Leisure, freedom, and liberal education

Educational Theory 56 (2):121-136 (2006)
At present liberal education is generally understood and justified as the acquisition of critical thinking skills and individual autonomy. Traditionally, however, the ultimate purpose of liberal education has been leisure. Freedom, it was thought, was not simply the result of critical thinking but also required the cultivation of leisure that involved a vigilant receptivity — a stillness from the busy world of work and the restive probing of a discursive mind. In this essay, Kevin Gary argues that the cultivation of leisure has been and ought to be an essential part of what constitutes a liberal education. Focused on interior freedom, leisure offers a valuable way of learning that ushers in an authentic freedom that a critical approach to learning and liberal education does not. Accordingly, it offers a valuable defense against the hegemonic world of work that defines and appraises one’s value exclusively in terms of one’s doing.
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DOI 10.1111/j.1741-5446.2006.00007.x
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Self Examination, Philosophical Education and Spirituality.Alven M. Neiman - 2000 - Journal of Philosophy of Education 34 (4):571–590.

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