Scholar

Thomas Molnar’s Critique of Modern Individualistic Education

By: Pablo Gastón Maillet  

Thomas Molnar (1921-2010) argues that modernity, which begins with Occam and Descartes, has influenced the "concept of man," through the subjectivism and exaltation of the "self," what’s Molnar calls "individual consciousness." In this process, education was affected, and what was sought to educate in the Greek Paideia and which was perfected, according to Molnar, in the education of the liberal arts of medieval Christianity. All of this is blurred in the middle of the individualism of the modern world. What begins to educate, with greater or lesser awareness, is the individual for the work with the "education for life." This phenomenon, according to the author, has its turning point with the Industrial Revolution, where not only the process is accelerated, but it also ends up affecting the ethos of modern education. For Molnar, in this process the purpose of building a free man is lost, and in the statute of the same freedom is reduced rather than realized.

"Philosophy of Education", " Humanities", " Modernity", " Liberal Arts Education"
Critical Cultural Studies, Humanities Education
Paper Presentation in a Themed Session



Mr Pablo Gastón Maillet

I'm philosophy teacher and academic researcher in Humanities Department and in the Center of Medieval Studies who belong to Person and Culture Institute in Gabriela Mistral University. I have an BA in Humanities and BA in Philosophy in Adolfo Ibáñez University, Chile. I hold a Magister in Social Teaching of Church in San Sebastián University, Chile. This las year I obtained an MA in Philosophy in the Pontifical Catholic University, Chile. Now I'm working in my PhD in Philosophy as student in Pontifical Catholic University, in the thougth of Thomas Molnar (1921-1910) a hungarian philosopher who lived in USA, and wrote over 30 books, arround the modernity in contrast with classical education, and specifically, christian liberal arts in Medieval culture. I work philosophy of education, philosophy of culture and philosophy of religion. Some issues between philosophical anthropology, ecthic and cultural education.