Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Personal Virtue, Public Happiness: Rehumanizing Education Through Early Modern Philosophy

Personal Virtue, Public Happiness: Rehumanizing Education Through Early Modern Philosophy

Phillips, Kristopher G.
Amir, Lydia

Hardcover

Series: Philosophical Practice: Transformative Reflection on Life

PhilosophyGeneral Education

PREORDER - Expected ship date February 4, 2027

ISBN10: 1666940798
ISBN13: 9781666940794
Publisher: Bloomsbury Academic
Published: Feb 4 2027
Pages: 210
Weight: 1.00
Height: 1.00 Width: 6.00 Depth: 9.00
Language: English

When higher education recenters philosophy, students can become more than skilled workers: they can be virtuous people who promote the flourishing of those around them.

Narratives surrounding higher education, particularly in the United States, tend to reduce the value of post-secondary education to vocational or economic goods. As a consequence, STEM and pre-professional programs thrive, while programs in the arts and humanities continue to be diminished, at least in part due to their perceived impracticality and lack of obvious alignment with labor markets. Kristopher G. Phillips argues that reducing the value and aims of higher education to narrowly prescribed vocational or economic ends dehumanizes students, robs them of the opportunity to be transformed-personally, epistemically, and civically-by their education, and leaves them ill-prepared to address the distinctly human aspects of their lives.

The solution, he argues, is to reconceptualize bogth academic philosophy and higher education generally; philosophy should return to its Socratic roots and focus on the cultivation of an excellent character. Phillips articulates a vision of a philosophically-grounded, transformational education that facilitates student flourishing. Drawing parallels between, and teasing out assumptions inherited from, the scientific revolution in 17th and 18th-century-Europe, Phillips demonstrates that education can and should help students become the sort of people who embody personal virtue and promote the flourishing of their communities.

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