The vision of truth‐Basic perspectives in Emerson's philosophy of education

Abstract

Understanding that the greatest truths are frequently the simplest, Emerson goes straight to the heart of educational philsophy: integrity is the indispensable condition; truth is the essential core. Immersed in the trivia of utilitarianism, modern man is not likely sympathetically to view this insistence that truth is the heart of Being a mature writer, however, Emerson knew and expected criticism; thus he makes no sign of deference or apology in the face of his critics. It is the sacredness of an individual's integrity, his unqualified concern for the truth of what he believes, that animates the authentic person. Each one of us must absolve himself by being true to himself; he must know truth and live by that truth. Then, suggests Emerson, although with undeniable exaggeration, the individual shall have the respect of the world. When in his thirties and before the exuberance of youth had waned, he affirmed confidently, and perhaps with equal exaggeration that, Truth will cure all our ails (J, 5, 299). Although truth may not, in fact, cure all our ills, it is the indispensable basis and objective of whatever may legitimately be called education. Paradoxically enough, enjoins Emerson, thoughts which embody truth come not from the mind, as orthodox rationalistic theory suggests, but rather from the heart. Man's moral sensibilities give him knowledge of truth and of justice; no catechism or similar formalistic statement can supply it. These thoughts from our moral sensibilities are our instructors that make all other instruction seem both formal and effete (LT, I, 250). The philosopher mistakes the course of history and the nature of character unless he realizes that morality is at the heart of each. Education rightly conceived will teach that progress in history