Abstract

The following article reconstructs the philosophy of education implicit in Paul Ricœur’s late writings —above all, his “Autonomy and Vulnerability”— to address the current crisis in the humanities. In keeping with Kant and the Bildung tradition, Ricœur reminds us that education aims, above all, at self-formation. In particular, a “pedagogy of responsibility” serves as a bridge between vulnerability and “autonomy”: shorthand in Ricœur’s thought for character, intellectual independence, and moral maturity. Unlike orthodox Kantians, however, Ricœur highlights the indispensable role symbolic representation plays in the cultivation of autonomy, mutual recognition, and three related modes of identity: narrative identity, personal identity, and moral identity. Moreover, we learn this art of identity-formation from sustained study in the humanities (literature, philosophy, history, etc.).