Humanizing Education Policy, part of Pepperdine University’s Washington DC Policy Scholars Program
Taught by Professor Margarita Mooney (Princeton Theological Seminary, Scala Foundation) and John Bailey (Vestigo Partners, AEI), this program’s session 2 course is an introduction to the philosophical debates that have shaped the goals and practices of American educational policies, curricula, and institutions will ask scholars to identify challenges and opportunities for revitalizing American educational systems and culture.
Rediscovering Integral Humanism
What is the purpose of higher education? Why do we pursue specialized fields of knowledge in a university environment? What is the relationship between education and freedom? How are culture and faith informed by education?
“The most influential part of this seminar has been the impact on how I think about pedagogy. Bringing the human back into humanities is something direly needed in the contemporary classroom setting and I look forward to finding ways to re-engage the ideas we discussed and share them with the students I work with.”
— Nathan S., Graduate Student in Performance Studies at University of Minnesota
“This seminar has given me much food for reflection, and its fruits will continue developing in my life over many years as I grow into my role as a teacher and educator.”
— Kaylie P., Graduate Student in Philosophical Theology at Yale University
“Our readings and dialogue deepened my thought in considering the role of the educator, challenged me in thinking about the nature of student-teacher engagement, and created a cooperative and positive inquiry into what it means to be human, the impact of how we answer this question on how we think about human flourishing, and specifically on how we understand the purpose of education. I feel that the seminar both challenged and equipped me as a teacher and educator in a way that my previous education did not.”
— Jenny M., Graduate Student in Education at Harvard University
“The seminar has inspired my personal vocation and the conviction that, however I do end up using my post-graduate education, my teachings, writings, interactions, etc. should be grounded in a love of truth, a love of learning, and a pragmatic living of incarnational love.”
— Bess B., Graduate Student in History at Liberty University