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A Philosophy for Education
A Study in Aesthetic Rationality
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A Philosophy for Education: A Study in Aesthetic Rationality supports an argument for the crucial role of the aesthetic in a humanist education. It is structured around the philosophy of Giambattista Vico (1668â1744) who saw the poetic imagination as the first language through which humankind makes sense of its place within the world with myths and symbolic ritual. This is the search for the truth of identity and, ultimately, requires a self that examines its own experiences. That examination is the work of an aesthetic rationality that responds to lifeâs contradictions through the use of metaphor: An historical perspective, ranging from the Renaissance, through the Romantic Movement, to Phenomenology, identifies the major characteristics of an aesthetic rationality, and concludes with recommendations for the school curriculum.
Neil Bolton was Senior Lecturer in Psychology at the University of Durham, UK and later Professor of Education at Sheffield University. He is the author of books on The Psychology of Thinking and Concept Formation and has written numerous journal articles both in the applied field and with respect to philosophical issues in Psychology.
1 Introduction
â1 On Aesthetic Rationality
â2 Making and Receiving
â3 In Praise of the Communal
2 Renaissance Humanism
â1 Learning from Examples
â2 Religious Thought
â3 The World of Poetry
â4 In Summary
3 Vicoâs Philosophy
â1 The World Made by Man
â2 The Three Stages
â3 Vicoâs Legacy
4 The Inward Journey
â1 Vico Today
â2 The Journeying Self
â3 The Work of the Imagination
â4 The Truth of Art
5 The Lighted Realm
â1 The Pre-reflective World
â2 The First Language
â3 The Lighted Realm
â4 Beginning and Concluding
6 Contemplating the Paradox
â1 Contemplating the Paradox
â2 Plotinus on Contemplation
â3 The Logic of Contradictory Identity
7 Precision and Soul
â1 The Two Adaptations and the Principle of the Insufficient Cause
â2 The Science of the Enlightened Mind
â3 Aristotle
â4 Goetheâs Art of Nature
â5 Goetheâs Science
â6 A Concluding Scientific Postscript
8 Aesthetic Rationality
â1 The Sensus Communis
â2 The Other Condition
â3 Creative Fidelity
9 A Philosophy for Education
â1 A Return to Self-Knowledge
â2 Doing Good, Having Good Faith
â3 A Philosophy for Education
Index
â1 On Aesthetic Rationality
â2 Making and Receiving
â3 In Praise of the Communal
2 Renaissance Humanism
â1 Learning from Examples
â2 Religious Thought
â3 The World of Poetry
â4 In Summary
3 Vicoâs Philosophy
â1 The World Made by Man
â2 The Three Stages
â3 Vicoâs Legacy
4 The Inward Journey
â1 Vico Today
â2 The Journeying Self
â3 The Work of the Imagination
â4 The Truth of Art
5 The Lighted Realm
â1 The Pre-reflective World
â2 The First Language
â3 The Lighted Realm
â4 Beginning and Concluding
6 Contemplating the Paradox
â1 Contemplating the Paradox
â2 Plotinus on Contemplation
â3 The Logic of Contradictory Identity
7 Precision and Soul
â1 The Two Adaptations and the Principle of the Insufficient Cause
â2 The Science of the Enlightened Mind
â3 Aristotle
â4 Goetheâs Art of Nature
â5 Goetheâs Science
â6 A Concluding Scientific Postscript
8 Aesthetic Rationality
â1 The Sensus Communis
â2 The Other Condition
â3 Creative Fidelity
9 A Philosophy for Education
â1 A Return to Self-Knowledge
â2 Doing Good, Having Good Faith
â3 A Philosophy for Education
Index
Teachers and students on degree level training courses, educationalists concerned with curriculum development, especially those who see the need for a humanist curriculum, and philosophers interested in the implications of the aesthetic for such a curriculum.