Abstract
This paper takes up concepts from John Henry Newman’s work to support contemporary educational personalism. Newman’s ideas are developed in light of his sharp critique of the pragmatic educational model. This essay focuses on the transcendence assigned to the theological and philosophical foundations of Newman’s pedagogical ideas, as well as on the value of the educator’s example and of trust as key factors in the educational process. Notional assent and real assent in the formation of the person are addressed as relevant educational factors, in conjunction with the gratuity of knowledge, the power of mystery, and the importance of the illative sense.
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