DOCSLIB.ORG

Lay Faculty's Understanding and Operationalization of Augustinian Core Values in Secondary Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Lay Faculty's Understanding and Operationalization of Augustinian Core Values in Secondary Education Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses (ETDs) Seton Hall University Dissertations and Theses Spring 5-18-2020 Lay Faculty's Understanding and Operationalization of Augustinian Core Values in Secondary Education Joseph J. Zagarella [email protected] Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Educational Leadership Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Zagarella, Joseph J., "Lay Faculty's Understanding and Operationalization of Augustinian Core Values in Secondary Education" (2020). Seton Hall University Dissertations and Theses (ETDs). 2767. https://scholarship.shu.edu/dissertations/2767 LAY FACULTY’S UNDERSTANDING AND OPERATIONALIZATION OF AUGUSTINIAN CORE VALUES IN SECONDARY EDUCATION Joseph J. Zagarella Dissertation Committee: Barbara V. Strobert, EdD, Mentor Gary N. McCloskey, PhD Christopher H. Tienken, EdD Submitted in partial fulfillment of the requirements for the degree Doctor of Education Department of Education Leadership, Management, and Policy Seton Hall University 2020 Copyright © 2020 By Joseph J. Zagarella All Rights Reserved Abstract Augustinian education is a Catholic education offered through an Augustinian lens. This education is rooted in the history and values of the Order of St. Augustine of Hippo carried forth and appropriated to the modern day by those who have steeped themselves in the life and legacy of Augustine of Hippo. This qualitative case study attempts to investigate the lay faculty participants’ understanding of three Augustinian core values and how those values are operationalized in their interaction with students inside and outside the classroom. The study also investigates if there is a perceived need for further professional development in the Augustinian values and the form it should take from the perspective of the lay faculty participants. This study utilizes personal interviews which are then viewed through the lens of interpretive phenomenological analysis. The study findings suggest that the lay faculty participants understand the three Augustinian core values, but there is more work to be done in the way of professional development. The study concludes that future professional development in the person of Augustine of Hippo, the three Augustinian core values, and Augustinian pedagogy should be one that is informative, practical, and dialogical. ii Acknowledgments It takes a village to raise a child, and it also takes a village to write a dissertation. Thank you to all who have helped to make this dream a reality. First, I thank God for all the many blessings and good gifts bestowed upon me. One of the greatest of these gifts are my parents. Thanks, Mom and Dad. I am grateful to Dr. Gerard Babo for helping me begin this journey. I offer my sincere gratitude to my dissertation committee. I thank Dr. Barbara Strobert for agreeing to take me as one of her mentees and always challenging me to be my best. Thank you to Dr. Christopher Tienken for agreeing to be on my committee and helping me to reach this achievement. A special word of gratitude to Rev. Dr. Gary McCloskey who has been a guiding force throughout this process. I am grateful for his scholarship, his mentoring, and his friendship. Those without whom I could not have done this include Fr. Andrew Batayola, O.S.A., Bro. Richard Ekmann, O.S.A., Fr. Joseph Farrell, O.S.A., Dr. Joseph Kelley, Fr. Robert Murray, O.S.A., and all those who volunteered to take part in this study. Finally, behind every good man is a better woman. Thank you, Gina. I could not have done this without your love and support. iii Dedication In memory of Dr. Gerry Babo, teacher, mentor, and friend. iv Contents Abstract ........................................................................................................................................... ii Acknowledgment ........................................................................................................................... iii Dedication ...................................................................................................................................... iv CHAPTER 1 INTRODUCTION ................................................................................................... 1 Religious Orders and the Founding of Catholic Schools ............................................................ 1 Vatican II on Catholic Education and Religious Congregations ................................................ 1 Augustine of Hippo ..................................................................................................................... 3 Augustinian Educational Apostolate ........................................................................................... 4 Augustinian Pedagogy................................................................................................................. 4 Problem Statement ...................................................................................................................... 5 Purpose of the Study ................................................................................................................... 6 Theoretical Framework ............................................................................................................... 7 Research Questions ..................................................................................................................... 9 Study Design-Methodology ........................................................................................................ 