Our identity as individuals and develops in context with educational settings and their links with the broader landscapes. In formal spaces there can often be a tendency to lose track of the autonomy of the individual and how important that autonomy is in renewing a healthy environment. Read more
Finding effective ways to communicate and work with each other is a perenial task. It is not something which can be found in a one stop shop, or some hothouse leadership programme, or a bunch of invigorating lectures designed to make you inspire others – it comes from the lifelong task of diligently learning and developing as we encounter new ways of being over our whole lives.
When we hear the word ‘education’, most of us (consciously or unconsciously) reach for the ideas of formal education, classrooms, teachers, certificates and authority. These are the easy and obvious stereotypes because they are most prominent in our cultural context. These are the measurable forms, and the ones which gain most funding opportunities because of their familiarity. Read more
I now turn to a detailed discussion of the alleged legacy of the middle ages in the context of the work of Hans Blumenberg. Blumenberg begins his monograph The Legitimacy of the Modern Age with a discussion of the meaning of secularisation. Blumenberg is interested in the status of the modern age. This obviously leads to a contrast with pre-modern ages, in this case the Christianity of the middle ages.
When one contrasts the middle ages with the modern era it seems clear that our world has undergone a process of secularisation, which Blumenberg points out is incomplete, and that this is a condition of our being able to discuss it at all. In other words, if the process of secularisation had been completed, then perhaps it would not be on the horizon of thought.