Edith Stein’s Philosophy of Education: Einfühlung, Phronesis, and the Bonum Commune
DOI:
https://doi.org/10.51743/cpe.456Palabras clave:
Bonum Commune (“the common good”), Education (“e-ducere”), Einfühlung (“empathy”), Intersubjectivity, Phenomenology, Phronesis (“practical wisdom”)Resumen
This paper investigates how Edith Stein’s anthropology makes possible a philosophy of education that takes seriously dialogical reciprocity and discernment as co-constitutive elements of every act of genuine human understanding. For Stein, education provides conditions of possibility of shared values amongst individual human persons, the community and/or State (including law, culture, language, etc.), and values of infinite (eternal) concern. Through a careful reading of several of Stein’s texts, we will explore how Stein’s philosophy of education functions as a kind of hermeneutic, or capacity of interpretation, with particular reference to Husserl’s understanding of Einfuhlung, Aristotle’s and Gadamer’s notions of phronesis, and Thomas Aquinas’ description of the bonum commune. In effect, I submit that the philosophical and theological bases of Edith Stein’s philosophy of education are rooted in her anthropological description of the human person as act-being and in terms of a more personalist conception of social ontology and intersubjectivity.
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