This essay is the result of a study of the selection from “The Idea of a University” under the title “The Uses of Knowledge” written more than half a century ago in Dublin by Catholic priest John Henry Newman. We appeal to this book, because we have found there the valuable approach, according to which education is discussed in the context of its essential feature - knowledge. At the same time it is clear that knowledge can be examined on the different basis. One can talk about the fundamental and applied, humanities and natural-scientific, secular and religious forms of knowledge. J. G. Newman considers the knowledge on the basis of the term of the purpose.
The key in understanding the work of “The Uses of Knowledge” are the concepts of liberal knowledge and liberal education. This essay is devoted to the examination of this subject by answering the following questions:
1. What does the liberal knowledge and liberal education mean?
2. In what form is shown the liberal education and what are its goals?
3. What is the efficiency of the liberal education?
The fifth part of discussion of “The Idea of the University”, named “Knowledge for its own sake”, J. D. Newman starts with the assertion that knowledge can be not just a mean to achieve a variety of benefits, such as wealth, power or respect, but also can be a goal, by which one can be restricted and pursue it for its own sake. (Netcrit, 2016).
The idea of a possible manifestation of knowledge as a purpose, not only as a mean leads the author to the study of the concepts of liberal knowledge and liberal education. According to Newman it is necessary to consider the liberal knowledge, the liberal arts and sciences, as well as the liberal education as a special features of the University. Above all, John. H. Newman considers the grammatical meaning of the word “liberal”. He points out that in this sense the word “liberal” is opposed to the word “slave”. Under “slave” one can consider all the mechanical, physical operation, which does not involve thought and soul. But this opposition is not enough for identifying the common law meaning of the term. In fact, not all the intellectual activities can be called liberal, while some physical exercises are liberal, since the Olympic Games and military affairs have always been treated as liberal activities. At the same time, trade and professions are generally opposed to the liberal occupations.
J. G. Newman stresses that liberal does not mean higher, merited and meaningful. In terms of theology, which is studied only for reading sermons, the author shows that what is supernatural, not necessarily is liberal for a simple reason one and another idea is not the same. Neither intellect, nor elevation of purposes, are not the criteria which gives grounds to call knowledge liberal. It is a property of self-sufficiency, which makes it possible not to seek external towards the purposes. Most everyday things can be liberal in nature, if they are autonomous and complete, the higher are losing, if they serve something beyond its own limits. (Newmanreader.org, 2016).
Based on this rule, John. H. Newman defines liberal knowledge as knowledge, the value of which is understood without the need to seek external objectives, which is so autonomous that it can be stroved for its own sake. And since knowledge determines the nature of education, liberal education will be called something, where is liberal knowledge. Thus, determining the liberal knowledge and liberal education, we move on to the next question: what is what appears and what is the liberal education, if, as it was said, it does not set before it the goal to lead to the social development or to the material well-being?
In answering this question, John. H. Newman starts with the assertion that knowledge becomes especially liberal, if it is associated with the philosophy. Speaking of the well-trained intellect, the author describes it as a containing the knowledge not only of objects, but also their true mutual connections, knowledge, consisting not only of the acquired material, but also the philosophy. The philosophy here is a thing that allows connecting the facts and leads to that knowledge in which there is a certain vision of connection, the place and importance of these facts in a single system. The knowledge associated with a philosophy is opposed to the passive perception, simple memorization and even to the professional skills. Such knowledge is associated with thinking, it pays to intellect and can itself be a source of information. Speaking of this, the author identifies science and philosophy, which is not typical for modern science, but at the same time, it is inherent for the antique tradition according to which thinking as a form of knowledge distinguishes the scientific method. Knowledge related with thinking, the author refers to the intellectual culture. Just as there is a perfection of the body and how it can be train for simple and general health, and intelligence can go through general exercises for the perfect state what is nothing but its cultivation. Intellectual culture is the goal of liberal education, it is the knowledge which we can strive for its own sake.
