Next Article in Journal
Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM
Previous Article in Journal
People with Learning Disabilities and Smartphones: Testing the Usability of a Touch-Screen Interface
Open AccessArticle

Reclaiming Liberal Education

School of Humanities, University of the Aegean, 1 Demokratias Str., 85100 Rhodes, Greece
Educ. Sci. 2019, 9(4), 264; https://doi.org/10.3390/educsci9040264
Received: 22 August 2019 / Revised: 7 October 2019 / Accepted: 30 October 2019 / Published: 31 October 2019
The main purpose of this paper is to articulate and defend an updated concept of liberal education. To achieve this purpose, the paper has attempted two things. First, to provide a meaning for the notion of liberal education by drawing upon, and discussing briefly, the ideas of three British philosophers, namely, Paul Hirst, Richard Stanley Peters, and Michael Oakeshott. And second, to discuss the need for an updated concept of liberal education, by pointing out the shortcomings of the traditional/classical concept of liberal education, in the context of contemporary reality. The implications of an updated notion of liberal education are also pointed out. The discussion highlights the fact that there is a need to reclaim the value of liberal learning not only in higher education but at all levels of education. View Full-Text
Keywords: liberal education; knowledge; dialogue; critical thinking; intellectual autonomy; imagination; creativity liberal education; knowledge; dialogue; critical thinking; intellectual autonomy; imagination; creativity
MDPI and ACS Style

Hadzigeorgiou, Y. Reclaiming Liberal Education. Educ. Sci. 2019, 9, 264.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop