scholarly journals Basil Anthony Moreau (1799-1873) and His Philosophy of Christian Education

2021 ◽  
pp. 65-80
Author(s):  
Md Shaikh Farid
Keyword(s):  
Christian Education ◽  
Educational Philosophy ◽  
Social Connectedness ◽  
Philosophy Of Education ◽  
Individual Responsibility ◽  
Academic Excellence ◽  
Christian Students ◽  
The World ◽  
Cross Education ◽  
Congregation Of Holy Cross

This article examines Basil Anthony Moreau’s philosophy of education, and particularly his idea of Christian education. Moreau is the founder of the Congregation of Holy Cross that has been working on education and evangelization since 1853 in different countries of the world including Bangladesh. His philosophy of education plays a significant role in guiding and running Holy Cross educational institutions across the globe. Moreau’s educational philosophy envisioned three aims for all students in Holy Cross education: to develop the necessary skills and knowledge to function in the world and the hereafter; to nurture an appreciation for individual responsibility and social connectedness to advance social justice issues; to stimulate those critical dispositions of mind and heart essential to the sustenance of a peaceful society. He had the vision to educate both the hearts and minds of Christian students to grow in Christ’s love and make the world a better place. His views on education also have inspired Holy Cross   education the pursuit of academic excellence within a family’s atmosphere that binds the student, faculty, staff, and alumni. Although Holy Cross educators did not implement the specific teaching methods of Moreau in all of their institutions, Moreau’s views laid the foundation of educational philosophy in Holy Cross education. Philosophy and Progress, Vol#63-64-; No#1-2; Jan-Dec 2018 P 65-80

scholarly journals Philosophy of Education and Its Significance

2019 ◽  
Vol 5 (2) ◽  
pp. 36-50
Author(s):  
Supriyanto Supriyanto
Keyword(s):  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Educational Goals ◽  
Philosophical Approach ◽  
The World

Education is a very important capital of life in the lives of humanity. However, education sometimes cannot develop sustainably without being approached with a philosophical approach. Education requires philosophy to open its perspective in order to be able to respond to various actual problems that always arise in the world of education. The nature of education is a process of learning and searching, as well as the development of knowledge that has no finishing point. In this frame of meaning, true education is an intellectual, emotional, as well as spiritual ascent all towards new peaks. And one of the keys that is able to uncover that awareness is philosophy. Therefore, this paper will try to explore the understanding and meaning of educational philosophy, the significance of philosophy on education, educational goals, and concludes with a conclusion.

Cosmopolitanism and the Philosophy of Education

2020 ◽  
Author(s):  
Marianna Papastephanou
Keyword(s):  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Global Changes ◽  
Way Of Life ◽  
The World ◽  
Critical Approaches ◽  
Western Values ◽  
Political Ideal ◽  
Relationship Of ◽  
The Relationship

In its most popular sense, cosmopolitanism is taken to be a way of life and a kind of selfhood. The cosmopolitan self learns from other cultures, embraces diversity, and considers her selfhood or lifestyle defined more by routes than by roots. Thus understood cosmopolitanism becomes a descriptive concept, that is, it says something about how the person lives and acts and about what the person is like. When this cosmopolitan existence is elevated to a political ideal or virtue, it strikes a normative note. For example, to say that a society or an individual is cosmopolitan is to attribute something good to such a society or individual, that is, to see in them a commendable feature or to summon them to acquire it. Philosophy has, from antiquity to the present, formulated, debated, contested, revisited, and negotiated the descriptive and normative aspects of cosmopolitan existence and citizenship. It has thus provided rich and diverse descriptions and prescriptions of cosmopolitanism. Political philosophy, in particular, investigates the relationship of cosmopolitanism with kindred or alternative descriptions and prescriptions of how we exist or should exist in the world. In line with philosophy, the philosophy of education also considers what counts as cosmopolitan. Often transferring philosophical insights directly to educational frameworks, educational philosophy discusses whether cosmopolitanism (and which version of it) may be a desirable pedagogical aim. Questions such as “who embodies the cosmopolitan,” “what matters as cosmopolitan practice,” or “how to cultivate the cosmopolitan subject and the corresponding citizenship” are indicative of educational-philosophical concerns. At a deeper level, educational philosophy addresses challenges to identity, contestations of Western values, and contemporary, global changes that affect educational appreciations of cosmopolitanism. And it examines how critical approaches to cosmopolitanism and to related notions may shed new light on educational cosmopolitan sensibilities and reveal ambiguities in cosmopolitan political and pedagogical operations.

