By Steven R. Loomis, Jacob P. Rodriguez
Taking part with the genius of C.S. Lewis, and especially his fabulous paintings The Abolition of guy, the authors supply a multi-facetted, interdisciplinary research of perennial questions that effect human improvement and freedom.
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Extra info for C.S. Lewis: A Philosophy of Education
Like learning, like the family, like ancient and liberal profession, like common law, it gives the individual a standing ground against the State. Hence, Rousseau, the father of totalitarians, said wisely enough, from his own point of view, of Christianity, [“I know nothing more opposed to the social spirit”]. Models of reality within these two spheres—the sacred and the secular—developed in large measure to calm cosmic tensions, minimize contingency, and construct and lay out plausible worldviews concerning reality, man, knowledge, and the purpose of education.
The problem is as much method as it is structure. Th e B lo o d l e s s I n s t i t u t i o n 45 Arrow (1974: 17) acknowledges the problem of method when discussing limits on narrow conceptions of rationality in the choosing of ends. Many scholars approach social theory from trade-offs basic to social cooperation, not those that align with an objective- and desireindependent sphere such as the moral law, but where the individual must sing in tune with the collective (facilitated by the institution).
Chapter 3 sets out the epistemological parameters of growth, how expanding markets exchange knowledge for ignorance, and how the growth framework is sustained by the quest for uniformity. Chapter 4 discusses how the educational enterprise under the technical growth network is sustainable after a process of divisions occurs, including the division of rationality from reason. Finally, in Chapter 5, we focus on plausible resolutions to the problems set forth in earlier chapters: the very possibility of education.
C.S. Lewis: A Philosophy of Education by Steven R. Loomis, Jacob P. Rodriguez