J. G. Newman warns about the possible substitution of concepts of liberal and philosophical knowledge and a virtue. Such substitution, in his opinion, would be the absolute error. According to him, knowledge and virtue are different things, common sense is not yet the consciousness, refinement is not the same as humility, and the breadth and fairness of opinion is not the faith. (Ker, 2016).
Thus, the question about the purpose of liberal education, especially characteristic of the University, the author says that intellectual culture is the main goal. The knowledge associated with thinking, appeals to reason and it is capable itself to become a source of information that gives the true vision of connections, the place and importance of the facts in a single system it is the knowledge to which we can strive for its own sake. It remains to examine the value of liberal education. In answering on this question, J. H. Newman proposes to consider the usefulness in two ways - either with regard to students, either in relation to society and progress.
If we consider the usefulness with regard to the students, the liberal education, by forming the intellectual culture, promotes the mastery of the profession. People who have mastered to think and reason, compare, differentiate, analyze it is not necessarily that they immediately become lawyers, landowners or businessmen, soldiers, engineers, but they are able to master any of the professions or any vocation to which there is a talent by making it easy, flexibly and successfully, while others would remain alien to it. In this sense, according to the author, liberal education is really useful. Considering the usefulness of liberal education, characteristic of the University in relation to society, the author does not replace the concept of duty and civic duties for search of the truth, but at the same time, he could not agree that the University is limited only by the fact that it prepares professionals for the future needs of the economy and state. By putting young people from different backgrounds, talents, attitudes, the University is able to give an understanding of community, which may be higher than just a professional interests. In this sense, the liberal University education forms the citizen too, although it does not set itself such an objective.
For conclusion, we try to summarize the ideas of John. H. Newman about the liberal knowledge and education, which we have examined in this article. The author argues that knowledge can be not only a mean to achieve certain benefit, but also the end in itself. Such an understanding is not a discovery, or a paradox, it has always existed and was accepted in the society. The true valuable knowledge does not require external search towards it goals, the author refers to liberal knowledge. The liberal knowledge defines the liberal education.
The goal of liberal education, especially characteristic of the University, according to the author, is an intellectual culture. The knowledge associated with thinking, appeals to reason and is capable itself to become a source of information that helps establish connections, locations and meaning of the facts in a single system and it is the knowledge to which we can strive for its own sake. Thus, liberal knowledge, like all knowledge, cannot be equated with virtue. Wondering about the usefulness of the liberal education, J. G. Newman proposes to consider it in two relations. Considering the usefulness in relation to students, he believes that well-formed intelligence enables man to master a required profession, and in this sense the liberal education is useful. On the other hand, education, focused on the development of science and public welfare, may miss the interests of the individual.
In our opinion, the idea itself and the statement of issue of J. G. Newman remain actuality. We do not believe that liberal education should be replaced by a professional, but at the same time we cannot agree with the fact that the University goals can only be combined to a professional. The liberal and education knowledge ideas allow one to focus on the objective of familiarizing students to the intellectual culture, and thus to identify a feature of the University among other places of education.
References
Netcrit (2016). “The Idea of a University: Knowledge As Its Own End”. Netcrit.com. Retrieved 18 February 2016, from https://www.netcrit.com/history/the-idea-of-a-university-knowledge-as-its-own-end
Newmanreader.org,. (2016). “Idea of a University - Discourse 5”. Newman Reader. Retrieved 18 February 2016, from http://www.newmanreader.org/works/idea/discourse5.html
UCD (2016). “Newman’s Idea of Liberal Education”. UCD Newman Research Centre. Retrieved 18 February 2016, from http://www.ucd.ie/jhnewman/newsite/sections/lifeandtimes/education/implications.html
Ker, I. (2016). “Newman on Education”. Studies in catholic higher education. Retrieved 18 February 2016, from http://www.cardinalnewmansociety.org/Portals/0/CENTER/Ker%20Smallest%20Output%20WEB%202.pdf
