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Turning the soul to the good, the true and the beautiful ("periagoge") and noetic instead of ideological thinking are indeed worthwhile priorities in humanistic education, for developing a settled disposition of questioning inquiry rather than the memorization of doctrines -- no matter how admirable -- will develop flexibility and open mindedness in students that will better help them to adjust to changing circumstances in life. But does that preclude students and professors from reaching any definitive conclusions about the good, true and the beautiful in the classroom?

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