C. S. Lewis: A Philosophy of Education

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The day is rapidly approaching when a single model of thought will dominate the entire world and its institutions, above all the institution of education. No one understood or anticipated this better than C.S. Lewis. Already some sixty years ago Lewis was warning the public about the dire effects of this model, arguing forcefully that it would prove irresistible and inevitably bring about a world of post-humanity, a world "which, some knowingly and some unknowingly, nearly all men in all nations are at present laboring to produce." This would not be the popular image of oppression as expressed in the dystopian book 1984, but a system filled with new and better things, material growth, better technology, and the seeming resolution to all manner of social choice problems.

Collaborating with the genius of C.S. Lewis, and particularly his brilliant work The Abolition of Man, the authors identify the main institutional forces that today persuade modern man to freely accept this distorted vision of reality and with it pay the ultimate price of his own demise. The authors provide the institutional lines of thought upon which the culture, and specifically education, might reverse this trend and proceed to solution; indicating a clear counter direction for higher and lower forms of education (and other social institutions) that includes the ontological, epistemological, and moral conditions for the proper functioning of the institution, that is, for bringing man into a just relation with himself, with others, and with the Divine.

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Editorial Reviews

From the Publisher

“This book employs sophisticated philosophical, economic, and institutional analysis to show why the classical, liberal, and theistic tradition of educational philosophy, most tightly and eloquently articulated in our time by C.S. Lewis, must help to direct any really civilized, human educational reform project. Far from being a relic, this tradition may be the remnant that saves us from a vacuous and nihilistic post-human future. The authors have written a profound, powerful, important book deserving a very wide readership and influence.”--M.D. Aeschliman, Professor of Education, Boston University; Professor of English, University of Italian Switzerland; Author or The Restitution of Man: C.S. Lewis and the Case Against Scientism

“Loomis and Rodriquez have produced a truly seminal and much needed volume that greatly advances understanding of the nature of education and social institutions and why the mechanistic reductionism of naturalism and scientism has been so corrosive…No one interested in education or the requisites for free and humane societies should miss this foundational book. Highly recommended!”--David J. Theroux, Founder and President, The Independent Institute; Founder and President, C. S. Lewis Society of California

"The pervasive belief in naturalism--the false idea that all fundamental explanations in the world are grounded in material realities--is an intellectual scandal of our time. This provocative book can help you understand why and what we might do about it, especially in rethinking our institutions of higher education."--Robert H. Nelson, Professor, School of Public Policy, University of Maryland

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Product Details

  • ISBN-13: 9780230605770
  • Publisher: Palgrave Macmillan
  • Publication date: 9/29/2009
  • Edition description: New Edition
  • Pages: 248
  • Product dimensions: 5.70 (w) x 8.30 (h) x 0.70 (d)

Meet the Author

Steven R. Loomis serves on the faculty of Wheaton College in Illinois. His research interests include the philosophical foundations of social institutions, including education.

Jacob P. Rodriguez received his Ph.D. from the Claremont Graduate University. His research interests include institutions, the economy, and freedom.

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Table of Contents

Introduction * The Bloodless Institution
• The Ontology of Education as an Institution
• The Epistemological Disabilities of Growth: How expanding markets exchange knowledge for ignorance * Educational Sustainability and the Obsolete Man
• Reason before Nature: The possibility of education * Conclusion

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