[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598237-105":59,"doc-detail-598237-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","consequentialist-reasons-for-some-education-reforms","Consequentialist Reasons for Some Education Reforms","","Explores why certain education reforms—framed as social reforms—are justified mainly through consequentialist reasoning rather than deontological or non-consequentialist motives. Argues that EU reform strategies aiming to enhance creativity and innovation treat these as predominantly instrumental values, expected to yield desirable effects such as improved enterprise development and Europe’s international competitiveness. Also explains reform introduction through teleological explanation resembling a “practical syllogism,” grounded in agents’ goals, purposes, and beliefs about effective means.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/consequentialist-reasons-for-some-education-reforms/598237/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/consequentialist-reasons-for-some-education-reforms/598237.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What kind of reasons does the paper focus on for education reforms?","Question",{"text":112,"@type":113},"It focuses primarily on consequentialist reasons, meaning reforms are justified by expected desirable effects rather than by intrinsic goodness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper interpret the role of creativity and innovation in EU reforms?",{"text":117,"@type":113},"Creativity and innovation are treated predominantly as instrumental values—means to achieve broader educational and economic goals—rather than as good in themselves.",{"name":119,"@type":110,"acceptedAnswer":120},"What explanatory model is used to understand why reforms are introduced?",{"text":121,"@type":113},"The paper argues that reform decisions can be understood via teleological explanation with the logical form of a “practical syllogism,” grounded in goals and beliefs about necessary or sufficient means.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598237,1792210901,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.1061  \nConsequentialist Reasons for Some Education Reforms  \nZdenko Kodelja1  \n• The reasons for education reforms – as a particular form of social reforms – are either consequentialist or non-consequentialist. However, the reasons for the education reforms that are briefly discussed from the perspective of the philosophy of education in the present paper are above all consequentialist. These are the reasons for proposed education reforms in EU countries whose strategic aim is equated with the enhancement of two values: creativity and innovation. It is supposed that these education reforms will have good effects and not that they are good in and of themselves. Therefore, although creativity and innovation might be seen as having intrinsic value, they are – in these education reforms – treated predominantly as instrumental values. It seems that the introduction of such education reforms can be understood asa decision founded not on causal explanation, but rather on the basis of a special type of teleological explanation, which has the logical form of a “practical syllogism”. In this case, the occurrence of an action is explained in terms of the goals and purposes of the agent; it shows that the agent did what s/he did because s/he tried to achieve a certain goal and believed that certain means were necessary or sufficient for achieving this goal.  \nKeywords: education reforms, aims, instrumental values, creativity, innovation  \n1 Educational Research Institute, Ljubljana; [zdenko.kodelja@guest.arnes.si](zdenko.kodelja@guest.arnes.si).  \nKonsekvencialistični razlogi za nekatere reformeizobraževanja  \nZdenko Kodelja  \n• Razlogi za reforme izobraževanja kot posebne oblike družbenih reform so konsekvencialistični ali nekonsekvencialistični. Razlogi za reformoizobraževanja, ki so na kratko obravnavani v tem prispevku z vidika filozofije vzgoje, so predvsem konsekvencialistični. To so razlogi za tistepredlagane reforme izobraževanja v državah EU, katerih strateški cilj jeenačen s krepitvijo dveh vrednot: ustvarjalnosti in inovativnosti. Pri tem se predpostavlja, da bodo imele te reforme izobraževanja dobre učinke, ne pa to, da so že same po sebi nekaj dobrega. Čeprav se mogočezdi, da imata ustvarjalnost in inovativnost intrinzično vrednost, pa se v teh reformah izobraževanja obravnavata predvsem kot instrumentalni vrednoti. Zdi se, da uvedbe takšnih reform izobraževanja ni mogočerazumeti kot posledice odločitve, ki temelji na vzročni razlagi, ampak prej kot odločitev, ki temelji na posebni teleološki razlagi, ki ima logično formo »praktičnega silogizma« . V tem primeru je neko dejanje pojasnjeno z vidika ciljev in namenov akterja; kaže, da je akter storil to, kar jestoril, zato ker je poskušal doseči določen cilj in je verjel, da so določenasredstva nujna ali zadostna za dosego tega cilja.  \nKljučne besede: reforme izobraževanja, cilji, instrumentalne vrednote, ustvarjalnost, inovacije  \nIntroduction  \nEducation reforms are a particular form of social reforms. According to Jon Elster, there are essentially two types of reasons for social reforms. Some are consequentialist, grounded in a belief that the reform will have good or desirable effects, while others are deontological, based on the conviction that thereform is a good thing in and of itself (Elster, 1987, p. 709). However, the reasons for some of the education reforms – or their constitutive elements – that I discuss briefly in this paper from the perspective of the philosophy of education are above all consequentialist. It is supposed that these education reforms in EU countries – one of whose strategic aims is equated with the enhancement of two values: creativity and innovation – will have good effects: improving “enterprise development and Europe’s ability to compete internationally”(Council of Europe, 2009, p. 3), and not that they are good in and of themselves. Moreover, although it might seem that creativity and innovation have intrinsic value, they ","cbCaiv0Sn9YKakcX","https://ap.wps.com/l/cbCaiv0Sn9YKakcX","pdf",121942,14,"English","# Introduction\n## Consequentialist vs deontological reasons\n## Instrumental values in EU education reforms\n## Teleological explanation and the “practical syllogism”","[{\"question\":\"What kind of reasons does the paper focus on for education reforms?\",\"answer\":\"It focuses primarily on consequentialist reasons, meaning reforms are justified by expected desirable effects rather than by intrinsic goodness.\"},{\"question\":\"How does the paper interpret the role of creativity and innovation in EU reforms?\",\"answer\":\"Creativity and innovation are treated predominantly as instrumental values—means to achieve broader educational and economic goals—rather than as good in themselves.\"},{\"question\":\"What explanatory model is used to understand why reforms are introduced?\",\"answer\":\"The paper argues that reform decisions can be understood via teleological explanation with the logical form of a “practical syllogism,” grounded in goals and beliefs about necessary or sufficient means.\"}]","Consequentialist Reasons for Some Education Reforms | PDF",1792086546,35]