9 Significance of the Study .......................................................................................................... 11 Limitations……………………………………………………………………………………..12 Delimitations ............................................................................................................................. 12 Definition of Terms ................................................................................................................... 12 Organization of the Dissertation ............................................................................................... 13 CHAPTER II LITERATURE REVIEW ..................................................................................... 14 Introduction ................................................................................................................................... 14 Literature Search Procedures .................................................................................................... 16 Catholic Schools ........................................................................................................................ 16 Religious in Catholic Schools................................................................................................ 18 Lay People in Catholic Schools Sponsored by Religious Congregations ............................. 20 Augustinian Education .............................................................................................................. 23 Educational History ............................................................................................................... 23 Recent Documents About Augustinian Schools .................................................................... 25 Inspiration for an Augustinian School ...................................................................................... 26 Augustine the Lifelong Learner ............................................................................................. 27 Educational Works of Augustine ........................................................................................... 28 v Methodology of Augustine .................................................................................................... 30 Augustinian Charism and Spirituality ................................................................................... 31 Augustinian Values in Education .............................................................................................. 33 Brief Summary of Recent Literature on Augustinian Values................................................ 34 Augustinian Core Value of Truth .......................................................................................... 35 Augustinian Core Value of Unity .......................................................................................... 37 Augustinian Core Value of Love ........................................................................................... 38 Augustinian Pedagogy............................................................................................................... 39 Pedagogical Principles ........................................................................................................... 41 Augustinian Methodological Principles ................................................................................ 43 A Pedagogy of Love .............................................................................................................. 46 The Augustinian School………………………………………………………………………...48 The Augustinian Classroom and the Augustinian Educator .................................................. 51 Interpretive Phenomenological Analysis .................................................................................. 53 Phenomenological Roots ......................................................................................................
Load more

Recommended publications
  • RELG 399 Fall2019
    McGill University School of Religious Studies RELG 399 TEXTS OF CHRISTIAN SPIRITUALITY (Late Antiquity) In the Fall Term of 2019 this seminar course will focus on Christian spirituality in Late Antiquity with close study and interpretation of Aurelius Augustine’s spiritual odyssey the Confessiones, his account of creation in De genesi ad litteram, and his handbook of hermeneutics De doctrina Christiana. We will also read Ancius Manlius Severinus Boethius’s treatment of theodicy in De consolatione philosophiae, his De Trinitate, and selections from De Musica. Professor: Torrance Kirby Office Hours: Birks 206, Tuesdays/Thursdays, 10:00–11:00 am Email: [email protected] Birks Building, Room 004A Tuesdays/Thursdays 4:05–5:25 pm COURSE SYLLABUS—FALL TERM 2019 Date Reading 3 September INTRODUCTION 5 September Aurelius Augustine, Confessiones Book I, Early Years 10 September Book II, Theft of Pears 12 September Book III, Adolescence and Student Life 17 September Book IV, Manichee and Astrologer 19 September Book V, Carthage, Rome, and Milan *Confirm Mid-Term Essay Topics (1500-2000 words) (NB Consult the Style Sheet, essay-writing guidelines and evaluation rubric in the appendix to the syllabus.) 24 September Book VI, Secular Ambitions and Conflicts 26 September Book VII, Neoplatonic Quest for the Good 1 October Book VIII, Tolle, lege; tolle, lege 3 October Book IX, Vision at Ostia 8 October Book X, 1-26 Memory *Mid-term Essays due at beginning of class. Essay Conferences to be scheduled for week of 21 October 10 October Book X, 27-43 “Late have I loved you” 15 October Book XI, Time and Eternity 17 October Book XII, Creation Essay Conferences begin this week, Birks 206.
