The Enlightenment Revolution in Educational Policies By Jalal Khawaldeh

Controlling defects in educational policies established by the state is a formidable challenge. The state invariably believes that the solution lies in developing and improving educational outcomes. However, evaluating and monitoring these outcomes is not a straightforward process that unfolds over a year or two; it requires a span of 14-16 years, encompassing two years of preschool, 12 years of basic and secondary education, and four years of university education. Despite this extensive period, the discovery of "the quality of educational policies" and subsequently "the quality of education" often proves elusive, amounting to mere rhetoric without tangible impact.In the realm of educational philosophy, drawing upon Immanuel Kant's Enlightenment principles from December 1784 emerges as both necessary and urgent. This approach could guide us back to the foundational infrastructure and core principles of learning design, where reason and critical thought commence a critique of current educational policies in any context. With greater freedom, this enables the innovation of new concepts. Traditional education policies, rendered obsolete across generations, bear striking resemblance to the religious institutions that Kant, along with scholars before him during the Dark Ages, found constraining. The critique of existing educational frameworks and the advocacy for freedom and autonomy in learning draw on the foundational work of Heckman, James and Carneiro, Pedro, (2003), who delve into human capital policy, suggesting that education systems need to be more responsive to individual needs and potential.The paramount question arises: Have traditional education policies succeeded in making students subservient to their systems, structures, and models, burdened with theories of educational reform and development? It is evident that from early childhood through the stages of basic and secondary education, students are deprived of the choice in systems, structures, and curricula that suit them best. This limitation extends to university education, which is contingent upon high school grades and reliant on inadequately designed, intimidating examinations. Furthermore, it is ineffectively tethered to public policies, socio-economic conditions, and linguistic competencies (as determined by TOEFL, IELTS, etc.), or international assessments (e.g., PISA). The focus on the individual—his or her abilities, skills, aspirations, hobbies, and concerns—remains conspicuously absent from the calculus of all educational policy considerations.<br>This research endeavors to revisit foundational questions: Why do societies necessitate education initially, followed by policies governing it? It then delves deeper into examining the relationships between educational policies and the future job market, which remains ambiguous and unknown.<br>