Preface
Part One UNIVERSITY TEACHING
Discourse I. Introductory
Discourse II. Theology—A Branch of Knowledge
Discourse III. Bearing of Theology on Other Branches of Knowledge
Discourse IV. Bearing of Other Branches of Knowledge on Theology
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Preface
Part One UNIVERSITY TEACHING
Discourse I. Introductory
Discourse II. Theology—A Branch of Knowledge
Discourse III. Bearing of Theology on Other Branches of Knowledge
Discourse IV. Bearing of Other Branches of Knowledge on Theology
Discourse V. Knowledge Its Own End
Discourse VI. Knowledge Viewed in Relation to Learning
Discourse VII. Knowledge Viewed in Relation to Professional Skill
Discourse VIII. Knowledge Viewed in Relation to Religion
Discourse IX. Duties of the Church Towards Knowledge
Part Two UNIVERSITY SUBJECTS, DISCUSSED IN OCCASIONAL LECTURES AND ESSAYS
Lecture I. Christianity and Letters—A Lecture in the School of Philosophy and Letters
Lecture II. Literature—A Lecture in the School of Philosophy and Letters
Lecture III. English Catholic Literature
Lecture IV. Elementary Studies
Lecture V. A Form of Infidelity of the Day
Lecture VI. University Preaching
Lecture VII. Christianity and Physical Science—A Lecture in the School of Medicine Lecture
Lecture VIII. Christianity and Scientific Investigation—A Lecture Written for the School of Science
Lecture IX. Discipline of Mind—An Address to The Evening Classes
Lecture X. Christianity And Medical Science. An Address to the Students Of Medicine•
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健康本身是快乐事，虽然它并不产生什么东西，
但却特别值得追求与珍惜。
Health is a good in itself, though nothing came of it,
and is especially worth seeking and cherishing:
不管怎么说，伴随着健康的福气是如此之大，
福气与健康的关系又是如此之密切，
能够增进健康，始终环绕着健康，
以致我们总是一想起健康就觉得它既有用又令人快乐；
yet, after all, the blessings which attend its presence are so great,
while they are so close to it and so redound back upon it and encircle it,
that we never think of it except as useful as well as good,
and praise and prize it for what it does, as well as for what it is,
though at the same time we cannot point out
any definite and distinct work or production which it can be said to effect.
我们赞美，珍视健康本身，
也赞美，珍视健康所产生的一切，
我们无法同时指出什么具体明确的效益是健康所产生的。
And so as regards intellectual culture,
I am far from denying utility in this large sense as the end of Education,
wh... (查看原文)
Knowledge is one thing, virtue is another; good sense is not conscience, refinement is not humility, nor largeness and justness of view faith. Philosophy , however enlightened. however profound, gives no command over the passions, no influential motives, no vivifying principles. Liberal Education makes not the Christian, not the Catholic, but the gentleman. It is well to be a gentleman, it is well to have a cultivated intellect, a delicate taste, a candid, equitable, dispassionate mind, a noble and courteous bearing in the conduct of life--these are the connatural qualities of a large knowledge; they are the objects of a University; I am advocating, I shall illustrate and insist upon them; but still, I repeat, they are no guarantee for sanctity or even for conscientiousness, they may attac... (查看原文)
大学的理念The Idea of a University作者:约翰.亨利纽曼 这本书用工作的空余时间到假期看了三分之二，算下来一个多月的时间。偏于学术、句子枯燥、有很多神学和宗教的知识点和背景，-一个章节看下来总结下来，脑子“昏沉沉”的。我称之为“不好啃的书”，啃的时候需要配.上自我...
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王傲冰
贵州教育出版社2006版
DarlingYuuu
贵州教育出版社2006版
Sherry谢好好
北京大学出版社2016版
3 有用 触见 2018-11-15 10:35:46
知识以其自身为目的，在于这个知识并不同于信息的积累，而更接近于认知的扩展，或者说，这种知识无关细节，一旦获取就伴随人一生，其意义在于两个方面，一是让人可以见得更多，另一方面是见得更全，它把这种对现有东西的综合而非精进作为大学的目的(已经有些接近杜威的经验的整合了)，称之为哲学；这大概反应了他一方面既不认同靠古典教育可以提高纯粹的能力，另一方面又不认同教育的目的在于传授一些实用的知识，某种意义上是实... 知识以其自身为目的，在于这个知识并不同于信息的积累，而更接近于认知的扩展，或者说，这种知识无关细节，一旦获取就伴随人一生，其意义在于两个方面，一是让人可以见得更多，另一方面是见得更全，它把这种对现有东西的综合而非精进作为大学的目的(已经有些接近杜威的经验的整合了)，称之为哲学；这大概反应了他一方面既不认同靠古典教育可以提高纯粹的能力，另一方面又不认同教育的目的在于传授一些实用的知识，某种意义上是实质教育与形式教育的折中吧 于是就有了纽曼的两个假想敌，一个是宗教，获取知识只是让人见多识广，却不意味着辨明是非良善；另一个是专业知识，只是教人机械地完成某个目的 (展开)
0 有用 俺老张来也 2023-10-19 10:57:18 浙江
（未读完，留存待续）为什么我掌阅打开一读是英文原著，一看翻译，竟然是郭老师。论我和郭老师的一些缘分。
0 有用 Biubiubiu 2021-06-23 18:07:38
@2020-05-11 19:30:16