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The Philosophy of Education

By Gerald F. Lordan, O.P., Ph.D., Social Studies Teacher and Faculty Mentor

There are five principal educational philosophies in America:

  1. the Idealism of Plato
  2. the Realism of Aristotle
  3. the Experimentalism of Dewey
  4. the Existentialism of Sartre
  5. the Thomism of Aquinas

Philosophy is the love of wisdom. A philosopher seeks to ask the right question — and not to give the right answer. Philosophy has three principal questions: a) What is real? (metaphysics), b) What is true? (epistemology), and c) What is good? (axiology)

The axiological question is so broad that it often is divided into two subsections: What is right? (ethics) and What is beautiful? (aesthetics)

Approximately 90% of American children attend public schools. They are usually taught under more than one of the first four philosophies. Approximately 10% of American children attend private schools. Of that amount, about nine of ten are in parochial schools, and some 90% of them are in Roman Catholic schools. These children are usually taught under Thomism.

The private-sector students who do not attend a parochial school usually attend an independent school. These schools usually have a focus on either Idealism or Existentialism. I believe those schools which focus on one philosophy better serve their children. Furthermore, it is my opinion that those schools which focus on Thomism best serve their children.

Here’s Why

In the Chicago metropolitan area, we have schools which are examples of all five educational philosophies. The curriculum model of an Idealist-philosophy school is Scholar Academic. The Scholar Academic School trains the next generation of academic discipline scholars – that is chemists, poets, mathematicians, etc. Students are valuable for what they know.

The curriculum model of a Realist-philosophy school is Social Efficiency. The Social Efficiency School trains the next generation of workers – that is engineers, accountants, architects, actuaries, librarians, etc. Students are valuable for what they do.

The curriculum model of an Experimentalist-philosophy school is Social Reconstruction. The Social Reconstruction School trains the next generation of change agents dedicated to the advancement of a democratic, capitalist, political-economic order. Students are valuable for what they believe.

The curriculum model of an Existentialist-philosophy school is Human Development. The Human Development School prepares the next generation of self-actualized individuals. Students are valuable for the people they may become.

The curriculum model at Fenwick is Thomism. Fenwick prepares the next generation of virtuous servant leaders of society. Students are valuable as human beings with the potential to be full of God’s grace. There are neither superiors nor inferiors in a Thomist-philosophy school, but rather superodinates and subordinates. They are trained to be members of the Hero Generation.

The Hero is the poor boy or girl made good; the person on horseback who rides into a polis, a city, in the midst of anarchy, a situation in which there is bad government by the many with mob rule and wildness in the streets – a scenario in which nobody’s life, liberty and property are safe. The Hero says, “I know what to do. I have a plan. Follow me.” The Hero inspires the people and leads society to serenity.

About the Author

 

Gerald Lordan

Dr. Lordan is entering his 27th year of teaching at Fenwick. Originally from Massachusetts, Lordan completed his under-graduate studies at Northeastern University and received a master’s degree in elementary education from the University of Maryland. He earned his Ph.D. in curriculum and instruction from Boston College.

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Dominican Collaboration Spanning the Decades

For 88 years now, nearly 200 friars have rolled up their sleeves to help make Fenwick a beacon of light and hope.

By Father Jim Marchionda, O.P.

Dominican friar Father James Dominic Kavanaugh “worked all day long with the housecleaning brigade, putting his hand to any task that presented itself with a good will and cheerfulness that were an inspiration in themselves.” – from the Rosary Convent Annals of October 5, 1922

Saint Dominic meets Saint Francis: Stained glass window from St. Dominic’s Church in Washington, D.C. (Photo by Fr. Lawrence Lew, O.P.)

Years before Fenwick High School first opened its doors nearly 88 years ago, Dominican friars flourished in a multitude of ways throughout the developing western suburbs of Chicago. Dominicans have made major contributions and significant differences in the lives of countless high school and college students, parents of students, members of their own Dominican Family, and thousands upon thousands of parishioners in the villages of Oak Park, River Forest and beyond, for close to 100 years.

The opening quote above, referring to the dirty, dusty and dramatic opening days of Rosary College (now Dominican University) in River Forest, Illinois, established by our beloved Sinsinawa Dominican Sisters, demonstrates the meaning, joy and power of collaboration that has existed between Dominican women and men for centuries. Fr. Kavanaugh, then chaplain at the Sinsinawa Mound (located near Dubuque, Iowa), came to Chicago with the sisters, rolled up his sleeves, got down on his hands and knees and did whatever work was necessary in preparation for the opening of Rosary College in 1922. For eight full days, he helped wherever and however he could. All those many years ago, Fr. Kavanaugh already resembled the brave, bold words that our own Pope Francis has used to describe and define anew how priests, bishops and all ecclesial leaders can best serve the church of today. “Roll up your sleeves and get to work!” (Pope Francis interview: “A Big Heart Open to God”)

Advancing the spirit of Dominican collaboration on the West side of Chicago, friars served as chaplains at both Rosary College and Trinity High School for many years. Residing at the Dominican House of Studies on the corner of Harlem Avenue and Division Street in River Forest, friars provided great spiritual formation to both men and women. It was in the early 1920s that Cardinal Mundelein gave the Dominican Friars permission to build the House of Studies on the condition that they also found a high school in the archdiocese. We are well-aware of the great grandeur that followed. On September 9, 1929, 11 Dominican priests opened wide Fenwick’s doors to 200 students, leading to the first graduating class of 1932. By 1936, a mere seven years later, Fenwick won its First Catholic League football championship. It did not take long for the Fenwick Friars to flex their cumulative muscles, demonstrating their great aptitude for sports, while at the same time raising the bar for the decades that followed!

Build and Rebuild

Even before Fenwick’s doors opened, other dynamic Dominicans such as Fr. Kavanaugh were making their own marks on the West side. Continue reading “Dominican Collaboration Spanning the Decades”