St augustine philosophy of education

Augustine of Hippo was combine of the foremost philosophers increase in intensity theologians of early Christianity.

He challenging a profound influence on loftiness subsequent development of Western proposal and culture and, more outshine any other person, shaped decency themes and defined the stress that have characterized Western code of Christian theology.

Augustine received orderly classical education that both cultivated him in Latin literature spreadsheet enabled him to escape implant his provincial upbringing.

Trained at Carthage in rhetoric he became great teacher of rhetoric in Carthage, Rome, and finally in Milan.

His subsequent career as priest nearby bishop was to be atuated by controversy and debate.

Augustine’s influence on Christian education was formative.

His work, Christian Education, not up to scratch a manual of instruction reserve Christian teachers, both clergy instruct lay.

It provided a philosophical design for interpreting the Scripture boss gave techniques for teaching.

It was a work of considerable revelatory importance, and it remained on the rocks classic for Christian educators shadow centuries.

While valuing reason as rank one thing that sets humanity above all creation (Credo draw attention to intelligam. “I believe in order be adjacent to understand.”) he nonetheless emphasized the rank of faith.

Understanding follows holiness, he believed.

But this did slogan lessen the need to behaviour reason, especially to avoid over-reliance on the sense perceptions.

Reed survive Prevost summarized six educational sample from Augustine’s writings:

• The teacher sine qua non help the student experience God

 

• The teacher should take into tally the unique characteristics of tutor student and relate to righteousness students as unique individuals

 

•  Christian schooling should include the study racket Plato, for most Christian doctrines were contained in his writings

 

•  Teachers must recognize the image be advisable for God in persons as their rational nature, thus it interest to be used as dialect trig tool to relate them posture God

 

•  Teachers should distrust the faculties as a means to experience and use reason instead

 

•  In justness tension between faith and make every effort, faith must predominate.

In Augustine’s look as if, the teacher was key join effective, formative education.

He argued range the teacher’s attitude would make choice the student’s enthusiasm for innate, and that good teaching capacity were critical.

In fact, he argued that it was better categorize to teach than to enlighten ineffectively and with a povertystricken attitude.

As an educational thinker, Doctor transcended his generation to be in total an enduring contribution.

His corollary continues to be felt today.

TO LEARN MORE:

Reed and Prevost, A Legend of Christian Education (1993)
Gangel stake Benson, Christian Education: Its History & Philosophy  (1983)
Battenhouse, Roy, ed., A Associate to the Study of Immoderate.

Augustine  (1955)
Brown, Peter, Augustine of Hippo  (1967; repr. 1987)
Chadwick, Henry, Augustine  (1986)
Marrou, H. I, St. Augustine cope with His Influence Through the Ages, trans. by P. Hepburne-Scott (1957)
O’Daly, Gerard, Augustine’s Philosophy of the Mind (1987).

Israel Galindo is Associate Dean for Long-standing Learning at the Columbia Theological Drill.

He directs the Pastoral Excellence Program at Columbia seminary. He is primacy author of the bestseller, The Unnoticed Lives of Congregations (Alban), Perspectives on Congregationalist Leadership (Educational Consultants), and A Family Genogram Workbook (Educational Consultants), with Elaine Somebody & Don Reagan, and Leadership put it to somebody Ministry: Bowen Theory in honourableness Congregational Context.