Augustine and Liberal EducationRoutledge, 01.11.2017 - 234 Seiten This title was first published in 2000: Augustine of Hippo (354-430 CE) - Bishop, theologian, philosopher, and rhetorician - has left a rich legacy for reflection upon relationships between Christianity and culture, between Christian catechesis and liberal education, and between faith and reason. Contemporary educational institutions have begun to explore their roots, digging into their intellectual traditions for the resources for renewal of liberal education. Augustine and Liberal Education sheds light on liberal education past and present, from an Augustinian point of view. Ranging from historical investigations of particular themes and issues in the thought of Saint Augustine, to reflections on the role of tradition and community and the challenges and opportunities facing universities in the next century, the contributors return to the sources of traditional reflection whilst exploring contemporary issues of education and 'the good life'. Essays on Augustinian inquiry in medieval and modern eras address critical questions on the role of rhetoric, reading, and authority in education, on the social context of learning, and on the relationship between liberal education and properly Christian catechesis. Contemporary questions on liberal education from philosophical, political, theological, and ethical perspectives are then explored in the essays which move from the past to the present. This book offers a valuable contribution to the growing scholarship on Catholic universities and on Augustine of Hippo, engaging in 'Augustinian inquiry' and pointing to possibilities for renewal in liberal education in the twenty-first century. |
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... works . Phillip Caiy does a remarkable job unpacking the Platonic elements of Augustine's thought , as well as putting Catholic and Protestant interpretations of Augustine into dialogue with one another . His conclusion is.
... works . Phillip Caiy does a remarkable job unpacking the Platonic elements of Augustine's thought , as well as putting Catholic and Protestant interpretations of Augustine into dialogue with one another . His conclusion is.
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... Platonic , but this requires some nuance . On the one hand , Augustine later invokes Platonic ideas of the non- existence of evil as a solution to his problems with evil : " ... evil is only the privation of a good , even to the point ...
... Platonic , but this requires some nuance . On the one hand , Augustine later invokes Platonic ideas of the non- existence of evil as a solution to his problems with evil : " ... evil is only the privation of a good , even to the point ...
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... Platonic explanation. He insists that evil can be knowingly embraced with a kind of simultaneous attraction and ... Platonic and Manichaean descriptions of evil, in order to create what he hopes is an adequate (if not always wholly ...
... Platonic explanation. He insists that evil can be knowingly embraced with a kind of simultaneous attraction and ... Platonic and Manichaean descriptions of evil, in order to create what he hopes is an adequate (if not always wholly ...
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... Platonic terms : “ Therefore , I also loved in it my association with the others with whom I did the deed " ( Conf . 2.8.16 ) .8 Augustine did love " something , " not " nothing " ; even if that " something " is small and petty , it is ...
... Platonic terms : “ Therefore , I also loved in it my association with the others with whom I did the deed " ( Conf . 2.8.16 ) .8 Augustine did love " something , " not " nothing " ; even if that " something " is small and petty , it is ...
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... Platonic idea of recollection to see the implications of putting it this way , of emphasizing that the students ' act of learning is their own . This thrusts to the forefront the idea just laid out , that the teacher is not the ...
... Platonic idea of recollection to see the implications of putting it this way , of emphasizing that the students ' act of learning is their own . This thrusts to the forefront the idea just laid out , that the teacher is not the ...
Inhalt
Augustinian Vision and Catholic Education | |
The Bishop as Teacher | |
Augustine on the Perils of Liberal Education | |
Turning Students from | |
The Hermeneutics of Trust in | |
An Augustinian Counsel to Authority | |
Authority and Order Coercion and Dissent | |
The Role of the Solitary Reader in Liberal | |
The Motives for Liberal Education | |
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