Özgürlükçülük (Libertaryanizm) ve Eğitim: Özgürlükçü Eğitimin Temel Varsayımlarına İlişkin Bir Eleştiri

Özgürlükçülük (libertaryanizm), özellikle 20. yüzyılın ikinci yarısından itibaren refah devletlerinin yaşadığı verimlilik sorunlarına çare olarak önerilen iktisadi ve felsefi yaklaşımlardan biridir. Kuramsal tarama modelinde desenlenen bu çalışmanın amacı özgürlükçülüğün eğitime ilişkin varsayımlarını betimlemek ve uygulama sonuçlarından hareketle bu varsayımların geçerliliğini tartışmaktır. Özgürlükçülüğün temel varsayımları, ağırlıklı olarak Hayek ve Friedman’ın çalışmalarına dayalı olarak şekillenmiştir. Özgürlükçülüğün eğitime ilişkin varsayımları ise çoğunlukla Friedman’ın öne sürdüğü devletin eğitime müdahalesini meşrulaştıran gerekçeler etrafında tartışılmaktadır. Bu gerekçelerden ilki etkili bir rekabeti olanaksız kılan yüksek altyapı maliyeti nedeniyle devletin doğal tekele dönüşmesi veya eğitim alanında piyasa aksaklıklarının ortaya çıkmasıdır. İkinci gerekçe komşuluk etkileri gibi dışsallıkların varlığı;üçüncü gerekçe ise eğitimin nihai hedeflerinin belirsizliğiyle ilgilidir. Sonuç olarak, Friedman’ın ortaya koyduğu devletin eğitime müdahalesini meşrulaştıran gerekçeler evrensel niteliklere sahip olmadıkları halde evrensel genellemelere dönüştürülmüştür. Bu genellemelerden hareketle evrensel sorunlara karşı önerdikleri çözümlerin ilk ve ortaöğretim düzeyinde öğrenciler arasındaki mevcut eşitsizliklerin derinleşmesi ve bütçe harcamalarının artması gibi etkilere, yükseköğretim düzeyinde ise ağır insani maliyetlerin yanında devletlerin iktisadi sistemleri için risk teşkil eden borç balonlarının ortaya çıkmasına yol açtığı söylenebilir.

Lıbertarianism and Education: A Criticism of Fundamental Assumptions of Libertarian Education

Libertarianism is one of the economic and philosophical approaches proposed as a remedy against efficiency problems of welfare states. The aim of this theoretical study is to portray the assumptions of libertarianism regarding education and to discuss their validity in light of the application results. Hayek’s and Friedman’s works mainly lie beneath the fundamental assumptions of libertarianism. In this direction, an analytical framework consisting of the fundamental assumpions of libertarianism, and empirical and theoretical studies examining these assumptions was built. Assumptions of libertarianism regarding education have predominantly been formulated around reasons asserted by Friedman, justifying state intervention to education. The first reason is natural monopoly position of states or emergence of market failures due to high infrastructure costs preventing effective competition. Second reason is the existence of externalities, such as neighborhood effect; and the third one is about the uncertainty of ultimate goals of education. Accordingly, it can be argued that Friedman’s reasons justifying states’ intervention to education have been offered as universal generalizations although they lack universal characteristics. Based on these generalizations, the remedies, proposed by libertarians against universal problems, have caused a deepening of inequalities among students and the increase in budgetary expenditures at K12 level, and the emergence of debt balloons posing a risk to economic systems of countries in addition to heavy humanitarian costs at higher education level.

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