Why does Schouten think it’s important for education to help students acquire all-purpose goods?Group of answer choicesHelping students acquire all-purpose goods doesn’t violate their autonomy because those goods let them gain economic advantages.Helping students acquire all-purpose goods doesn’t violate their autonomy because they need those goods whatever ends they ultimately pursue.Helping students acquire all-purpose goods doesn’t violate their autonomy because the students themselves already want those goods.Helping students acquire all-purpose goods doesn’t violate their autonomy because acquiring those goods lets them know what form of life best fits their personal constitution.

Does Schouten think we should do as much as we can to make sure that no student is treated paternalistically?Group of answer choicesNo, because it’s so bad for students if they don’t develop skills they need later.No, because we need to have an economy full of skilled workers, which can only be achieved by treating children paternalistically.No, because the student’s parents will treat them paternalistically even if we don’t treat them paternalistically.No, because treating students paternalistically is unavoidable.

Why does Schouten compare education and sending a juvenile to prison?Group of answer choicesIn both cases, we impose a significant cost on someone for their own benefit.In both cases, we should be risk averse because we otherwise risk violating the individuals’ right to make their own autonomous decisions.In both cases, we make people go through something miserable for a larger purpose.In both cases, we should be risk averse because the individuals don’t have fully formed capacity for autonomy.

When acquiring material goods people are concerned with how things serve a practical purpose.

adapted excerpt from "Some Rights of Children as Persons" in School Educationby Charlotte MasonPersonal Initiative in WorkIn their work, too, we are too apt to interfere with children. We all know the delight with which any scope for personal initiative is hailed, the pleasure children take in doing anything which they may do their own way; anything, in fact, which allows room for skill of hand, play of fancy, or development of thought. With our present theories of education, it seems that we cannot give much scope for personal initiative. There is so much task-work to be done, so many things that must be, not learned, but learned about, that it is only now and then a child gets the chance to produce himself in his work. But let us use such opportunities as come in our way.A very interesting and instructive educational experiment on these lines has lately been tried in Hackney, where Mr. Sargent got together some eighty boys and girls under the conditions of an ordinary elementary school. . . . . The results seem to have been purely delightful; the children developed an amazing capacity for drawing, perhaps because so soon as they were familiar with the outlines of the flower and foliage of a given plant, for example, they were encouraged to form designs with these elements. The really beautiful floral designs produced by these girls and boys, after quite a short art training, would surprise parents whose children have been taught drawing for years with no evident result. These children developed themselves a great deal on their school magazine also, for which they wrote tales and poems, and essays, not prescribed work, but self-chosen. The children's thought was stimulated, and they felt they had it in them to say much about a doll's ball, Peter, the school cat, or whatever other subject struck their fancy. "They felt their feet" as the nurses say of children when they begin to walk; and our non-success in education is a good deal due to the fact that we carry children through their school work and do not let them feel their feet.Children Must Stand or Fall By Their Own EffortsIn another way, more within our present control, we do not let children alone enough in their work. We prod them continually and do not let them stand or fall by their own efforts. One of the features, and one of the disastrous features, of modern society, is that, in our laziness, we depend upon prodders and encourage a vast system of prodding. We are prodded to our social duties, to our charitable duties, and to our religious duties. . . . Perhaps it is a result of the hurry of the age that there is a curious division of labor, and society falls into those who prod and those who are prodded. Not that anybody prods in all directions, nor that anybody else offers himself entirely as a pincushion. It is truer, perhaps, to say that we all prod, and that we are all prodded. Now, an occasional prick is stimulating and wholesome, but the force of inertia1 in human nature is such that we would rather lean up against a wall of spikes than not lean at all. What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. Our whole system of school policy is largely a system of prods. Marks, prizes, and exhibitions are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral lolling up against his prods.____________________________________1. lack of desire or movement1Select the correct answer.In the second paragraph, what type of evidence does the writer use to support her claim? A. a chain of logical reasoning B. the results of an experiment C. quotations from students D. a testimonial from a principal

According to Daniel Pink, autonomy refers toMultiple Choicemaking an impact on others.helping others.doing something meaningful.being able to make choices.