简介
Bernard Lonergan devoted much of his life's work to developing a generalized method of inquiry, an integrated view which would overcome the fragmentation of knowledge in our time. In Topics in Education Lonergan adapts that concern to the practical needs of educators.
Traditionalist and modernist notions of education are both criticized. Lonergan attempts to work out, in the context of the human good and the 'new learning,' the rudiments of a philosophy of education based on his well-known discovery of norms in the unfolding of intelligent, reasonable, and responsible consciousness. He explores how the scientific revolution has changed ways of understanding reality, and examines the implications of this revolution for education.
Topics in Education, the first publication of his 1959 lectures, follows Lonergan on his early explorations of human development, studies the theories ofJean Piaget and others, and concludes with his own original ideas in the realms of ethics, art, and history.
Bernard Lonergan (1904-1984), a professor of theology, taught at Regis College, Harvard University, and Boston College. An established author known for his Insightand Method in Theology, Lonergan received numerous honorary doctorates, was a Companion of the Order of Canada in 1971 and was named as an original members of the International Theological Commission by Pope Paul VI.
目录
Contents 6
Editors' Preface 12
1 The Problem of a Philosophy of Education 24
1 Philosophy of Education: Existence 24
1.1 A Merely Negative Conception of Philosophy of Education 24
1.2 The Influence of Dewey's Philosophy of Education 25
1.3 Traditionalists and Modernists 27
1.4 The Renaissance Ideal and Philosophy 31
2 New Factors in Contemporary Education 36
2.1 The Masses 36
2.2 The New Learning 37
2.3 Specialization 38
3 Toward a Catholic Philosophy of Education 39
4 Manner of Presentation 45
2 The Human Good as Object: Its Invariant Structure 47
1 Introduction 47
2 The Notion of the Good 48
2.1 Not Abstract 48
2.2 Not an Aspect 49
2.3 Not Negative 50
2.4 Not a Double Negation 50
2.5 Not Merely an Ideal 50
2.6 Not Apart from Evil 50
2.7 Not Static 51
2.8 The Good Known Analogously 51
2.9 The General Notion of the Human Good 53
3 The Invariant Structure of the Human Good 54
3.1 The Structure 54
3.2 Notes on the Invariant Structure of the Human Good 59
3.3 Evil 64
3 The Human Good as Object: Differentials and Integration 70
1 The Differentials of the Human Good 70
1.1 Intellectual Development 71
1.2 Sin 79
1.3 Redemption 86
1.4 Notes on the Differentials 90
2 Levels of Integration 91
2.1 Common Sense 92
2.2 Four Levels of Integration 94
4 The Human Good as the Developing Subject 100
1 Transitions 100
1.1 'Being a Man': From Essence to Ideal 100
1.2 'We,' 'I': From Substance to Subject 102
1.3 From Faculty Psychology to Flow of Consciousness 103
2 Differentiation and Horizon 106
2.1 The Intellectual Pattern of Experience 107
2.2 Horizon 109
3 Development 112
3.1 Scientific Development 113
3.2 Philosophic Development 115
3.3 Moral Development 117
4 Corollaries in Education 124
4.1 Active Methods 125
4.2 Should Education Be Moral? 126
4.3 Philosophy of Education and the Horizon of the Educationalist 127
5 The New Learning: Mathematics 128
1 Knowledge of Intellect Prior to the New Learning 129
1.1 Scholastic Theories 129
1.2 Illustrations from Geometry 131
1.3 Matter, Form, Abstraction 134
1.4 Implications for Teaching 135
1.5 Differences in Expression 137
1.6 The Greek Achievement 139
2 The Postclassical Versatility of Understanding 142
2.1 The Lobatchevskian Experience 143
2.2 Quest for Rigor 144