    [Show full text]
  • The Rule Constitutions Additional Code
    THE RULE CONSTITUTIONS ADDITIONAL CODE AUGUSTINIAN RECOLLECTS THE RULE CONSTITUTIONS ADDITIONAL CODE Rome 2012 This English translation is the authorized and faithful version of the official Spanish text approved by the Sacred Congregation for Institutes of Consecrated Life and Societies of Apostolic Life. © EDITORIAL AVGVSTINVS General Dávila, 5 bajo D 28003 Madrid, Spain Superiorum permissu ISBN: Legal Deposit: Imprenta Calatrava, Salamanca CONGREGAZIONE PER GLI ISTITUTI DI VITA CONSACRATA E LE SOCIETÀ DI VITA APOSTOLICA Prot. N. A 68-1/2004 DECREE The Order of Augustinian Recollects, whose generalate is located in Rome, in its 54th General Chapter, has authorized, the adapted and revised texts of the Constitutions, already confirmed by the Apostolic See on 13th November, 1982 (Prot. A. 68-1/81). The superior general has presented to this Dicastery the new text, requesting its approval. Having thoroughly studied the document, into which several modifications have been introduced, the Congregation for Institutes of Consecrated Life and Societies of Apostolic Life, by this present Decree approves this new text of the Constitutions. This Dicastery expresses its best wishes that the Order may continue to grow in conformity with its charism and and reaffirming its Augustinian Recollect identity. Notwithstanding anything to the contrary. Vatican, 31st May, 2011 Feast of the Visitation of the Blessed Virgin Mary. ✠ João Braz de Aviz Prefect ✠ Joseph W. Tobin, C.Ss.R. Archbishop Secretary ORDO AUGUSTINIANORUM RECOLLECTORUM GENERALATUS Prot.1-3/11.4 DECREE PROMULGATION OF THE OFFICIAL TEXT OF THE CONSTITUTIONS May the Lord grant that you observe all these precepts with love, as lovers of spiritual beauty …, not as slaves under the law, but as free men under grace.
    [Show full text]
  • EDUA 7200 A01 — PHILOSOPHY of EDUCATION Faculty of Education, University of Manitoba Department of Educational Administration, Foundations, and Psychology
    EDUA 7200 A01 — PHILOSOPHY OF EDUCATION Faculty of Education, University of Manitoba Department of Educational Administration, Foundations, and Psychology PROFESSOR: Dr. David G. Creamer, S.J. Office: Room 124, St. Paul’s College Phone: 474-9141 Fax: 474-7613 E-Mail: [email protected] I am normally available before class on Thursday. Full office hours are posted on my door. Feel free to just drop by or arrange for an appointment. If I am not in the office, Gladys Broesky (474- 9165) — Jesuit Centre (room 118) — will be happy to set something up. (Gladys is here Tuesday, Wednesday, & Thursday — 8:30 am-4:30 pm.) COURSE TIME & LOCATION: Fall Session: Thursday evenings: 5:30–8:30 pm (R5) — St. Paul’s College, Room 123 (by Library, lowest level). COURSE OBJECTIVE: To introduce students to major movements, thinkers, issues and debates in Philosophy (Foundations) of Education. The focus question for this course is “What are the nature and aims of education?” The question will be addressed from a variety of and the thinkers I have selected for study represent both the diversity and unifying themes of the field. Readings will be drawn from Plato, Aristotle, Augustine of Hippo, Thomas Aquinas, Ignatius Loyola, John Amos Comenius, John Locke, Jean-Jacques Rousseau, Mary Wollstonecraft, and Bernard Lonergan. TEXTBOOKS 1. Because of the variety of readings on the philosophy of education drawn from ancient and modern sources, no single textbook is appropriate for the course. A bound compilation of the readings from Plato, aristotle, Augustine, Aquinas, Ignatius Loyola, Comenius, Locke, Rousseau, and Wollstonecraft is available from the Jesuit Centre ($20.00).
    [Show full text]
  • Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education
    Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education Omar a. Poncea, José Gómez Galánb and Nellie Pagán-Maldonadoc a Professor (Metropolitan University, AGMUS, Puerto Rico-United States). [email protected] b Research Professor and Director of CICIDE (Metropolitan University, AGMUS, Puerto Rico-United States & Catholic University of Avila, Spain). [email protected] & [email protected] c Professor (Metropolitan University, AGMUS, Puerto Rico-United States). [email protected] Abstract This article is a theoretical study on the effectiveness of educational research in the context of philosophy of science. This topic of discussion, in the area of educational research, has been the subject of intellectual debate and arises again at the beginning of the 21st century. This article outlines the challenges and opportunities for scientific effectiveness facing educational research if it aspires to contribute to the ideal of an education of excellence and quality. Nine strategies to improve scientific effectiveness in educational research are identified and discussed. As a conclusion, it is argued that the foundations of contemporary educational research need to be revisited and reformulated, parallel to the new concepts present in the philosophy of science, to face the new problems present in our society*. Keywords: Educational Research; Philosophy of Science; Scientific Knowledge; Scientific Effectiveness; Education. 1. Introduction Philosophical thinking centered on science has been an object of intense debate for centuries. Thus, when we speak today of philosophy of science, we refer fundamentally to any reflection produced around the scientific methodology and its results. It faces, from the point of view of reason, the nature of science and the philosophical problems generated around it, with a direct implication in its results and applications.
