Becoming, knowing, and governing oneself in Erasmian educational theory and practice

Abstract

Education constitutes a fundamental pillar of human development, intertwined with the fulfilment of one's creative, intellectual, and social potential. Beyond being a mere conduit for information transfer, it embodies a distinct field of thought habits and practices with their own philosophical underpinnings and ethical commitments. This chapter endeavours to explore these intrinsic goals and responsibilities of education by turning to the figure of Erasmus. Drawing on Erasmus's philosophy of nature, it conceptualises education as a transformative life process of self-actualisation - becoming and being oneself - and considers how knowing oneself, as conceived by Erasmus, contributes to this process. Next, I proceed with a discussion of Erasmus's philosophy of ethical self-government (as a continuum of self-knowledge) to consider how the deeply personal and individualised process of self-actualisation may extend into the social and political realms. Lastly, I examine the ways in which Erasmus construes and implements these ideas as a classroom practice in tandem with Socratic and Sophistic teachings. Within this framework, then, some of the underlying synergies between the idea of education as an end in itself and as a public good are put forward.