No description available.

Proefschrift - Utrecht. / "Stellingen" : [2] p. inserted. Includes bibliographical references.

Proefschrift - Utrecht. / "Stellingen" : [2] p. inserted. Includes bibliographical references.

Thesis (Ph. D.)--Catholic University of America, 1926. / Vita.

Thèse--Faculté des lettres de Paris. / "Index bibliographique": p. [ix]-xviii.

Thesis--Lima.

Proefschrift--Amsterdam. / "Stellingen" ([3] p.) laid in, at end. "Lijst van aangehaalde werken": p. [241]-244.

Proefschrift--Amsterdam. / "Stellingen" ([3] p.) laid in, at end. "Lijst van aangehaalde werken": p. [241]-244.

Through an integration of philosophical analysis and qualitative fieldwork, this dissertation explores understandings of and approaches to character formation in the context of contemporary K-12 classical education. Although classical education is associated with a range of cultural, curricular, and pedagogical features, I argue that the heart of the approach is distinguished by the foundational philosophical and anthropological commitments of classical education. These commitments support a vision of character education centered on the formation of love and the creation of aspiration. Given this broad framework for character formation, I examine a pair of virtues that I suggest are very important within this perspective: humility and magnanimity. Drawing on philosophical texts and the richness of my fieldwork, I argue that classical educators can be understood as seeking to cultivate humility through engagement with tradition and magnanimity through a holistic elevation of school life. I conclude by addressing some challenges for classical education, ending with a call for classical educators to maintain the integrity of their work by pursuing humility and magnanimity themselves.

Ĭnaug.-diss.--Erlangen. / "Die schulreformatorische tätigkeit Friedrich Thierschs in der Pfalz 1834, 1835 und 1836": p. 75-96. Lebenslauf. Bibliography: p. [vii]-viii.