Certainly if he goes on his present course much further man can not be trusted with knowledge.
We redefine God as our future selves.
But what about the views of ordinary, garden variety Americans on these matters of morality and truth? Are there any true things whatsoever? Apparently not, since most people, according to Wolfe, endorse what he calls the Eleventh Commandment: Lewis cites in his great work The Abolition of Man as a source of the breakdown of the Western moral vision grounded in objective truth?
Are they disciples of their own versions of Gaius and Titius and their Green Cs lewis selected literary essays Did they read or were they taught by a contemporary equivalent of Orbilius? In any case, they are presently promoting the kind of agenda that Lewis, in his own day, believed would lead not only to the destruction of society and the abolition of man, but also to the damnation of the human soul.
Hence, we would be wise to listen most carefully to what this distinguished Oxford fellow and Cambridge professor has to say about these paramount issues of morality, truth,and the philosophy of education in what amounts to one of his most insightfuland prophetic works — The Abolition of Man.
Background 4 Because C. Lewis believed that the Western world was in the process of rejecting the natural law tradition of objective right and wrong, and because he saw this rejection of real truth being taught in the school systems of his day, and because he believed that these two things added up would eventually amount to the collapse of society as he and others knew it, for these reasons he penned this defense of the natural law tradition in The Abolition of Man.
His goal was nothing short of an attempt to salvage Western civilization. Until modern times no thinker of the first rank ever doubted that our judgments of value were rational judgments or that what they discovered was objective.
It does not believe that value judgements are really judgements at all. They are sentiments, or complexes, or attitudes produced in a community by the pressure of its environment and its traditions, and differing from one community to another. To say that a thing is good is merely to express our feeling about it; and our feeling about it is the feeling we have been socially conditioned to have.
But if this is so, then we might have been conditioned to feel otherwise. Let us improve our morality. These lectures were presented on the evenings of these three successive dates, and were published later that same year by Oxford University Press as The Abolition of Man.
Though Lewis does not argue explicitly from Scripture or as a Christian theist p. Thus he stands in the tradition of the giants of the West such as Plato, Aristotle, Augustine and Aquinas who defended the same. Indeed, Lewis shows that this concept of objective truth and morality is not just a Western ideal, but is in fact a global phenomenon.
Not only does he draw on Western thinkers in support of this notion, but he also documents its broad recognition in an appendix to the book that provides clear, substantial illustrations of the Tao in eight fundamental moral categories derived from diverse thinkers and civilizations worldwide.
Indeed, the question of Truth — of True Truth — is the question of our time. It is a debate that is determinative for our global civilization, our country, our communities, our churches, and for our very own lives.
Here his twin concerns about objective truth and the teaching enterprise come together, for in exposing the fraudulent content of English textbooks and their malevolent effects, he simultaneously reveals his understanding of what is entailed in a genuine liberal education.
My task in the rest of this presentation, then, is to explain the heart of his educational vision in the context of his arguments for natural law. This I will do in the form of nine essential themes, followed by a summary of crucial ideas for reflection and application in our own lives and schools today.
Philosophy of Education In the opening chapter of The Abolition of Man, Lewis asserts that the purpose of education is to teach genuine truth and virtue to students, and to reinforce such teachings by the cultivation of the appropriate affections that would shape genuine human character and simultaneously protect young people from banality and corruption.
Modern education, however, was bent upon debunking objective truth and virtue and the emotions that fortified them. Consequently, Lewis, who could not remain silent about this important matter, takes up the task of debunking these modern debunkers. Issues of such magnitude needed exposure and correction, not only to preserve educational heritage of the West, but also to save its young charges and the society they would inherit and lead from destruction.
So Lewis begins with the frightening theme of mis-education as it was manifested in two real textbooks used in teaching English literature in the upper schools in Great Britain. The second he refers to only by its author under the assumed name of Orbilius. In The Green Book, for example, Gaius and Titius argue that all sentences presumably expressing objective value e.
What The Green Book teaches is that all apparent statements of real value are in fact subjective and trivial, even though the average schoolboy or schoolgirl will not necessarily at the time draw this conscious philosophic conclusion.
Plato certainly recognized how impressionable students were as well as the incredible power of narrative and musical education, prompting him to censor heavily what stories and songs could be taught to his future guardians and political leaders The Republic 3.selected literary essays (pdf) by c.
s. lewis (ebook) This volume includes over twenty of C. S. Lewis's most important literary essays, written between and 'Owen Barfield on C.S. Lewis' is a collection of essays and lectures about the author, theologian, and literary scholar, C.
S. Lewis. Barfield and Lewis were close friends for 44 years, from their Oxford days after WWI to Lewis's death in Editions for Selected Literary Essays: (Paperback published in ), (Paperback published in ), (Kindle Edition published in 2.
[AAA] Atlas of Ancient Archaeology, Jacquetta Hawkes (ed), Barnes and Nobles: [AAF] Answering a Fundamentalist, Albert J. Nevins, M.M., Our Sunday Visitor. This volume, available in print for the first time since , includes over twenty of C.
S. Lewis' most important literary essays, written between and /5(3). This volume includes over twenty of C. S. Lewis's most important literary essays, written between and Common to each essay is the lively wit, the distinctive forthrightness and the discreet erudition which characterizes Lewis's best critical writing/5(12).