    [Show full text]
  • Metaphysics Today and Tomorrow*
    1 Metaphysics Today and Tomorrow* Raphaël Millière École normale supérieure, Paris – October 2011 Translated by Mark Ohm with the assistance of Leah Orth, Jon Cogburn, and Emily Beck Cogburn “By metaphysics, I do not mean those abstract considerations of certain imaginary properties, the principal use of which is to furnish the wherewithal for endless dispute to those who want to dispute. By this science I mean the general truths which can serve as principles for the particular sciences.” Malebranche Dialogues on Metaphysics and Religion 1. The interminable agony of metaphysics Throughout the twentieth century, numerous philosophers sounded the death knell of metaphysics. Ludwig Wittgenstein, Rudolf Carnap, Martin Heidegger, Gilbert Ryle, J. L. Austin, Jacques Derrida, Jürgen Habermas, Richard Rorty, and, henceforth, Hilary Putnam: a great many tutelary figures have extolled the rejection, the exceeding, the elimination, or the deconstruction of first philosophy. All these necrological chronicles do not have the same radiance, the same seriousness, nor the same motivations, but they all agree to dismiss the discipline, which in the past was considered “the queen of the sciences”, with a violence at times comparable to the prestige it commanded at the time of its impunity. Even today, certain philosophers hastily spread the tragic news with contempt for philosophical inquiry, as if its grave solemnity bestowed upon it some obviousness. Thus, Franco Volpi writes: ‘Grand metaphysics is dead!’ is the slogan which applies to the majority of contemporary philosophers, whether continentals or of analytic profession. They all treat metaphysics as a dead dog.1 In this way, the “path of modern thought” would declare itself vociferously “anti- metaphysical and finally post-metaphysical”.
    [Show full text]
  • The Foundations of Economic Personalism: Daniel Rush Finn Promise and Peril Saint John’S University
    Journal of Markets & Morality Volume 6, Number 2 (Fall 2003): 599–615 Copyright © 2003 The Foundations of Economic Personalism: Daniel Rush Finn Promise and Peril Saint John’s University The Acton Institute’s three-volume series on the Foundations of Economic Personalism contributes much to the dialogue between theology and economics. This article, however, identifies a number of shortcomings. These include an overly individualistic bias and a reliance on the Austrian school of economics that are not consonant with Christian and especially Catholic social thought on economic life. There is a certain naiveté about the philosophy of science and an artificial bifurcation between “economic” life (where values are assumed to be subjective) and the rest of life (where objective values are endorsed). The dia- logue between theology and economics is badly needed, but it requires a strong dose of self-criticism from all its participants. Introduction It is all too rare for theologians and economists to work seriously together. In an effort to overcome this unfortunate tendency, the Center for Economic Personalism at the Acton Institute commissioned and published a three- volume work titled Foundations of Economic Personalism. The first volume is entitled Beyond Self Interest: A Personalist Approach to Human Action, by Gregory R. Beabout, Ricardo F. Crespo, Stephen J. Grabill, Kim Paffenroth, and Kyle Swan. The second volume is Human Nature and the Discipline of Economics: Personalist Anthropology and Economic Methodology, by Patricia Donohue-White, Stephen J. Grabill, Christopher Westley, and Gloria Zúñiga. The third volume is entitled The Free Person and the Free Economy: 599 The Foundations of Economic Daniel Rush Finn Personalism: Promise and Peril A Personalist View of Market Economics, by Anthony J.
