David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (2):219-231 (2008)
John Henry Newman provided the basic vocabulary and guiding rationale sustaining the ideal of a liberal education up to our day. He highlighted its central focus on the cultivation of the intellect, its reliance upon broadly based theoretical knowledge, its independence of moral and religious stipulations, and its being its own end. As new interpretations enter the debate on liberal education further educational possibilities emanate from Newman's thought beyond those contained in his theory of a liberal education. These are found in Newman's broader idea of a university education, incorporating social, moral, and spiritual formation and in his philosophical thought where he develops a theory of knowledge at odds with the Idea of a University. There are, in addition, intriguing possibilities that arise from Newman's theory of reasoning in concrete affairs both because of their implicit challenge to inherited theories of a liberal education and because of the educational possibilities they hold out in their own right and in actual educational developments to which they may lend support.
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References found in this work BETA
Peter M. Collins (1976). Newman and Contemporary Education. Educational Theory 26 (4):366-371.
Timothy Corcoran (1926). Liberal Studies and Moral Aims. Thought: A Journal of Philosophy 1 (1):54-71.
Paul H. Hirst (1976). Knowledge and the Curriculum. Philosophy 51 (195):111-113.
Paul Heywood Hirst, Robin Barrow & Patricia White (eds.) (1993). Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge.
Paul Hirst & Wilfred Carr (2005). Philosophy and Education—a Symposium. Journal of Philosophy of Education 39 (4):615–632.
Citations of this work BETA
Bryan R. Warnick (2009). Ritual, Imitation and Education in R. S. Peters. Journal of Philosophy of Education 43 (1):57-74.
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