The term ἀλλοίωσις appears in Plato's Republic, 381, as a verb, when Socrates speaks about the fact that the brave and wise soul is the least disturbed and changed by external influences. This term as a noun, in its Latin rendering, alienatio, occurs in St. Augustine, as we shall see presently. Plotinus' description of the relationship between contemplation and the soul's loss of knowledge of herself, is of decisive importance in this context. When the soul is immersed in pure contemplation (...) it loses itself, or if we may freely employ this term, achieves the stage of alienation. Plotinus uses the term ἀλλοίωσις, as well as a term connoting the loss of all concepts and forms by the contemplating mind. It is from this rendering of the term alienation and the description contained in it, i.e., the soul's immersion of itself and the concurrent achievement of the immersion in the divine that St. Augustine uses the expression "alienatio mentis a sensibus corporis.". (shrink)

Education is viewed as not merely a particular domain of social life. It is more a universal process than a mere learning of sciences and arts; it is richer than an individual's socialization. The educational democratization turns out to be a prerequisite of humanization of the entire social life. The orientation at the supreme humane values as a strategic direction of democratic evolution of education is opposed to the authoritarian tendencies as an “antivalue” of pedagogical relations.Being a significant step towards (...) a genuinely humane society, democratization is unable, however, to resolve the fundamental problem of human formation: that of alienation. The opportunity to resolve it is dependent upon proper conditions for a free self-determination of a personality in culture. (shrink)

Journal of Philosophy of Education, EarlyView.

Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our lives. An alternative conception of autonomy is (...) presented that accords a substantial role to rejection and choice within an autonomous life without falling preq, to the charge of alienation. Some divergent implications of the two rival conceptions of autonomy for an understanding of liberal education are examined. Finally, the question of the value of autonomy from a social perspective is briefly discussed. (shrink)