Augustine and Liberal Education

This book tries to come to terms with a particular tradition of inquiry in the light of contemporary challenges to liberal education, through the renewal and reevaluation of Augustine's thought and writings. It is an interesting and thought-provoking volume, one that will have particular application to Catholic institutions of higher education, and even Protestant and secular colleges and universities as they seek to define what 'liberal Education' means in today's society. * Mystic Review, June 2001 *
The quality of the essays is remarkably uniform, and copious endnotes will please the serious scholar. This is a book that can be appreciated across the humanities, especially in a time when the mission and purpose of church-related education is under serious scrutiny. The essays are too sophisticated to suggest less than a nuanced reading of both Augustine and the current milieu. * The Journal Of Early Christian Studies *
The loving and thoughtful study much in evidence in this work would have been appreciated by the person whose writings are honoured here. * The Heythrop Journal *
To meditate on the master texts of our culture as we face present challenges is one of the hallmarks of liberal education. The essays in this volume teach not only by what they say, but by the exemplary way in which they show us how learning and judgment, deeply rooted in the thought of Augustine, can be vividly relevant to the needs of today. -- James J. O'Donnell, Georgetown University, author of Augustine: A New Biography
Short but insightful chapters....This volume would be gladly received as a companion reader by faculty teaching philosophy of knowledge or philosophy of education courses. Recommendeddddd * CHOICE, February 2009 *
These essays probe an important topic, and do so from an intriguing perspective—namely bringing Augustine into the conversation about the future of liberal education. -- Stanley J. Grenz, Carey Theological College
Short but insightful chapters....This volume would be gladly received as a companion reader by faculty teaching philosophy of knowledge or philosophy of education courses. Recommended * CHOICE, February 2009 *