This is a re-post from 1682:
Thomas Brewton on Locke's view of the centrality of wisdom and virtue in education:
Wisdom follows from the foundation of virtue. Wisdom is knowing how most effectively to manage one’s affairs with foresight. Acquiring it is a product of good temper, application of mind, and experience. Wisdom can only be initiated by the teacher, as it is a life-long process of learning from experience how to apply the lessons of virtue. What the teacher can do is to hinder the student from being cunning, what today we call playing the angles, or being street-smart (both of which are end products of John Dewey’s pragmatism, now taught as situation ethics, the idea that you make up the rules for each situation that arises).
Closely related to virtue and wisdom is the concept of good breeding, which flows from the love of God. What Locke meant by the term was an Aristotelian mean between extremes: the student should not be too bashful or gauche in dealing with other people, nor should he be prideful and too full of self-importance. He summarizes the aim as “not to think meanly of ourselves, and not to think meanly of others.” Ill breeding reveals itself in “too little care of pleasing or showing respect for those we have to do with.” The aim is “that general good will and regard for all people, which makes everyone have a care not to show in his carriage any contempt, disrespect, or neglect of them; but to express, according to the fashion and the way of that country, a respect and value for them according to their rank and condition.” Students are to be schooled against roughness, fault-finding (denunciation or ridicule), and being contradictory and captious.
Read entire here. Brewton's website here. Image is Locke - not our friend Tom Brewton.