2.3 Abstraction: What Is Abstracted from 145
2.4 What One Reaches by Abstraction 146
2.5 Abstraction and Operations: Group Theory 148
6 Science and the New Learning 154
1 Heuristic Structures and Canons 154
1.1 An Instance 154
1.2 Heuristic Structure 157
1.3 The Canons of Empirical Method 162
1.4 Teaching Physics 166
2 The Transformation of the Notion of Science 167
2.1 From the Certain to the Probable: Science, Judgment, and Wisdom 167
2.2 Things and Causes: Analysis and Synthesis 174
2.3 Field Theory 175
2.4 From Logical Ideal to Method 176
2.5 From Analytic Propositions to the Real World 177
2.6 Conclusion 178
7 The Theory of Philosophic Differences 179
1 Differences and Problems of Development 180
2 Developing Objects and the Transformation of the Subject: Illustrations 182
2.1 Geometry as Intellectual Habit 182
2.2 The Notion of Space 183
2.3 Intersubjectivity and Mythic Consciousness 186
2.4 Intelligence as Knowing 189
2.5 The Notion of Being 191
2.6 The Notion of Objectivity 196
3 The Theory of Philosophic Differences 197
3.1 The Basic Group of Operations 197
3.2 Variations on the Basic Philosophic Differences 201
3.3 More Recent Variations 207
8 Piaget and the Idea of a General Education 214
1 General Background 214
2 Assimilation and Adjustment 217
2.1 The Fundamental Idea 217
2.2 Generalization and Differentiation 219
2.3 Group Theory 220
2.4 Language 222
2.5 Symbolic Play and Imitation 222
2.6 Subject and World 223
2.7 Evaluation 224
3 General Education as Development in Assimilation 226
9 Art 229
1 From Differentiated Consciousness to Ordinary Living 229
2 A Definition of Art 232
2.1 Pattern 232
2.2 Experiential 233
2.3 Pure Pattern 233
2.4 Purely Experiential 235
2.5 Release 236
2.6 Elemental Meaning 236
2.7 Objectification 238
2.8 Symbolic Meaning 240
2.9 Ulterior Significance 242
3 Art and Space 244
3.1 The Picture 244
3.2 The Statue 246
3.3 Architecture 247
4 Art and Time 248
4.1 Music 248
5 Poetry 249
5.1 Narrative 250
5.2 Drama 252
5.3 The Lyric 253
6 Conclusion 253
10 History 254
1 The Problem of History 256
2 The History of Specialized Science 257
3 The History of Philosophy 259
4 The History of Theology 262
5 The Problem of General History 271
Appendix 280
Lexicon of Latin and Greek Words and Phrases 290
Works of Lonergan Referred to in Footnotes 294
Index 298
A 298
B 301
C 302
D 306
E 308
F 309
G 310
H 311
I 313
J 315
K 315
L 315
M 316
N 318
O 318
P 319
Q 322
R 322
S 323
T 326
U 327
V 328
W 328
X 329
Y 329
Editors' Preface 12
1 The Problem of a Philosophy of Education 24
1 Philosophy of Education: Existence 24
1.1 A Merely Negative Conception of Philosophy of Education 24
1.2 The Influence of Dewey's Philosophy of Education 25
1.3 Traditionalists and Modernists 27
1.4 The Renaissance Ideal and Philosophy 31
2 New Factors in Contemporary Education 36
2.1 The Masses 36
2.2 The New Learning 37
2.3 Specialization 38
3 Toward a Catholic Philosophy of Education 39
4 Manner of Presentation 45
2 The Human Good as Object: Its Invariant Structure 47
1 Introduction 47
2 The Notion of the Good 48
2.1 Not Abstract 48
2.2 Not an Aspect 49
2.3 Not Negative 50
2.4 Not a Double Negation 50
2.5 Not Merely an Ideal 50
2.6 Not Apart from Evil 50
2.7 Not Static 51
2.8 The Good Known Analogously 51
2.9 The General Notion of the Human Good 53
3 The Invariant Structure of the Human Good 54
3.1 The Structure 54
3.2 Notes on the Invariant Structure of the Human Good 59
3.3 Evil 64
3 The Human Good as Object: Differentials and Integration 70
1 The Differentials of the Human Good 70
1.1 Intellectual Development 71
1.2 Sin 79
1.3 Redemption 86
