By Professor Stephen R.C. Hicks, Rockford University, USA. Lecture 6: If education is a systematic process of preparing one for life, and a philosophy of life is an integrated set of views on metaphysics, epistemology, human nature, and values, how does one connect a full philosophy of life to an education strategy? Previous lectures in […]

“I had to deny knowledge in order to make room for faith.” Source: Immanuel Kant, “Second Preface,” Critique of Pure Reason (1781/1787), Bxxx. On the full context of Kant’s provocative claim: Related: On Kant’s role in the historical course of philosophy: Explaining Postmodernism: Skepticism and Socialism from Rousseau to Foucault (print or e-book), or audiobook:

In The Cambridge Companion to Kant, Professor Eva Schaper writes that Kant is “the father of modern aesthetics.”* While it’s initially shocking to think that the priggish and uptight Kant has anything to do with the often-nihilistic modern art world—Kant is arguably the most influential philosopher in the last two centuries—and it’s important for critics

My 1991 article in The Wall Street Journal (full version here) takes up the sometimes-well-meaning (and often-not) teaching that shades into indoctrination and overwhelming children with problems they’re not yet equipped to handle intellectually or emotionally. A core question for parents and teachers: How do we work with children to build up their confidence, resilience,

By Professor Stephen R.C. Hicks, Rockford University, USA. Lecture 5: If education is to prepare students for living the best possible life, what is that? Which values and virtues are essential? Previous lectures in the series: Part One: What is the purpose of education, and what is philosophy’s relevance? Part Two: Reality: Metaphysics and Education.