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| Format: | Artículo científico |
| Language: | en |
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Universidade do Estado do Rio de Janeiro
2012
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| Online Access: | https://www.redalyc.org/articulo.oa?id=512051606009 |
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Table of Contents:
- THE TEMPLE SCHOOL: TRANSCENDENTALIST PEDAGOGY AND MORAL REGULATION IN ANTEBELLUM AMERICA Matthew Schertz Filosofía Bronson Alcott moral education Transcendentalist Pedagogy At the advent of the common school era in the United States members of the Transcendentalist Club directly challenged Lockean pedagogy and traditional, dogmatic religious instruction in favor of a dialogically - driven moral education experience that har kened back to Plato’s academy. In particular, the Transcendentalists contested the ascension of empiricism in the common school m ovement at large and within the spiritual and intellectual life of their own brethren, Harvard’s Unitarians. Greek and Latin, languages which had recorded the Western intellectual tradition for thousands of years, were being supplanted by the ascension o f the modern sciences from the academy to the university. Many intellectuals were concerned that the liberal and fine arts would no longer shape the outwardly focused minds designing and building the modern industrial state. Wary of any materialistic co gnitive scaffolding that could emerge from focusing solely on the empirical world, the Transcendentalists favored Kant and Hegel, upholding rationalism alongside Christian mysticism. A Transcendentalist , in the words of Emerson, “believes in the perpetual openness of the human mind to new influx of light and power; he believes in inspiration, and in ecstasy.... 2012 artículo científico 2525-5061 https://www.redalyc.org/articulo.oa?id=512051606009 en http://www.redalyc.org/revista.oa?id=5120 Childhood & Philosophy application/pdf Universidade do Estado do Rio de Janeiro Childhood & Philosophy (Brasil) Num.15 Vol.8