1.4 Notes on the Differentials 90
2 Levels of Integration 91
2.1 Common Sense 92
2.2 Four Levels of Integration 94
4 The Human Good as the Developing Subject 100
1 Transitions 100
1.1 'Being a Man': From Essence to Ideal 100
1.2 'We,' 'I': From Substance to Subject 102
1.3 From Faculty Psychology to Flow of Consciousness 103
2 Differentiation and Horizon 106
2.1 The Intellectual Pattern of Experience 107
2.2 Horizon 109
3 Development 112
3.1 Scientific Development 113
3.2 Philosophic Development 115
3.3 Moral Development 117
4 Corollaries in Education 124
4.1 Active Methods 125
4.2 Should Education Be Moral? 126
4.3 Philosophy of Education and the Horizon of the Educationalist 127
5 The New Learning: Mathematics 128
1 Knowledge of Intellect Prior to the New Learning 129
1.1 Scholastic Theories 129
1.2 Illustrations from Geometry 131
1.3 Matter, Form, Abstraction 134
1.4 Implications for Teaching 135
1.5 Differences in Expression 137
1.6 The Greek Achievement 139
2 The Postclassical Versatility of Understanding 142
2.1 The Lobatchevskian Experience 143
2.2 Quest for Rigor 144
2.3 Abstraction: What Is Abstracted from 145
2.4 What One Reaches by Abstraction 146
2.5 Abstraction and Operations: Group Theory 148
6 Science and the New Learning 154
1 Heuristic Structures and Canons 154
1.1 An Instance 154
1.2 Heuristic Structure 157
1.3 The Canons of Empirical Method 162
1.4 Teaching Physics 166
2 The Transformation of the Notion of Science 167
2.1 From the Certain to the Probable: Science, Judgment, and Wisdom 167
2.2 Things and Causes: Analysis and Synthesis 174
2.3 Field Theory 175
2.4 From Logical Ideal to Method 176
2.5 From Analytic Propositions to the Real World 177
2.6 Conclusion 178
7 The Theory of Philosophic Differences 179
1 Differences and Problems of Development 180
2 Developing Objects and the Transformation of the Subject: Illustrations 182
2.1 Geometry as Intellectual Habit 182
2.2 The Notion of Space 183
2.3 Intersubjectivity and Mythic Consciousness 186
2.4 Intelligence as Knowing 189
2.5 The Notion of Being 191
2.6 The Notion of Objectivity 196
3 The Theory of Philosophic Differences 197
3.1 The Basic Group of Operations 197
3.2 Variations on the Basic Philosophic Differences 201
3.3 More Recent Variations 207
8 Piaget and the Idea of a General Education 214
1 General Background 214
2 Assimilation and Adjustment 217
2.1 The Fundamental Idea 217
2.2 Generalization and Differentiation 219
2.3 Group Theory 220
2.4 Language 222
2.5 Symbolic Play and Imitation 222
2.6 Subject and World 223
2.7 Evaluation 224
3 General Education as Development in Assimilation 226
9 Art 229
1 From Differentiated Consciousness to Ordinary Living 229
2 A Definition of Art 232
2.1 Pattern 232
2.2 Experiential 233
2.3 Pure Pattern 233
2.4 Purely Experiential 235
2.5 Release 236
2.6 Elemental Meaning 236
2.7 Objectification 238
2.8 Symbolic Meaning 240
2.9 Ulterior Significance 242
3 Art and Space 244
3.1 The Picture 244
3.2 The Statue 246
3.3 Architecture 247
4 Art and Time 248
4.1 Music 248
5 Poetry 249
5.1 Narrative 250
5.2 Drama 252
5.3 The Lyric 253
6 Conclusion 253
10 History 254
1 The Problem of History 256
2 The History of Specialized Science 257
3 The History of Philosophy 259
4 The History of Theology 262
5 The Problem of General History 271
Appendix 280
Lexicon of Latin and Greek Words and Phrases 290
Works of Lonergan Referred to in Footnotes 294
Index 298
A 298
B 301
C 302
D 306
E 308
F 309
G 310
H 311
I 313
J 315
K 315
L 315
M 316
N 318
O 318
P 319
Q 322
R 322
S 323
T 326
U 327
V 328
W 328
X 329
Y 329
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