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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. https://doi.org/10.3390/educsci9040264

AMA Style

Hadzigeorgiou Y. Reclaiming Liberal Education. Education Sciences. 2019; 9(4):264. https://doi.org/10.3390/educsci9040264

Chicago/Turabian Style

Hadzigeorgiou, Yannis. 2019. "Reclaiming Liberal Education" Educ. Sci. 9, no. 4: 264. https://doi.org/10.3390/educsci9040264

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