Search

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. [ABSTRACT FROM AUTHOR]

Copyright of Teología y Vida is the property of Pontificia Universidad Catolica de Chile, Facultad de Teologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)