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A Study of Albert Schweitzer's Precept of Reverence for Life with Some A study of Albert Schweitzer's precept of reverence for life with some implications for education by Ronald Lane Abrell A dissertation submitted to the Graduate Faculty in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Montana State University © Copyright by Ronald Lane Abrell (1972) Abstract: The purpose of this study was to trace, through his own writings and with reference also to the related literature, Albert Schweitzer's concept of reverence for life as it bears upon education. The problem involved answering the two subordinate questions: (a) uncovering the meaning of the concept of reverence for life as developed by Schweitzer, and (b) extrapolating and setting forth the educational implications of Schweitzer's ethic of reverence. The documentary method was used in securing the data, and the research was limited to Schweitzer's precept of reverence for life and the ideas that have a direct bearing on it. The study was further limited to clarifying what Schweitzer's principle of reverence for life implies as a general educational direction in terms of which specific educational ideas and practices can eventually be developed. Some of the more important findings and conclusions were: 1. Education is considered as a process of assisting the individual to discover meaning and purpose in life. 2. The ultimate end of education is individual self-perfection. Immediate ends include growth, liberation, self-responsibility, social cooperation, studious reflection, objective intelligence, and critical thinking. 3. As it is related to culture, education is indebted to the best of the past, is in continual interaction with culture, and seeks to reconstruct and perfect it by focusing on the perfection of each individual. 4. In regard to curriculum, education should underscore the teaching of live students, not lifeless subject matter. The technological and vocationalistic should not be stressed at the cost of the aesthetic, moral, and humanistic. 5. In regard to methods, education should stress private, reflective dialogue with the individual self, scientific inquiry or the discovery method, a tender-hearted but tough-minded Socratic model, and the teacher-as-paradigm model. 6. Education must become more aware of the physical environment which it creates for the learner. Architectural design should be concerned along lines that will permit more individual privacy and quiet for contemplation of the self. 7. Education ought to become increasingly concerned with the organizational structure established for learners and staff. Organizational design should promote an overall atmosphere which is warm, interpersonal, and friendly. 8. In regard to teaching, education ought to place a heavy emphasis on the teacher as a helper, provocateur, catalyst, and an arranger of situations which facilitate learning. V y f / A STUDY OF ALBERT SCHWEITZER'S PRECEPT OF REVERENCE FOR LIFE WITH SOME IMPLICATIONS FOR EDUCATION RONALD LANE ABRELL A dissertation submitted to the Graduate Faculty in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Co -------- Committee Graduate ^ean MONTANA STATE UNIVERSITY Bozeman, Montana August, 1972 iii ' ACKNOWLEDGMENT ' This dissertation exists because of the help that the researcher received from many persons. The author owes a tremendous debt of gratitude to Dr. Charles C. Hanna, Dean of the College of Education at Western Illinois University, who was thoughtful and kind enough to point him in the direction of Montana State University. The writer is also indebted to his major advisor. Dr. Earl N. Ringo, whose counsel and encouragement were of continual inspiration throughout his studies at Montana State University. Likewise, it is at once a pleasure and an obligation to extend deepest gratitude to Dr. Harry E. Hausser whose suggestions were invaluable. His in-depth, in-breadth understanding underscored with kindness and helpfulness were of constant stimulation to the author. The writer is also grateful to other members of his research committee; Dr. Robert Van Woert, Dr. Del Samson, Professor Hugo Tureck, and Dr. Mary I. Uber. Sincere appreciation for the time spent with the researcher must also be expressed to Erica Anderson of Great Barrington, Massachusetts, and to Dr. Herbert M. Phillips of Chicago, Illinois, both of whom knew and worked with Albert Schweitzer at Lamb arene. Finally, the author wishes to thank his wife, Jo Ann, and children, Marcia,’Laura, and Lane, for their patient understanding and sacrifice during the writing of this dissertation. TABLE OF CONTENTS Page ABSTRACT........... ....................... vii Chapter I. INTRODUCTION ...................... ..... ........ I The Problem. ...................... 