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Showing 1 - 3 of 3 matches in All Departments
Jefferson's writings on morality and the moral sense have typically been ignored by scholars. Why? His thoughts, never fleshed out fully in any formal work, are said to be unsystematic, inchoate, or confused. Evidence of that is his change of mind from a mostly Stoic moralist (where intentionality is critical) to an Epicurean/Utilitarian (where consequences are critical) later in life. Jefferson was not confused and his moral thinking was systemic and consistent, not fluctuant. Though he never made the moral sense the topic of a formal, published treatise, his writings and the moral works he read and recommended allow for more than a general sketch of what the moral sense is and how it functions. In addition, they allow us to say much on his views of good living. Thus, Jefferson was fundamentally a moralist, not a politician. He had large regard for morality and for personal moral improvement, and utmost respect for moral exemplars. And so, morality for Jefferson was something to be integrated into everyday life, not something to be read to pass the time, and Jefferson drew moral inspiration from moralists, sermonizers, novelists, poets, historians, and even role models such as Professor William Small and his friend in law, George Wythe.
Thomas Paine described the American Revolution as educative. However, as examined in Brian W. Dotts The Political Education of Democratus: Negotiating Civic Virtue during the Early Republic, what was learned was neither standardized nor uniform. The Federalists, for example, viewed the revolution as a triumph for representative government, but one intended to maintain many remnants of the colonial experience. Anti-Federalists saw a confirmation of representative government at the state and local levels and considered the revolution as authenticating Montesquieu s theories of republicanism. A third, more extreme interpretation of the revolution emerged from radical democrats who viewed the revolution as a fundamental break with mainstream thinking about republicanism. These radicals helped turn conventional understanding of representative government upside down, taking part in unconventional or extra-constitutional action during their negotiation of citizen virtue during the 1790s. Members of each of the societies took an active part in trying to fulfill their expectations for the new American experiment by contributing to the democratization of republicanism. The Political Education of Democratus illuminates the emergence of democratic thought from Aristotle and Machiavelli to more contemporary influences from the British Commonwealth tradition. Dotts examines how the radical ideas of Algernon Sidney, James Harrington, John Milton, Joseph Priestley, and Thomas Paine develop a rich tapestry among the democratic society s correspondence, constitutions, resolutions, and early media. Individual members of the Democratic-Republican Societies, including Philip Freneau, Robert Coram, Benjamin Bache, George Logan, and others energized these radical interpretations of civic republican thought and plunged headlong into party politics, educating early Americans about the practical potentialities of democratic action.
This educational foundations book offers a comprehensive overview of American education history and a variety of classical, Enlightenment, and contemporary educational philosophers. While Educational Foundations includes a history of American education, it also looks at numerous policies, constitutional law cases, events, and political, religious, and social conflicts for students to consider while learning their subject matter. The text is divided into two sections: the first is a look at a broad array of philosophical influences from the Western canon, while the second is an exploration of the history of American education, focusing on a few specific eras. With strong and helpful pedagogical features and resources, such as class activities, suggested files, chapter objectives, and sidebar questions, this textbook is an excellent resource for students. It is useful for undergraduate and graduate courses in educational foundations.
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