    [Show full text]
  • Philosophy of Education
    Philosophy of Education Introduction to the Topic What is a philosophy of education, and why should it be important to you? Behind every school and every teacher is a set of related beliefs--a philosophy of education--that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods. How do teacher-centered philosophies of education differ from student-centered philosophies of education? Teacher-centered philosophies tend to be more authoritarian and conservative, and emphasize the values and knowledge that have survived through time. The major teacher- centered philosophies of education are essentialism and perennialism. Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future. School is seen as an institution that works with youth to improve society or help students realize their individuality. Progressivism, social reconstructionism, and existentialism place the learner at the center of the educational process: Students and teachers work together on determining what should be learned and how best to learn it. What are some major philosophies of education in the United States toda y? Essentialism focuses on teaching the essential elements of academic and moral knowledge. Essentialists urge that schools get back to the basics; they believe in a strong core curriculum and high academic standards. Perennialism focuses on the universal truths that have withstood the test of time. Perennialists urge that students read the Great Books and develop their understanding of the philosophical concepts that underlie human knowledge.
    [Show full text]
  • Pragmatism and Progressivism in the Educational Thought and Practices of Booker T
    PRAGMATISM AND PROGRESSIVISM IN THE EDUCATIONAL THOUGHT AND PRACTICES OF BOOKER T. WASHINGTON Ronald E. Chennault DePaul University Few men, particularly Black men, have wielded the power and influence of Booker T. Washington during his lifetime. A good deal of his colorful life is recounted in his autobiography, Up from Slavery.1 Here Washington details the most notable events of his life, from the time he spent in slavery as a youth, to his exploits and education during his adolescence, and well into his career as head of the then-Tuskegee Normal and Industrial Institute in Alabama. Washington tells of his experiences at present-day Hampton University and the extraordinary influence the lessons he learned and the people he met there had on his life philosophy. He also reserves a large part of his story to describe numerous occasions during which he spread his institution’s seeds of success and offered his advice on improving America’s race relations. Yet as revealing as his account is, both by reading its lines and between its lines, Washington’s autobiography represents only a piece of his life’s puzzle. If Washington is the “trickster” that Harlan imagines and McElroy argues,2 a fairer and fuller understanding of Washington’s wizardry necessitates moving beyond his autobiography. Restricting our understanding of Washington to his self-representation in Up from Slavery (even extending to his photographic self-representation)3 and allowing his account to epitomize his worldview does more than “oversimplify Washington . it further contributes to the uncritical acceptance of Washington’s propagandistic portrayal of Tuskegee’s goals, programs, and accomplishments.”4 Many gaps in his life story can be filled by consulting primary sources such as Washington’s writings and speeches as well as by looking to extensive biographical and numerous scholarly works on Washington.
    [Show full text]
  • Philosophy of Education and the Growing Impact of Empirical Research*)
    1 Jürgen Oelkers *) Philosophy of Education and the Growing Impact of Empirical Research 1. Point of Departure: The Triumphant Success of Empiricism Empirical research methods have been used in education since the end of the 19th century. Initially experimental methods taken from psychological laboratories of the time were used and quickly also complemented with applied statistics methods which were popularized in American educational science first and foremost by Edward Thorndike. These procedures made it possible to study large test series of students who before had been outside the horizon of education. Field observations were also developed, making it possible to study concrete phenomena in children's play or in adolescents' behavior. The pioneer of this current of research was the psychologist G. Stanley Hall. This international research had undisputed advantages and was also supported politically or by teacher unions. Indeed, demands of the public or relevant groups of stakeholders influenced the behavior of educational science. This in turn brought with it another advantage: Philosophical abstractions had to be avoided as did classification into opposing philosophical camps or approaches. Theoretically speaking, there are no "isms" in empirical research which did not require long-term devotees, but rather merely topics and methods. The topics are practice-oriented and the methods are just as transparent as they are demanding, requiring instruction and constant training. Findings of early empirical research also seemed to actually have an immediate benefit. The famous learning curve from memory research gained admission to the classroom as did the intelligence test and achievement measurements and also contemporary management methods designed to ensure an efficient school organization.
