What conditions education for forgiveness in terms of the neo-Thomistic philosophy of education
The article addresses questions about the conditions of education for forgiveness, analysing them in terms of philosophy of education. The first part provides a review of the philosophical discussion on forgiveness. Revolving around the essence and moral value of forgiving, it is a debate which offe...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Springer
[2018]
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| Dans: |
Journal of Religious Education
Année: 2018, Volume: 66, Numéro: 1, Pages: 23-36 |
| RelBib Classification: | KDB Église catholique romaine NCB Éthique individuelle VA Philosophie ZF Pédagogie |
| Sujets non-standardisés: | B
Forgiveness
B Prudent forgiveness B Neo-Thomistic pedagogy B Education for forgiveness B Cardinal virtues |
| Accès en ligne: |
Accès probablement gratuit Volltext (Resolving-System) |
| Résumé: | The article addresses questions about the conditions of education for forgiveness, analysing them in terms of philosophy of education. The first part provides a review of the philosophical discussion on forgiveness. Revolving around the essence and moral value of forgiving, it is a debate which offers no explanations as to why people decide to forgive. In the light of this problem, the second part of the article seeks to view forgiveness as a moral decision. Neo-Thomistic philosophy is applied in the analysis, in which forgiveness appears to result from a dialogue between reason and will. The third part focuses on readiness to forgive which, in the Thomistic pedagogy, relates to the development of moral virtues; in particular, the cardinal virtues, i.e., prudence, justice, temperance and fortitude. The last part lists several conclusions applicable to pedagogy. They refer to the need for development of both intellect and will as a power sensitive to good. |
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| ISSN: | 2199-4625 |
| Contient: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-018-0054-z |