By A. Rud
Albert Schweitzer’s Legacy for schooling is the 1st publication dedicated to the research of the concept and deeds of Albert Schweitzer in terms of schooling. Schweitzer’s lifestyles and paintings supply either idea and well timed insights for tutorial proposal and perform within the twenty-first century. concentrating on Schweitzer’s valuable concept, “Reverence for Life,” Rud assesses Schweitzer as a prophet for social and academic switch. He develops the idea that of sensible reverence in schooling and describes the effect of Schweitzer’s concept upon curriculum improvement and the ethical dimensions of educating and studying in today’s colleges.
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Extra resources for Albert Schweitzer's Legacy for Education: Reverence for Life
The value of the letters for our understanding is to see how he reveals this slowly to Hélène, and how this resolve becomes clearer to him too. He discovers the wellspring of motivation within himself by sharing these ideas with her. 46 However this relationship through letters and infrequent meetings is almost wholly onesided. It is his Aunt Tata who states to him what was becoming increasingly apparent: “I have lived with you long enough to know that the woman who will share your life will suffer often and deeply by being bound to a human being who is so engrossed in his work and his thoughts.
Deep in the heart of man lies this yearning for a world view. The sciences as such can never free him; only philosophy has this possibility . . So it is wholly false to say that philosophy has outlived its day. 1 S chweitzer learned from and responded to a philosophical and religious heritage that formed his thinking as much as his personal associations and childhood formed his character. He was educated to be a philosopher and a theologian, saw the cultural forces at work in his time, and gave a distinctive answer and reaction to the currents of his age.
His family and others are there as he reflects, but as we shall find out, they are opposed to the trip and wonder about his emotional state, while many of his colleagues in his professions think his change of direction in life toward service in Africa is ill advised. He later talks about how he is giving up his dream of being an educator of the ministry. But it is an education of a different sort that he would be about to embark upon. What he means by being a different kind of educator is to go against the rote and regimented learning that he himself experienced, such as when he was chastised for not remembering minute trivia about Homer’s epics.