    [Show full text]
  • Setting Aside Naturalism in Favor of Personhood in Extreme Cases
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2011 Restoring the Balance: Setting Aside Naturalism in Favor of Personhood in Extreme Cases Brian Joseph Buckley Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Ethics and Political Philosophy Commons Recommended Citation Buckley, Brian Joseph, "Restoring the Balance: Setting Aside Naturalism in Favor of Personhood in Extreme Cases" (2011). Dissertations. 216. https://ecommons.luc.edu/luc_diss/216 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2011 Brian Joseph Buckley LOYOLA UNIVERSITY CHICAGO RESTORING THE BALANCE: SETTING ASIDE NATURALISM IN FAVOR OF PERSONHOOD IN EXTREME CASES A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN PHILOSOPHY BY BRIAN JOSEPH BUCKLEY CHICAGO, ILLINOIS MAY 2011 Copyright by Brian J. Buckley, 2011 All rights reserved. TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1 CHAPTER TWO: TAYLOR AND HABERMAS ON NATURALISM AND THE IMPORTANCE OF THE HUMAN SCIENCES 11 Introduction 11 Charles Taylor and Naturalism 14 Scenarios 40 Habermas and the Concerns for The Future of
    [Show full text]
  • The Theological and Pastoral Influences of St. Bonaventure's Critical Retrieval of Joachim of Fiore on Joseph Ratzinger/Benedict XVI
    Providence College DigitalCommons@Providence Theology Graduate Theses Theology Spring 2013 Loving in the Present: The Theological and Pastoral Influences of St. Bonaventure's Critical Retrieval of Joachim of Fiore on Joseph Ratzinger/Benedict XVI William L. Patenaude Providence College Follow this and additional works at: https://digitalcommons.providence.edu/theology_graduate_theses Part of the Religion Commons Patenaude, William L., "Loving in the Present: The Theological and Pastoral Influences of St. Bonaventure's Critical Retrieval of Joachim of Fiore on Joseph Ratzinger/Benedict XVI" (2013). Theology Graduate Theses. 1. https://digitalcommons.providence.edu/theology_graduate_theses/1 This Thesis is brought to you for free and open access by the Theology at DigitalCommons@Providence. It has been accepted for inclusion in Theology Graduate Theses by an authorized administrator of DigitalCommons@Providence. For more information, please contact [email protected]. Graduate Thesis Submission Loving in the Present: The Theological and Pastoral Influences of St. Bonaventure’s Critical Retrieval of Joachim of Fiore on Joseph Ratzinger/Benedict XVI. Submitted by: William L. Patenaude Providence College April 24, 2011 Loving in the Present William Patenaude Introduction The influences of St. Bonaventure on Joseph Ratzinger/Benedict XVI1 have been noted in studies by Fr. Aidan Nichols O.P., Tracey Rowland, Fr. Maximilian Heinrich Heim, and others.2 A dedicated overview of Bonaventurian thought within the writings of the current Holy Father, however, is necessary to more fully appreciate the roots of Ratzinger/Benedict XVI’s theology and its imprint on (and implications for) Catholic theology, anthropology, and pastoral practices. The present work intends to demonstrate that Joseph Ratzinger’s 1957 thesis on St.
    [Show full text]
  • The Education of the Categorical Imperative
    Stud Philos Educ (2006) 25:385–402 DOI 10.1007/s11217-006-9006-2 The education of the categorical imperative James Scott Johnston Received: 20 October 2005 / Accepted: 6 June 2006 Ó Springer Science+Business Media B.V. 2006 Abstract In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of this process. Keywords Kant Æ Moral education Æ Categorical Imperative Æ Self-perfection Æ Pedagogy Æ Character Decades have passed since Immanuel Kant has figured prominently in the dis- cipline of philosophy of education as practiced in the English-speaking world. To my mind the last article-length, sympathetic exposition of Kant’s contribution to the philosophy of education was Donald Butler’s Idealism in Education, and this was published in 1966. This state of affairs continues, despite the many criticisms of Kant extant in the disciplinary literature and the presence of much new scholarship on Kant, particularly in the areas of ethics, politics, and anthropology. German scholarship on Kant has long had Traugott Weisskopf’s Immanuel Kant und die Pa¨dagogik (1970) and more recently, Ju¨ rgen-Eckhardt Pleines’s edited volume, Kant und die Pa¨dagogik: Pa¨dagogik und Practische Philosophie (1999).
    [Show full text]