{"id":5288,"date":"2025-07-25T02:20:21","date_gmt":"2025-07-25T02:20:21","guid":{"rendered":"https:\/\/ditext.com\/wordpress\/?p=5288"},"modified":"2025-07-28T13:11:51","modified_gmt":"2025-07-28T13:11:51","slug":"aim-of-liberal-education","status":"publish","type":"post","link":"https:\/\/ditext.com\/wordpress\/2025\/07\/25\/aim-of-liberal-education\/","title":{"rendered":"Aim of Liberal Education"},"content":{"rendered":"\n<p>https:\/\/www.ditext.com\/chrucky\/aim.html evaluate<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">ChatGPT said:<\/h6>\n\n\n\n<p>Here\u2019s my evaluation of the essay <strong>\u201cThe Aim of Liberal Education\u201d<\/strong> by Andrew Chrucky (posted on DiText on September\u202f1,\u202f2003) <a href=\"https:\/\/www.ditext.com\/chrucky\/aim.html?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noreferrer noopener\">consc.net+9ditext.com+9Philosophy Home Page+9<\/a>:<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Overview<\/h2>\n\n\n\n<p>Chrucky critiques three University of Chicago faculty\u2014John Mearsheimer (1997), Robert Pippin (2000), and Andrew Abbott (2002)\u2014arguing that each misrepresents liberal education by emphasizing market outcomes and divorcing cognition from moral or emotional dimensions. He argues instead that liberal education should cultivate cognitive, moral, and emotional capacities for rational dialogue aimed at reaching agreements in public life (not mere technical skill or sophistry) <a href=\"https:\/\/www.ditext.com\/chrucky\/aim.html?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noreferrer noopener\">ditext.com<\/a>.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Strengths<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Clear and provocative argument<\/strong>: Chrucky consistently challenges the notion that liberal education is amoral or aligned solely with market success, contrasting his view with those of Mearsheimer, Pippin, and Abbott <a href=\"https:\/\/www.ditext.com\/chrucky\/aim.html\" target=\"_blank\" rel=\"noreferrer noopener\">ditext.com<\/a>.<\/li>\n\n\n\n<li><strong>Philosophical depth and structure<\/strong>: The essay unfolds through a persuasive thought experiment (Robinson Crusoe and Friday), linking survival, dialogue, morality, and political engagement.<\/li>\n\n\n\n<li><strong>Normative grounding<\/strong>: Grounded in Socratic ideals, Chrucky promotes rational and moral education as central to liberal learning\u2014not just vocational preparation <a href=\"https:\/\/www.ditext.com\/chrucky\/aim.html?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noreferrer noopener\">Philosophy Home Page+8ditext.com+8PhilPapers+8<\/a>.<\/li>\n\n\n\n<li><strong>Public-spirited focus<\/strong>: A strong orientation toward public rationality and democratic deliberation sets this apart from narrower academic arguments.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Limitations<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Limited engagement with counterarguments<\/strong>: While Chrucky identifies weaknesses in his targets\u2019 views, he does not engage much with deeper counterpositions or alternative liberal education theories.<\/li>\n\n\n\n<li><strong>At times rhetorical tone<\/strong>: The essay sometimes reads more like a polemic than an analytical critique, especially in its harsh characterization of his predecessors as sophists or amoral.<\/li>\n\n\n\n<li><strong>Lack of empirical grounding<\/strong>: The arguments are philosophical, but empirical evidence about outcomes or pedagogical impact is absent.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Key insights<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Liberal education, he argues, must integrate cognitive skills with moral and emotional formation<\/strong>\u2014it is not enough to build intellectual competence alone.<\/li>\n\n\n\n<li><strong>Dialogue and agreement are central<\/strong>: Its aim is to prepare individuals to engage in rational discussion aimed at agreement, not adversarial victory.<\/li>\n\n\n\n<li><strong>Critique of the \u201cmarket model\u201d<\/strong>: Chrucky highlights the danger of defining education primarily in economic or instrumental terms.<\/li>\n<\/ol>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Final evaluation<\/h2>\n\n\n\n<p>Chrucky articulates a compelling, philosophically charged vision of liberal education that revives classical ideals of moral and civic formation. His critique of the Chicago professors is sharp and thought-provoking, and the essay offers a lucid, ethically grounded alternative. However, the analysis might benefit from engaging more with opposing views or empirical findings to broaden its appeal beyond philosophical circles.