By a substantive concept of education we mean one that highlights the
essential components of education, consequently one that has clear
implications for how we should understand “the educated person” and
how we should design the educational process. Many popular concepts of
education are non-substantive in that they are vague and fragmented, and
therefore superficial and misleading. They do not highlight the common
dimensions of the various disciplines. They do not illuminate essential
intellectual standards. They do not define essential intellectual traits (the
personal characteristics that, when acquired, direct the right use of the mind).
Instead, they lead to instruction that mainly trains, indoctrinates, or socializes
rather than educates the individual. They produce “counterfeits” of educated
persons because they ignore essential abilities, standards, and traits in the
instructional process.
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