Table of Contents

Chapter 1 Table of Contents Chapter 2 List of Contributors Chapter 3 Foreward Part 4 I Education in the Confessions Chapter 5 1 Bad Habits and Bad Company: Education and Evil in the Confessions Chapter 6 2 Models of Teaching and Models of Learning in the Confessions Chapter 7 3 Augustine'sConfessions as Pedagogy: Exercises in Transformation Part 8 II Education in Augustine's Other Works Chapter 9 4 Study as Love: Augustinian Vision and Catholic Education Chapter 10 5 The Bishop as Teacher Chapter 11 6 The "Arts Reputed Liberal": Augustine on the Perils of Liberal Education Part 12 III Teaching and Authority in Augustine Chapter 13 7 Augustine's Pedagogy of Intellectual Liberation: Turning Students from the "Truth of Authority" to the "Authority of Truth" Chapter 14 8 The Limits of Augustine's Personal Authority: The Hermaneutics of Trust in De utilitate credendi Chapter 15 9 Limit and Possibility: An Augustinian Counsel to Authority Chapter 16 10 Augustine and English Protestants: Authority and Order, Coercion and Dissent in the Earthly City Part 17 IV Liberal Education Since Augustine Chapter 18 11 Reading without Moving Your Lips: The Role of the Solitary Reader in Liberal Education Chapter 19 12 The Motives for Liberal Education

About the Author

Kim Paffenroth is chair of the Religious Studies Department and associate professor at Iona College. Kevin L. Hughes is associate professor in Department of Theology and Religious Studies and director of the Patristic, Medieval, and Renaissance Conference at Villanova University.

Reviews

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*