Is Faith the Purpose of Christian Education?

1997 ◽  
Vol 1 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Signe Sandsmark
Keyword(s):  
Christian Education ◽  
Liberal Education ◽  
Good Life ◽  
Good Place ◽  
Purpose Of Education ◽  
The World

FAITH IS THE overall purpose of everything we do as Christians, but education has a purpose in itself. Luther's model of the two governments is useful in thinking about the purpose of education. According to this, God governs his world through both his spiritual and his secular government. He has two purposes in what he does — both to save people and to make the world a good place to live. Education is primarily part of God's secular government, and its ultimate aim is the service of God by doing good to other people. Christian education, unlike liberal education, claims that there is basically only one good life, namely the service of God. It teaches pupils about God and his salvation, but it cannot create or maintain faith.

scholarly journals Releasing Dependency on Western Culture in Efforts to Contextualize

2020 ◽  
Author(s):  
Yudhy Sanjaya
Keyword(s):  
Christian Education ◽  
Western Culture ◽  
Christian Theology ◽  
Western World ◽  
Asian Society ◽  
The World

Contextualization in theology is an interesting thing to observe because the development of theology cannot be separated from culture. And nowadays western thoughts greatly influence theology in the world, including in Asia. This is due to the large number of theologians from parts of the western world who pour their main thoughts in books that are made into literature by theologians today in theology and in the world of Christian education. This paper tries to look from a different perspective where Christian theology and education should be based on the culture that has developed in Asian society. It is hoped that the ideas of local theologians will emerge who have influenced the development of theology in Asia. Through the method of studying literature from Asian theologians and observing the phenomena that occur, the writer tries to give the idea that in doing theology and developing Christian education it is necessary to explore Asian local wisdom and release the dependence on Western theology

scholarly journals PHILOSOPHICAL THOUGHTS OF AUROBINDO: ITS IMPACT ON MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Dr. Hazarat Ali Seikh
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Spiritual Growth ◽  
Philosophy Of Education ◽  
Harmonious Development ◽  
Philosophy Of Life ◽  
Integral Education ◽  
Political Thinker ◽  
Freedom Fighter

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.

scholarly journals Releasing Dependency on Western Culture in Efforts to Contextualize Christian Theology and Education in Asia

2020 ◽  
Author(s):  
Septerianus Waruwu
Keyword(s):  
Christian Education ◽  
Western Culture ◽  
Christian Theology ◽  
Western World ◽  
Asian Society ◽  
The World

Contextualization in theology is an interesting thing to observe because thedevelopment of theology cannot be separated from culture. And nowadays westernthoughts greatly influence theology in the world, including in Asia. This is due tothe large number of theologians from parts of the western world who pour theirmain thoughts in books that are made into literature by theologians today intheology and in the world of Christian education. This paper tries to look from adifferent perspective where Christian theology and education should be based onthe culture that has developed in Asian society. It is hoped that the ideas of localtheologians will emerge who have influenced the development of theology in Asia.Through the method of studying literature from Asian theologians and observingthe phenomena that occur, the writer tries to give the idea that in doing theologyand developing Christian education it is necessary to explore Asian local wisdomand release the dependence on Western theology.

scholarly journals Educational Philosophy in the Effect of Globalization on Agriculture

2020 ◽  
Vol 1 (1) ◽  
pp. 7-10
Author(s):  
Aslan Riyadh
Keyword(s):  
Educational Philosophy ◽  
Agricultural Sector ◽  
The Public ◽  
Technology Sector ◽  
Technological Advances ◽  
The World ◽  
Rapid Flow ◽  
Vertical Relationship ◽  
Negative Impacts

Technological advances due to the rapid flow of globalization, change the pattern of teaching in the world of education. The philosophy of education shows a vertical relationship, up or down with the branches of education. It is hoped that the public can better understand the importance of globalization so that the negative impacts that have an impact can be minimized and it is also hoped that the realization of positive activities towards education will be even better. Education contributing to the success of development in the agricultural sector is not solely determined by development in the technology sector but is determined by the development of the quality of human resources, aspects of human personality, which include knowledge, values, attitudes and skills. The influence of globalization encourages education in the agricultural sector to be increasingly encouraged by stakeholders to always be improved so that the agricultural sector becomes more productive.

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