For Gain, for Curiosity or for Edification: Why Do we Teach and Learn?
Bernard of Clairvaux observed that some goals can corrupt the activity of learning. Bernard’s claim is not only correct and important, but can be applied more widely to purposive activity in general. The exploration of his claim makes possible a consideration of the question, ‘How might different mo...
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Published: |
Sage
2004
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| In: |
Studies in Christian ethics
Year: 2004, Volume: 17, Issue: 1, Pages: 104-117 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Parallel Edition: | Non-electronic
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| 520 | |a Bernard of Clairvaux observed that some goals can corrupt the activity of learning. Bernard’s claim is not only correct and important, but can be applied more widely to purposive activity in general. The exploration of his claim makes possible a consideration of the question, ‘How might different motivations affect, and indeed corrupt, the way in which we teach and learn?’ Although, pace Bernard, learning for learning’s sake does not corrupt the activity of learning, it may, however, as Aquinas’s account of curiositas is used to show, corrupt the character of the scholar. In order to protect scholarship against such corruption we need to be wary in particular of the temptation to excessive specialisation. Finally, the question is raised of what it might mean to ‘refer’ or ‘order’ study to God, and in particular in what way one might characterise the relation between attending to study and attending to God. | ||
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