Marial Corona

If philosophy is to be faithful to her calling to serve truth and humankind, she must remain a pupil, open to the enrichment that other sciences bestow on her. This paper highlights some insights from J. H. Newman and C. S. Peirce that can shed light on our understanding of philosophy as a servant to the truth. Newman and Peirce are suitable guides for this discussion since both cultivated their intellect in various disciplines, which informed their philosophical contributions. It begins by exploring how Newman and Peirce conceived philosophy as a science. Then, it discusses their views on the unity of science, which further qualify their thoughts on philosophy. Finally, it enounces some consequences for the study of philosophy which their contributions suggest. Among many others, Newman and Peirce stand out as courageous defenders of the truth and have much to contribute to the timeless conversation of philosophy.

J. H. Newman is known as a convert, an educator and a theologian, however, the twenty thousand letters he wrote testify to another aspect of his personality: A good friend. Friendship was not an abstract ideal for him, it was love given and received. Throughout his life he cultivated committed and generous relationships, sharing his heart, time, wisdom and financial resources with his friends. In today’s world where intimacy, friendship, commitment and generosity are often seen with suspicion, the way Newman lived friendship, while cultivating a deep intellectual life in the celibate state of a clergyman, can be very enlightening.

The current state of Universities and proposals for its future inspire dozens of books and articles every year, and Newman’s Idea of a University, although not a guidebook, continues to be a source of reflection for many after 150 years. In this dissertation, articulated in four chapters, the author explores Newman’s Idea paying special attention to his understanding of philosophy and the role he gives it in University education. Particular highlights of this work are the analysis of the fundamental building blocks of Newman’s Idea: the unity, universality and utility, or rather non-utility, of knowledge, along with his particular understanding of philosophy as an architectonic science and a possible articulation of the different viewpoints and opinions that the Idea has generated throughout the years. Even though some of the assumptions that Newman uses to build his discourse have changed, he still has a lot to say about higher education since human nature is basically the same as ever.