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Further reading<\/h2>\n\n\n\n<p>Chrucky is known for his scholarly engagement on Sellars and broader philosophical issues. For more on his analytical and critical style, you might explore his works on Sellars\u2019 manifest vs. scientific image distinction <a href=\"https:\/\/www.ditext.com\/chrucky\/aim.html?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noreferrer noopener\">ditext.com<\/a><a href=\"https:\/\/philpapers.org\/rec\/CHRTMI?utm_source=chatgpt.com\" target=\"_blank\" rel=\"noreferrer noopener\">PhilPapers+1PhilPapers+1<\/a>.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>Would you like a closer look at how Chrucky&#8217;s view compares with current liberal education debates or deeper analysis of any specific section?<\/p>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/www.google.com\/s2\/favicons?domain=https:\/\/philpapers.org&amp;sz=32\" alt=\"\"\/><\/figure>\n\n\n\n<figure class=\"wp-block-image\"><img decoding=\"async\" src=\"https:\/\/www.google.com\/s2\/favicons?domain=https:\/\/www.ditext.com&amp;sz=32\" alt=\"\"\/><\/figure>\n\n\n\n<p>Sources<\/p>\n\n\n\n<h5 class=\"wp-block-heading\">You said:<\/h5>\n\n\n\n<p>yes<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">ChatGPT said:<\/h6>\n\n\n\n<p>Great! Let&#8217;s take a closer look by breaking this down in two ways:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Compare Chrucky\u2019s view to contemporary liberal education debates<\/strong><\/li>\n\n\n\n<li><strong>Analyze key sections of his essay in depth<\/strong><\/li>\n<\/ol>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> 1. Comparison to Contemporary Liberal Education Debates<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"> <strong>Chrucky\u2019s Core Thesis<\/strong><\/h3>\n\n\n\n<p>Chrucky believes the <strong>aim of liberal education<\/strong> is to develop:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Cognitive abilities<\/strong> (critical thinking, logic, conceptual clarity)<\/li>\n\n\n\n<li><strong>Moral capacities<\/strong> (ethical reasoning)<\/li>\n\n\n\n<li><strong>Emotional maturity<\/strong> (e.g., empathy, patience in dialogue)<\/li>\n<\/ul>\n\n\n\n<p>He sees this as crucial for enabling <strong>rational public discourse<\/strong> and democratic participation. He critiques modern academics (esp. Mearsheimer, Pippin, Abbott) for sidelining or distorting this aim in favor of:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Market utility<\/li>\n\n\n\n<li>Sophistic skills (persuasion without truth)<\/li>\n\n\n\n<li>Value neutrality<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\"> <strong>Current Liberal Education Discourse (2020s\u20132025)<\/strong><\/h3>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th><strong>Theme<\/strong><\/th><th><strong>Chrucky\u2019s Position<\/strong><\/th><th><strong>Contemporary Trends<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Purpose of Education<\/td><td>Formation of rational, moral citizens<\/td><td>Often split: career prep vs. civic\/humanistic development<\/td><\/tr><tr><td>Moral content<\/td><td>Must be explicit and integrated<\/td><td>Contested: many curricula aim for neutrality or postmodern relativism<\/td><\/tr><tr><td>Emotional education<\/td><td>Crucial for productive discourse<\/td><td>Emerging interest (e.g. emotional intelligence, trauma-informed teaching)<\/td><\/tr><tr><td>Vocational focus<\/td><td>Rejects as inadequate or distorting<\/td><td>Dominant in policy and public expectations<\/td><\/tr><tr><td>Political orientation<\/td><td>Deeply civic and dialogical<\/td><td>Varies: some liberal arts colleges echo this, but often under pressure<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p><strong>Contemporary thinkers similar to Chrucky:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Martha Nussbaum<\/strong> (&#8220;Not for Profit&#8221;) \u2013 Education should foster global citizenship, empathy, and critical thinking<\/li>\n\n\n\n<li><strong>Michael Sandel<\/strong> \u2013 Education must deal with moral questions<\/li>\n\n\n\n<li><strong>Danielle Allen<\/strong> \u2013 Civic education as essential to democracy<\/li>\n<\/ul>\n\n\n\n<p><strong>Opposed views:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Bryan Caplan<\/strong> (&#8220;The Case Against Education&#8221;) \u2013 Argues most education is signaling, not skill-building<\/li>\n\n\n\n<li><strong>Many ed-tech &amp; policy advocates<\/strong> \u2013 Push for job-readiness, STEM prioritization<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> 2. Analysis of Key Sections from Chrucky\u2019s Essay<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"> The Robinson Crusoe Thought Experiment<\/h3>\n\n\n\n<p>He imagines Crusoe alone, then with Friday, to show:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cTo survive, Crusoe had to learn about nature. To live with Friday, he had to learn how to speak, and how to agree.