Albert Schweitzer's Legacy for Education: Reverence for Life by A. Rud

By A. Rud

Albert Schweitzer’s Legacy for schooling is the 1st ebook dedicated to the research of the concept and deeds of Albert Schweitzer on the subject of schooling. Schweitzer’s lifestyles and paintings provide either idea and well timed insights for tutorial idea and perform within the twenty-first century. concentrating on Schweitzer’s important concept, “Reverence for Life,” Rud assesses Schweitzer as a prophet for social and academic swap. He develops the idea that of useful reverence in schooling and describes the influence of Schweitzer’s idea upon curriculum improvement and the ethical dimensions of educating and studying in today’s faculties.

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Extra info for Albert Schweitzer's Legacy for Education: Reverence for Life

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The categorical imperative of acting so that the maxim of your action becomes a universal law is a standard by which a life can be lived. Schweitzer wanted this kind of standard, and he used it to judge what had been done. ” But Schweitzer was being true to Kant’s ethics here. ” The standard and inspiration for morality was present elsewhere, in an inner sense of duty that both Kant and Schweitzer recognized. Johann Wolfgang von Goethe As Kant’s moral law deeply influenced Schweitzer, so did the wide ranging inquiry and artistic achievements of Johann Wolfgang von Goethe, and it SCHWEITZER’S PHILOSOPHICAL AND RELIGIOUS HERITAGE 15 is to Goethe that Schweitzer was continually attracted.

More can be said about their relationship than James Brabazon’s valid though insufficient comment: “(I)t was not a love-match, at least not on his side. ”3 First of all, it was conducted long distance, by letters, for many years. Far from hiding their feelings and emotions, Albert and Hélène funneled such into writing to each other in often passionate and anguished letters. Writing down one’s thoughts and emotions can be both revealing and concealing, and any reader of another’s letters must assume that they were not meant to be read by others.

And yet a wish for happiness? ” 41 But this well-being, increasingly for Schweitzer, does not come from teaching, or even mentoring students, from being what he considers a bourgeois European intellectual in a dying and sick culture. ”42 But it is only with Hélène that he is able to share these ideas. His parents, particularly his mother, do not approve, and he has conflicts with them over his chosen work. ”44 Yet Schweitzer is also matter-of-fact about what he has decided will be his life work.

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