personality—should begin at an early age to help them become positive, brave, and intelligent members of society. According to him, this can be achieved with most children, often with very good results.