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C.S. Lewisa philosophy of education /

Lewis, C. S. (1898-1963.)

C.S. Lewisa philosophy of education /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	C.S. LewisSteven R. Loomis and Jacob P. Rodriguez.
其他題名:	a philosophy of education /
作者:	Loomis, Steven R.
其他作者:	Rodriguez, Jacob P.
出版者:	New York :Palgrave Macmillan,2009.
面頁冊數:	viii, 234 p. ;22 cm.
標題:	EducationPhilosophy.
電子資源:	access to fulltext (Palgrave)
ISBN:	9780230100589

C.S. Lewisa philosophy of education /
Loomis, Steven R.

C.S. Lewisa philosophy of education /[electronic resource] :Steven R. Loomis and Jacob P. Rodriguez. - 1st ed. - New York :Palgrave Macmillan,2009. - viii, 234 p. ;22 cm.

Includes bibliographical references and index.

The Bloodless Institution -- The Ontology of Education as an Institution -- The Epistemological Disabilities of Growth: How expanding markets exchange knowledge for ignorance -- Educational Sustainability and the Obsolete Man -- Reason before Nature: The possibility of education.

The day is rapidly approaching when a single model of thought will dominate the entire world and its institutions, above all the institution of education. No one understood or anticipated this better than C.S. Lewis. Already some sixty years ago Lewis was warning the public about the dire effects of this model, arguing forcefully that it would prove irresistible and inevitably bring about aworld of post-humanity, a world "which, some knowingly and some unknowingly, nearly all men in all nations are at present laboring to produce." This would not be the popular image of oppression as expressed in the dystopian book 1984, but a system filled with new and better things, material growth,better technology, and the seeming resolution to all manner of social choice problems.   Collaborating with the genius of C.S. Lewis, and particularlyhis brilliant work The Abolition of Man, theauthors identify the maininstitutional forces that today persuade modern man to freely accept this distorted vision of reality and with it pay the ultimate price of his own demise. The authors provide the institutional lines of thought upon which the culture, and specifically education, might reverse this trend and proceed to solution; indicating a clear counter direction for higher and lower forms of education (and other social institutions) that includes the ontological, epistemological, and moral conditions for the proper functioning of the institution, that is, for bringing man into a just relation with himself, with others, and with the Divine.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2010.

Mode of access:World Wide Web.

ISBN: 9780230100589

Standard No.: 10.1057/9780230100589doiSubjects--Personal Names:

393903
Lewis, C. S.
1898-1963.Space trilogy.Subjects--Topical Terms:

195015
Education
--Philosophy.Index Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LB14.7 / .L67 2009

Dewey Class. No.: 370.1

C.S. Lewisa philosophy of education /
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505 0 $a The Bloodless Institution -- The Ontology of Education as an Institution -- The Epistemological Disabilities of Growth: How expanding markets exchange knowledge for ignorance -- Educational Sustainability and the Obsolete Man -- Reason before Nature: The possibility of education.
520 $a The day is rapidly approaching when a single model of thought will dominate the entire world and its institutions, above all the institution of education. No one understood or anticipated this better than C.S. Lewis. Already some sixty years ago Lewis was warning the public about the dire effects of this model, arguing forcefully that it would prove irresistible and inevitably bring about aworld of post-humanity, a world "which, some knowingly and some unknowingly, nearly all men in all nations are at present laboring to produce." This would not be the popular image of oppression as expressed in the dystopian book 1984, but a system filled with new and better things, material growth,better technology, and the seeming resolution to all manner of social choice problems.   Collaborating with the genius of C.S. Lewis, and particularlyhis brilliant work The Abolition of Man, theauthors identify the maininstitutional forces that today persuade modern man to freely accept this distorted vision of reality and with it pay the ultimate price of his own demise. The authors provide the institutional lines of thought upon which the culture, and specifically education, might reverse this trend and proceed to solution; indicating a clear counter direction for higher and lower forms of education (and other social institutions) that includes the ontological, epistemological, and moral conditions for the proper functioning of the institution, that is, for bringing man into a just relation with himself, with others, and with the Divine.
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