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Intellectual Education

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Intellectual Education It has been emphasized in earlier chapters that education is not only an individual process, but a social process as well. The individual is born into the family and through the family, becomes a member of society. Society is an aggregate of many individuals, institutions, and functions, diversified in themselves, yet capable of a high degree of unification and integration for the social good. Man must live in society, conform to the customs of his group, and make the necessary adjustments to conventional standards, laws, and social forces. The experiences that the individual must undergo, as an interacting and cooperating member of society, are intimately related to the achievement of his final destiny. To equip the individual to meet these experiences and to be successful therein, various specific types of education are essential. Each of these types requires, fundamentally, the acquisition of specific knowledge, the formation of socially desirable habits and skills, the development of wholesome attitudes and appreciations, and the assimilation of the essential elements of the social heritage. For this assimilation to be effective, the social forces which influence the individual’s morality, personality, and character must be brought under proper control. This can be accomplished only when all agencies and institutions constituting society are governed completely and administered strictly according to the unchanging principles of the moral law. Those principles demand, first of all, that two major elements: 1) the true nature of the individual, (2) the true nature of society, must always be taken into account in providing types of education.

A Catholic Philosophy of Education These two major elements, which actually govern the possibility and the realization of a harmonious development of the individual and of society, require

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