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ERIC Number: ED551615
Record Type: Non-Journal
Publication Date: 2012
Pages: 243
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-0229-3
Augustinian Philosophy: Between Critical Pedagogy and Neo-Scholasticism
Francis, Emad N.
ProQuest LLC, Ed.D. Dissertation, Liberty University
Augustinian thoughts have been widely revered for their great influence on the development of Western philosophy. While most of St. Augustine's ideas were adapted in various fields of modern thought, his ideas on education have been rarely discussed. In reality, one should recognize that St. Augustine, being one of the greatest teachers of the church and a towering figure in all ages of Western philosophy, had implicitly detailed in his works and portrayed in his colorful life important ideas of teaching on education. Although this may be open for arguments and debate, this study set out to examine Augustinian ideas on education. This study used theoretical and qualitative research and employed content analysis. It must be noted, though, that this study presents analysis of Augustinian philosophy based only on the subject of educational pedagogy supported by relational analysis with critical pedagogy. Significantly, this study sought credible evidence from St. Augustine's works that may reveal the presence of relation of his teachings on education to critical pedagogy. Through content analysis, this study concludes that although St. Augustine did not write a book on education, Augustinian thoughts contain a clear pedagogy on education, and some of his teachings point toward the same directions wherein critical pedagogy is situated with regard to its theoretical positions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A