Social ontology and the virtuous circle in public education

Abstract

In this article, we argue that the public or private nature of education strongly influences institutions in social reality. We first show how we dwell in a world of institutions whose creation and maintenance is governed by rules and deontic powers. Importantly, these are not reducible by ontologically objective sciences. Secondly, we claim that collective intentionality requires trust, which arises as the aforementioned powers are deployed under normal conditions, for example, when rules are observed. Finally, we argue that public education is an institution that, unlike private education, works for the common good. Socrates is an example of this, as his philosophy seeks not only truth, but also the acknowledgement of law rather than the immediate satisfaction of desires and personal inclinations. The virtuous circle can thus be described as follows: public education, which aims to benefit all, strengthens social institutions that are aimed at common good, amongst them public service.