This essay describes a visionary philosophy of education at Morehouse College. The educational process at Morehouse, construed here as a form of pedagogical personalism, is personified in three luminaries of Morehouse College: Benjamin Elijah Mays, Howard Washington Thurman, and Martin Luther King. The educational process at Morehouse should be interpreted as an ambivalent response to segregation and discrimination in Jim Crow America. Like all black institutions in the South, Morehouse was subject to racist constraints; Morehouse was created and existed in (...) large part due to just such constraints. I attempt to more accurately describe in order to more sensitively appreciate not only how historically black colleges and universities helped to shape the spiritual or intellectual blueprint of the civil rights movement but also how they served—and continue to serve—as ongoing experiments in democratic education. By way of conclusion, I suggest that the pedagogical personalism espoused and practiced at Morehouse College during what has been called her golden age, i.e., 1940–1967, constitutes a significant contribution to the history of higher education in America. (shrink)

Martin Luther King, Jr drew upon his early grounding in family and church to forge a praxis of egalitarian justice in the rigidly segregated American South of his youth. King?s ethical outlook was eclectic, reflecting the influence of such figures as Mays, Davis, Rauschenbusch, Niebuhr, Thurman and Gandhi, alongside such doctrines as personalism and liberalism, nationalism and realism. Yet King?s subsequent academic study more nearly enhanced than restructured his early, formative exposure to black church and community. King became committed to (...) nonviolence, not as passive resistance, but as an active, aggressive, individual and self?improving solution to problems of gross injustice in society. Nonviolence for King was not an end, but a means, to the achievement of what he called ?Beloved Community? (shrink)

In this article, I explicate Martin Luther King, Jr.’s account of emancipatory history and activism by examining the influence of G. W. F. Hegel’s account of world-historical individuals on his thought. Both thinkers, I argue, affirm that history’s spiritual destiny works through individuals who are driven by the contingencies of their subjective character and given situation to undertake particular actions, and yet who nevertheless freely and decisively break the new from the old by forsaking subjective satisfaction to spur events forward (...) to a more rational state of affairs. This synthetic unity of abstract freedom and concrete embodiment reflects the ‘civil war’ between the universal and infinite essence, and particular and finite passions, that King and Hegel identify as equally constitutive of human will. Through an examination of King’s account of Rosa Parks’ pivotal arrest, I develop the consequences of this ‘Hegelian’ view for our understanding of political action and historical progress. (shrink)