Abstract
This article explores the place of conscience in higher education. It begins by reconstructing the place of conscience in Augustine’s thought, drawing on Augustine’s reading of Genesis 3, the Psalms, and his own spiritual journey. Its basic aim is to clarify Augustine’s account of conscience as self-judgment, identifying the conditions under which self-judgment occurs. After identifying these conditions it addresses the question: does conscience still have a place in modern higher education? It acknowledges the real limitations and obstacles to moral education when pursued in the context of the modern research university. However, it also argues that moral education proceeds in stages, and that educators can anticipate and clear a way for the place of conscience—though not, of course, without reliance on the movement of grace.
Highlights
Does conscience have a place in liberal arts higher education? What kind of “place” does it refer to or designate, and why does it matter?
Augustine’s account of the place of conscience in moral-intellectual development spurs reflection on the moral purposes higher education serves, and demonstrates the obligations educators bear to reality, or “the way things are”, requires clearing up a space for the individual conscience to operate
By uncovering for us the foundation on which the place of conscience rests, Augustine reveals the fundamental question at the center of the moral life—and by extension the fundamental question at the center of education
Summary
Does conscience have a place in liberal arts higher education? What kind of “place” does it refer to or designate, and why does it matter?. 24), while confusion constantly surrounds it as a concept in moral psychology To this list, one might add that “moral pluralism” in the Academy tends to undermine any robust appeal to the role and significance of conscience, as teachers reasonably assume that conscience ought to remain a private endeavor. This article draws together Augustine’s insights on conscience to discuss the place of conscience in higher education, locating it within the structure of humanistic education. It raises, but does not answer, the far more ambitious (two-fold) question as to whether and to what extent conscience operates in the Academy, and what are the conditions for its retrieval and flourishing
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