15 Procedures ...................... 16 Limitations............ .............................. 19 Definition of Terms............ 20 Special Challenges and Problems. .......... 24 The Structure of the Thesis. ...................... 27 2. EDUCATION AND LIFE . .......... ............ 28 ALBERT SCHWEITZER' S GENERAL PHILOSOPHY OF LIFE ....... 29 Schweitzer's Search for Lebensanschauung and Weltanschauung .......... ............. 31 The Meaning of World- and Life-Affirmation ...... 42 The Emergence of the Philosophy of Reverence for L i f e .................... .. 45 The Meaning of Reverence for Life. .......... 50 SOME IMPLICATIONS OF SCHWEITZER'S GENERAL PHILOSOPHY OF LIFE FOR EDUCATION. ............... 64 The Meaning of Education ................... 64 The Importance of Education. ............. 67 The Right Kind of Education. ........ ..... 73 V Chapter Page The Educational Process.......... „ 79 3. EDUCATION AND VALUES . ................... 86 REVERENCE FOR LIFE AS THE COMPLETE AND ULTIMATE VALUE. 88 THE POWER AND PROMISE OF THE ETHICS OF REVERENCE FOR L I F E ........ .....I ........... 97 SOME IMPLICATIONS OF SCHWEITZER'S ETHICS OF REVERENCE OF LIFE FOR EDUCATION. ................. 103 Ethics as a Proper Concern of Education. ........... 103 The Educational Process.............. .. 105 4. EDUCATION AND SOME FIELDS OF KNOWLEDGE ^ 123 SCHWEITZER'S VIEWS ON THE NATURE OF KNOWLEDGE. .... 125 Sources of Knowledge ............ ......... 134 The Validation of Knowledge. ................... 143 SOME COMMENTS ON VARIOUS FIELDS OF KNOWLEDGE ..... 144 Philosophy ................ ............ 144 Religion .............. .............. 146 Ar t.............. ......... .. 153 History. .......... i .......... 160 Science. .... .......... ............ 162 Social Sciences. ......... .......... ... 165 Literature, Language, and Mathematics. ....... 170 THE EDUCATIONAL PROCESS. ............... 171 vi Chapter ' Page 5. EDUCATION AND SELF-PERFECTION. ............. 192 SCHWEITZER'S CONCEPTION OF SELF-PERFECTION ......... 193 The Source of Self-Perfection........ .............. 193 Schweitzer's Particular Type or Form of Self-Perfection................................ 195 The Content of Self-Perfection . ............... 200 THE EDUCATIONAL PROCESS. ^ . 222 6. SUMMARY, CONCLUSIONS, AND CRITICISMS ................... 234 SUMMARY. .............. ............. 235 CONCLUSIONS. ................ 240 CRITICISMS ........ ............ ....... 252 LITERATURE CITED ...................... 264 vii ABSTRACT The purpose of this study was to trace, through his own writings and with reference also to the related literature, Albert Schweitzer's concept of reverence for life as it bears upon education. The problem involved answering the two subordinate questions: (a) uncovering the meaning of the concept of reverence for life as developed by Schweitzer, and (b) extrapolating and setting forth the educational implications of Schweitzer's ethic of reverence. The documentary method was used in securing the data, and the research was limited to Schweitzer's precept of reverence for life and the ideas that have a direct bearing on it. The study was further limited to clarifying what Schweitzer's principle of reverence for life implies as a general educational direction in terms of which specific educational ideas and practices can eventually be developed. Some of the more important findings and conclusions were: 1. Education is considered as a process of assisting the individual to discover meaning and purpose in life. 2. The ultimate end of education is individual self-perfection. Immediate ends include growth, liberation, self-responsibility, social cooperation, studious reflection, objective intelligence, • and critical thinking. 3. As it is related to culture, education is indebted to the best of the past, is in continual interaction with culture, and seeks to reconstruct and perfect it by focusing on the perfection of each individual. 4. In regard to curriculum, education should underscore the teaching of live students, not lifeless subject matter. The techno­ logical and vocationalistic should not be stressed at the cost of the aesthetic, moral, and humanistic. 5. In regard to methods, education should stress private, reflective dialogue with the individual self, scientific inquiry or the discovery method, a tender-hearted but tough-minded Socratic model, and the teacher-as-paradigm model. 6. Education must become more aware of the physical environment which it creates for the learner. Architectural design should be con­ cerned along lines that will permit more individual privacy and quiet for contemplation of the self. 7. Education ought to become increasingly concerned with the organizational structure established for learners and staff. Organiza­ tional design should promote
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