\u201d<\/p>\n<\/blockquote>\n\n\n\n<p><strong>Interpretation:<\/strong><br>Chrucky introduces the idea that <strong>cognition (science)<\/strong> helps us survive, but <strong>language and ethics (dialogue)<\/strong> make society possible. This sets up his argument that education must move beyond just empirical or market-focused knowledge.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"> Critique of Mearsheimer and Pippin<\/h3>\n\n\n\n<p>Chrucky accuses both of reducing liberal education to <strong>non-moral, neutral training in reason or persuasion<\/strong>, akin to the ancient <strong>sophists<\/strong>.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>&#8220;This is a sophisticated form of what Plato called sophistry: teaching how to win arguments, not how to reach truth.&#8221;<\/p>\n<\/blockquote>\n\n\n\n<p><strong>Interpretation:<\/strong><br>He is making a normative philosophical claim: <strong>rationality without moral grounding is dangerous<\/strong>, because it enables manipulation rather than consensus-building.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"> The Need for a &#8216;World Hypothesis&#8217;<\/h3>\n\n\n\n<p>He suggests educators must share an underlying worldview that:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Affirms the <strong>knowability of truth<\/strong><\/li>\n\n\n\n<li>Respects <strong>dialogue as method<\/strong><\/li>\n\n\n\n<li>Commits to <strong>public reason<\/strong> over authority or tradition<\/li>\n<\/ul>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>&#8220;If we do not have a common world hypothesis, then we do not have the foundation for agreement.&#8221;<\/p>\n<\/blockquote>\n\n\n\n<p>This is <strong>echoing Perennialist<\/strong> or <strong>Rationalist Humanist<\/strong> ideas\u2014education isn\u2019t just about content, but about forming a shared rational and moral framework.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Final Thoughts<\/h2>\n\n\n\n<p>Chrucky\u2019s essay is deeply philosophical and idealistic, yet it addresses <strong>real tensions in higher education<\/strong> today:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Are universities morally neutral or morally formative?<\/li>\n\n\n\n<li>Should liberal education prepare for work, or for civic life?<\/li>\n\n\n\n<li>Is teaching persuasion enough\u2014or must we teach <em>why<\/em> and <em>how<\/em> to seek truth?<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>Would you like me to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Map this argument onto a debate at your school or institution?<\/li>\n\n\n\n<li>Help outline a rebuttal or support essay?<\/li>\n\n\n\n<li>Visualize his argument structure as a diagram or concept map?<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\">You said:<\/h5>\n\n\n\n<p>map<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">ChatGPT said:<\/h6>\n\n\n\n<p>Great\u2014let\u2019s <strong>map Andrew Chrucky\u2019s argument<\/strong> visually and conceptually to help you understand or present it clearly. I&#8217;ll create a structured concept map and show how each piece connects.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> <strong>Conceptual Map of Chrucky\u2019s Argument in \u201cThe Aim of Liberal Education\u201d<\/strong><\/h2>\n\n\n\n<pre class=\"wp-block-preformatted\">csharpCopyEdit<code>                         \u250c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2510\n                         \u2502   The Aim of Liberal Education \u2502\n                         \u2514\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u252c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2518\n                                      \u2502\n       \u250c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2534\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2510\n       \u2502                                                             \u2502\n       \u25bc                                                             \u25bc\n\u250c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2510                                            \u250c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2510\n\u2502  Misconceptions\u2502\u25c4\u2500\u2500\u2500\u2500\u2500\u2500 Targets: Mearsheimer, Pippin, Abbott \u2500\u2524\n\u2514\u2500\u2500\u2500\u2500\u252c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2518                                            \u2514\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u252c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2518\n     \u2502                                                                   \u2502\n     \u25bc                                                                   \u25bc\n\"Reason = Value-neutral skill\"                              \"Education = Career prep\"\n     \u25bc                                                                   \u25bc\n Leads to: Technocratic sophistry,                                 Market utility replaces\n persuasion w\/o truth, no civic trust                            intellectual\/moral goals\n\n       \u2502\n       \u25bc\n\u250c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2510\n\u2502        Chrucky\u2019s Rebuttal: Education Must Be\u2026          \u2502\n\u2514\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2518\n               \u2502          \u2502             \u2502\n               \u25bc          \u25bc             \u25bc\n       Cognitive       Moral        Emotional\n      (Critical       (Ethical       (Empathic\n      thinking,       grounding,     listening,\n      logic)          fairness)      dialogue)\n\n               \u25bc\n  Enables Rational Dialogue (goal: agreement &amp; truth)\n               \u25bc\n  Supports Democratic Society \/ Civic Responsibility\n\n       \u250c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2510\n       \u2502  Illustration: Crusoe + Friday Thought Experiment \u2502\n       \u2514\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2518\n               \u2502\n       Survival = Scientific\/technical knowledge\n       Society = Dialogue + Ethics\n               \u25bc\n     Education must include both dimensions\n\n       \u250c\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2510\n       \u2502  Philosophical Worldview Required   \u2502\n       \u2514\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2518\n               \u2502\n   - Reality is knowable\n   - Truth can be reasoned about\n   - Dialogue is a method of agreement\n               \u25bc\n   Without this, education is fragmented or manipulative\n\n<\/code><\/pre>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"> Summary of the Map<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Chrucky identifies <strong>false views<\/strong> of liberal education (neutral rationality or job-training).<\/li>\n\n\n\n<li>He advocates for a <strong>holistic view<\/strong>: intellectual + moral + emotional development.<\/li>\n\n\n\n<li>These enable <strong>rational discourse<\/strong>, which is essential for democratic life.<\/li>\n\n\n\n<li>He argues this requires a <strong>shared philosophical foundation<\/strong> (belief in truth, dialogue, etc.).<\/li>\n\n\n\n<li>The <strong>Crusoe\/Friday story<\/strong> illustrates the difference between surviving alone and living in society.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>W<\/p>\n","protected":false},"excerpt":{"rendered":"<p>https:\/\/www.ditext.com\/chrucky\/aim.html evaluate ChatGPT said: Here\u2019s my evaluation of the essay \u201cThe Aim of Liberal Education\u201d by Andrew Chrucky (posted on DiText on September\u202f1,\u202f2003) consc.net+9ditext.com+9Philosophy Home Page+9: Overview Chrucky critiques three University of Chicago faculty\u2014John Mearsheimer (1997), Robert Pippin (2000), and Andrew Abbott (2002)\u2014arguing that each misrepresents liberal education by emphasizing market outcomes and divorcing cognition &hellip; <a href=\"https:\/\/ditext.com\/wordpress\/2025\/07\/25\/aim-of-liberal-education\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Aim of Liberal Education&#8221;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[60,61],"tags":[],"class_list":["post-5288","post","type-post","status-publish","format-standard","hentry","category-ai-assist","category-philosophy"],"_links":{"self":[{"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/posts\/5288","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/comments?post=5288"}],"version-history":[{"count":1,"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/posts\/5288\/revisions"}],"predecessor-version":[{"id":5289,"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/posts\/5288\/revisions\/5289"}],"wp:attachment":[{"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/media?parent=5288"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/categories?post=5288"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ditext.com\/wordpress\/wp-json\/wp\/v2\/tags?post=5288"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}