Excluding Women from the Educational Realm

1982 ◽  
Vol 52 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Jane Roland Martin

Women have been traditionally underrepresented in the scholarship of the academic disciplines. Jane Roland Martin, continuing a line of thought she initiated in a recent article (HER, August 1981), examines the exclusion of women from philosophy of education both as subjects who have written about education and as objects of educational study and thought. She traces this exclusion from a misunderstanding of the writings of Plato, Rousseau, and Pestalozzi on the education of women, and builds a comprehensive critique of the concepts of education, liberal education, and teaching which are accepted by analytic philosophers of education. Martin proposes a possible reconstruction of the field of philosophy of education to include women, and describes the benefits of such a needed undertaking.

2020 ◽  
Vol 101 (7) ◽  
pp. 33-37
Author(s):  
Rafael Heller

Some Americans have always wanted their schools to provide a liberal education, giving students opportunities to read great books, study the academic disciplines, and expand their minds. But many others, perhaps most of us, have looked for ways to avoid the slow, hard work of academic learning. As the historian Robert Hampel explains, we tend to prefer educational shortcuts, from taking correspondence courses, to buying CliffsNotes, to trying to become well-read in just 15 minutes a day.


2014 ◽  
Vol 43 (2) ◽  
pp. 319-323
Author(s):  
Stephen J. Bedard

In a recent article, New Testament scholar Zeba Crook argues that in order for the study of Christian Origins to be taken seriously alongside other academic disciplines, a naturalistic philosophy must be adopted. Currently, there is a blend of openness, agnosticism and rejection among New Testament scholars with regard to miracles in the New Testament. This article responds to the concerns about an openness to the supernatural and offers a suggestion on how the study of religion can remain an academic discipline apart from theology and yet still be open to supernatural explanations.


2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Milena Radovan Burja

The article analyses contribution of some feminist concepts to philosophy of education. Although many philosophers questioned the issue of education, only few of them dealt with education of women. Questions related to feminist themes made part of philosophy of education only in the 80-th of the 20th century. The study of educational phenomena, as it has been recognized, became incomplete without integrating ideas and women-experience as equal thinkers, as well as questioning issues of education via feminist critique of patriarchal ways of power, applying arguments which recognized moral, social and political appropriatness of educational goals and the ways of applying the same, taking into account questions of equality in education, issues of justice, also moral and political initiatives in order to stress the need for emancipatory and responsible respect of the possibility of self-realization of each individual, regardless of sex, in order to eliminate varius forms of degradation and inequality in dealing with people. As a part of feminist strugle for women’s recognition as equal, I would like to point out the importance, and stress the contribution of M. Wollstonecraft, through her critics of Rousseau’s women’s educationu nderstanding, and I must also give credit to some contemporary feminist contributions to these issues, in particular, to the works and activities of the philosopher M.C. Nussbaum.


Author(s):  
M. Katherine Tillman

This chapter maintains that Newman does not fit neatly into either the philosophical or rhetorical traditions of thought about liberal education; rather, as a controversialist, he dialectically combines both approaches. In his writings about learning (the Oxford University Sermon on Wisdom, ‘The Tamworth Reading Room’, Idea of a University, Rise and Progress of Universities), Newman distinguishes the important functions of theology and the Catholic Church from the single, essential goal of liberal education, namely the development of a philosophical habit of mind. He brings out the dialectical tensions in the polarities of university and college, professor and tutor, personal influence and discipline, and in particular intellectual development and morality. The chapter takes on various interpreters and critics of Newman’s educational views, both during his lifetime—for example, the utilitarian ‘Knowledge School’ of Peel, Brougham, and Bentham—and in the scholarship of today.


Horizons ◽  
2005 ◽  
Vol 32 (1) ◽  
pp. 7-25
Author(s):  
Brian W. Hughes

AbstractThis essay partly responds to John Connolly's recent article on the significance of Newman's view of theology for the contemporary Catholic university. I agree with Connolly's argument but believe it does not do justice to the rich theological and philosophical implications of Newman's thought on this topic. Theology in the university serves a vital role in the philosophical formation of the intellect because it aids the intellect's trajectory toward a kind of transcendence. This specific transcendence is connected to the dynamics of reasoning operative within the philosophical habit of mind. The transcendence that Newman holds as constitutive of and ordered by university teaching concerns viewing theology as liberal knowledge and as a type of contemplation. As a subject matter, theology assists in the mind's enlargement by helping to bring out the metaphysical and aesthetic dimensions in knowing.


Author(s):  
Jānis T. Ozoliņš

It has been said that little or no Catholic philosophy of education has been articulated since about 1980, suggesting that it has been subsumed under more general philosophical conceptions of education. This implies that there is nothing particularly distinctive about a Catholic conception of education that would enable us to distinguish it from a nonreligious conception of education. There is no doubt that a philosophy of Catholic education shares many of the features of liberal education. The roots of a Catholic philosophy of education are grounded in Catholic theology. That is, the great Mediaeval Christian commentators articulate their conceptions of education and its purposes informed by a Christian theological understanding of the nature of human beings, their relationship to God, and to their common, final end. Without theology to articulate how human knowledge, purpose, and fulfillment are connected, education is incomplete and reduces to training and the gaining of skills for the workforce. It is theology that enables us to understand how training and gaining of skills is connected to the final end of human beings, which is God. A philosophy of education that is Christian cannot be separated from theology.


Author(s):  
Charles Fantazzi ◽  
Enrique González González ◽  
Víctor Gutiérrez Rodríguez

Juan Luis Vives (or Joan Lluís Vives in Catalan) was born into a Jewish converso family in Valencia in 1493, according to several external evidences, or in 1492, according to the traditional dating as inscribed on his tombstone, and he died in 1540. He attended the newly founded University of Valencia and in 1509, after his mother’s death from the plague, set out for Paris to pursue his studies, probably forced into exile to escape persecution by the Inquisition. He studied scholastic logic in Paris, gave private lectures on humanistic subjects, and published some early writings. In 1514, he moved to Flanders, where two years later he met Erasmus at the court of Brussels, a meeting that would change his life. A steady stream of writings issued from his pen during this period, including a major commentary on Augustine’s The City of God, a labor that taxed his strength severely. Through his acquaintance with Thomas More he entered into the good graces of King Henry VIII’s consort Queen Catherine of Aragon and wrote a treatise on the education of women, dedicated to her. It is an extremely important book, the first systematic study to address, explicitly and exclusively, the universal education of women. Shortly afterward, he wrote the first modern treatise on the relief of the poor and a series of works on pacifism, in the form of letters to monarchs and high-standing prelates, culminating in a long treatise addressed to Charles V, “On Concord and Discord in the Human Race.” In the meantime, his position as the queen’s counselor became perilous as the king’s “Great Matter” progressed. Returning to Bruges, he produced a huge work in twenty books, De disciplinis, a comprehensive critical review of all learning and the state of the academic disciplines in his time. This was followed by a supplementary work on rhetoric and a penetrating and original treatise on human emotions, which investigated the operations and functions of the soul. His perceptive analysis later earned him the title of “father of modern psychology.” Vives remained a faithful disciple of Erasmus, with whom he shared views on such matters as the love of the classical languages, pacifism, and the aspiration to a learned personal piety rather than external show. Among Vives’s last works was a handbook of private prayers intended for the laity. His conception of Christianity was developed in a posthumous and influential treatise De veritate fidei Christianae. Juan Luis Vives was a towering figure of the Renaissance, a man of immense learning, integrity, and originality, yet he still remains very little known, even to the scholarly world.


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