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SUMMARY:Learning is remembering: Meno's paradox as a problem for religious
  education - Ryan Haecker\, University of Cambridge
DTSTART:20200218T170000Z
DTEND:20200218T183000Z
UID:TALK139540@talks.cam.ac.uk
CONTACT:Daniel Moulin-Stozek
DESCRIPTION:To learn we must learn to ask questions\, not only of our own 
 favoured answers\, but even of our own forgotten questions.  The most forg
 otten questions of religious education are those of theology.  Theology as
 ks the greatest questions of the fundamental possibility of all of the art
 s\, sciences\, and even of education.  It may ask: how is it possible to l
 earn?  To learn is to come to know that which is not yet known.  Yet\, as 
 Socrates had hinted\, there appears to be a paradox in the possibility of 
 learning: for if a thing is known\, then learning is not necessary\; yet i
 f a thing is not known\, then learning is not possible.  The Meno Paradox 
 thus presents what we may consider to be the essential problematic of educ
 ation.  It ostensibly seems to stifle learning.  Yet\, at its aperture\, t
 he questions of education also open up again to those of theology.  For\, 
 if as Plato suggests\, learning is recollection\, and recollection require
 s a primitive knowledge of the ideas\, then learning ultimately requires a
  recollection of all of the ideas - and\, supremely\, of the highest ideas
  that are named in theology.  To learn is to recollect that which is never
  not known\; of that which is always already known\; of the most primordia
 l and present knowledge - that is\, of the stories with which we yet may l
 earn of the first beginning and final end of any education.  Theology is\,
  for this reason\, central to the task\, not only of religious education\,
  but\, as I shall suggest\, and religious education may uniquely teach us\
 , of any education.
LOCATION:GS1 Faculty of Education\, Donald McIntyre Building
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