Guilt and Shame in Some Thoughts Concerning Education and Robinson Crusoe

Massachusetts: G & C Merriam Company, Publishers, 1973. Sampson, George, The Concise Cambridge History of English Literature. London: Cambridge University Press, 1970. Schaeffer, Francis, How Should We Then Live ?. Illinois: Crossway Books, 1983.

Justifying Philosophy and Paideia in the Modern World ABSTRACT: If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic. We are first drawn to practical defenses of a liberal education, that it is in itself of service and useful, both to society and to the individual. However, a practical defense of Paideia in the classical sense simply comes across as feeble and even a bit desperate (that is, if it escapes sounding pompous) and every savvy student knows it. Far better, it seems, to take courses aimed at general problem solving, or at honing critical thinking skills, or at developing socio-political sophistication, than to read Shakespeare or Plato. If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic.

Who would have thought that writing about yourself could actually have an effect on others? This is actually the case with many autobiographies in history. Take Benjamin Franklin’s The Autobiography for example; in this piece, Franklin describes his own attempt at self improvement. He lists several virtues he was going to attempt to obtain, but he wasn’t successful in becoming the perfect man he had set out to be. However, this work of literature would prove to be very effectual.

Setting a standard implies that there are men above and below this set, desired point, and the word standard also indicates a measure of quantitative or qualitative value. By creating such a standard, Confucius is immediately able to begin causing social reform and progress. However, this progress, though achieved through concentration on social values, never reaches the capacity to which Confucius desires it to reach. Several sayings within The Analects indicate that Confucius is unable to see an accumulation of all desire... ... middle of paper ... ...ty is tentative. It proves to reason that a society guided by high morals will have a progress.

On the other hand, the thought that all men solve their problems with battle-like behavior is a falsity. I also believe that this thought perceives men unequally. Lastly the thought that we should not argue, does not make much sense to me. I believe to maintain a good society, we should avoid arguments that are not needed, but when it comes to major things that affect the lives of many, it should be argued over. His ideas, of the many, made a major impact on the world.

San Francisco: Ignatius Press, 1966. Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000

San Francisco: Ignatius Press, 1966. Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000

The Meaning of the Reformation. (Boston: Houghton Mifflin Co., 1974).Arthur Dickens, Martin Luther and the Reformation. (London: Oxford University Press, 1967).Richard Marius, Luther. (New York: Erdicott Press, 1973).Olin, John C. Luther, Erasmus and the Reformation. (New York: Fordham University Press, 1969).Parsons, Talcott.

“The Structure of  Beowulf.” In Beowulf: The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norton and Co.: 1975. Tharaud, Barry. “Anglo-Saxon Language and Traditions in Beowulf.” In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.

San Francisco: Ignatius Press, 1966. The Saga of King Hrolf Kraki, translated by Jesse L. Byock. New York: Penguin Books, 1998. Ward & Trent, et al. The Cambridge History of English and American Literature.