The New Type of Man and Education - Two Lectures - Thyra Boldsen

Sep 28, 2026

Two lectures by Thyra Boldsen present an educational outlook centered on the “creative self” and the idealistic purpose of schooling. The text contrasts present educational methods that prepare individuals mainly for struggle and personal gain with a future aim: enabling youth to make the greatest contribution in meaning to the largest number of fellow-beings over time. It argues that modern moral and social difficulties reflect the inadequacy of existing teaching content, calling for renewed educational material, discipline, and service-oriented life-work choices.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages44

Reading Time1 h 8 min

AccessFree to download

TWO LECTURES

THE NEW TYPE OF MAN ANDEDUCATION

IDEA AND CREATIVE FORCE

THE PROBLEMS

97-84080-20Boldsen,Thyra The new type of man andeducation Copenhagen 1926 # COLUMBIA UNIVERSITY LIBRARIESPRESERVATION DIVISIONBIBLIOGRAPHIC MICROFORM TARGET ORIGINAL MATERIAL AS FILMED-EXISTING BIBLIOGRAPHIC RECORD Reproductions may not be made without permission from Columbia University Lbraries. RESTRICTIONS ON USE: # TECHNICAL MICROFORM DATA 3mmIMAGE PLACEMENT:IA(IIA) FILM SIZE: DATE FILMED: 5-8-92INITIALS: 8 TRACKING\#: 23844 FILMED BY PRESERVATION RESOURCES,BETHLEHEM,PA. 2016 mnugh the nr0m # THE·NEW TYPE OF MANAND EDUCATION TWO LECTURES 24L IDEA AND CREATIVE FORCE.THE MAIN SUBJECT OF EDUCATION.LIFE-PHILOSOPHY AND RELIGION. THYRA BOLDSEN ## THE NEW TYPE OF MAN ANDEDUCATION. INTENTIONAL SECOND EXPOSURE ## THE NEW TYPE OF MAN ANDEDUCATION.1136 ## THE NEW TYPE OF MANAND EDUCATION TWO LECTURES BY THYRA BOLDSEN Translated from the Danish by WINIFRED AYDERSON K (E THE“KLINTE“ PUBLISHERS (E.and J.Thorning)C O PE NH A GENLondon:Hendersons,66 Charing Cross Road.Boston:The Four Seas Co. 1926 上比L11120 .4 M·1Buteu ° 11-11-26 COPYRIGHT,1926,by “KLINTE“s FORLAG Copenhagen. Printed in Denmark.Kaj Orboe's Bogtrykkeri,Hellerup. “...The first essential of a well-groundedschool and college training is that the ele-ments of that knovledge and achievementrwhich constitute human experience shallbe given to the youth for his information,for his discipline,and for his inspiration. ...There is an odd idea abroad that youthmay,in some mysterious way,be trainedfor citizenship without being taught any-thing,and that they may be made usefulmembers of society without the inestimableadvantage of discipline. ...This lawbreaking habit has grown upthrough lack of discipline and self-discipline,through lack of real education,and it willnot be checked or overcome until those de-ficiencies are repaired.Law-breakers arealmost uniformly graduates of our com-mon schools,and not infrequently of ourcolleges as well.This fact tells the story.They have not been disciplined,trained,educated,either at home,at school,or at college,to those habits of self-control,self-mastery,and self direction which are theonly effective protection society has againstlaw-breaking and lav-lessness. ...if human beings are given that dis-cipline which is the ladder that leads toself-discipline,the story that the neat gene-ration will have to tell will be a far dif-ferent and far more encouraging one. ...The liberally educated man is,con-sciously or unconsciously,cast in the philo-sophic mold.He has equipped himself forreflective thinking,for interpretation,and.for those deeper insights into the meaningof knowledge and of life that raise him abovethe common mass of men.It is this liberallyeducated man who,when fired by scholarlyzeal and passion for truth,makes the idealacademic teacher and gives to the youthwho surround him some portion of hisown insights and his owm character.“ Nicholas Murray Butler,President ofColumbia University,in the Annual Reportof the President 1925. ## IDEA AND CREATIVE FORCE. THE NEW STANDARD. The difference between the educationalmethods of the present and of the future willlie in their respective aims. A new mentality must be fostered,if weas individuals and in the social state are toarrive at an easier and happier mode ofliving. The object of education has been to pre-pare man for his struggle for existence;toenable him to gain the best possible placein the race;and he stakes his all upon grasp-ing the most possible,for himself. The premise has been that the conditionsof a happy life lay in power and possession.This is the egoistical point of view.“Getas much as you can!" But the education of the future must aimto give youth the ability to make the grea·test possible contribution,to be of the grea- test pos

FAQs

What does the future education aim to achieve according to the lectures?

It must give youth the ability to make the greatest possible contribution and meaning to the largest number of fellow-beings over the longest space of time.

How does the book contrast current education with education of the future?

Current education is described as preparing man for existence and personal advancement, while future education should be based on the development of a creative self and oriented toward service.

What problem does the text connect to inadequacies in teaching?

It links moral and bodily disease, degradation, and other social catastrophes to the intransigence and inadequacy of existing teaching methods and content.

Sep 28, 2026

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