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Susner Dissertation 12-15-16.pdf (1.32 MB)

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To Think for Themselves: Teaching Faith and Reason in Nineteenth-Century America

Susner, Lisa Marie
http://rave.ohiolink.edu/etdc/view?acc_num=osu1482169008878297

Abstract Details

2017, Doctor of Philosophy, Ohio State University, History.
This dissertation examines the relationship between faith and reason in the nineteenth-century United States by analyzing the lives and educational philosophies of six educators of different religious backgrounds: Frederick Packard, evangelical Protestant; Horace Mann, non-evangelical Protestant; Rebecca Gratz and Isaac Leeser, Jews; and Mother Angela and Orestes Brownson, Catholics. To varying degrees in their writings, each of these educators explored the relationship between faith and reason while expressing their hopes for how children should be taught to think in the context of their faiths. In general, they saw no conflict between faith and reason. Rather than calling for young people to obey authority slavishly, they advocated for them to develop independent reasoning skills. They also promoted the idea that young people should develop internal moral compasses, which would lead them to truthful conclusions and encourage them to act morally, even when no authority directed them. Although all of the educators demonstrated advocacy of independent thought to some degree, the Jewish and Catholic educators showed more restraint. Their position as minorities in American society may account for this reluctance. Given the pressure to convert to Protestantism, they likely feared giving their young people too much license to think for themselves. Yet they still advocated the idea that faith and reason supported each other and that both would vindicate their chosen religions. This dissertation primarily analyzes the writings of these six individuals, including their letters, lectures, newspaper and journal articles, and educational texts for children and adults. The analysis is set in the context of the history of the Enlightenment, especially Scottish common sense philosophy, as well as the histories of childhood, antebellum reform, and education. This dissertation contributes to nineteenth-century American educational history by providing a much-needed comparison across religious boundaries, while also exploring the unintended consequences of these educators’ programs. Despite their pious intentions, the advocacy of independent thought ultimately contributed to the secularization of American society.
John Brooke, Ph.D. (Advisor)
Joan Cashin, Ph.D. (Committee Member)
Harvey Graff, Ph.D. (Committee Member)
Margaret Sumner, Ph.D. (Committee Member)
251 p.
American History; Education History; History; Religious Education; Religious History
American history; history of education; Protestant education; Catholic education; Jewish education; history of religion; religious education; Frederick Packard; Horace Mann; Isaac Leeser; Rebecca Gratz; Mother Angela; Orestes Brownson

Recommended Citations

Citations

  • Susner, L. M. (2017). To Think for Themselves: Teaching Faith and Reason in Nineteenth-Century America [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482169008878297

    APA Style (7th edition)

  • Susner, Lisa. To Think for Themselves: Teaching Faith and Reason in Nineteenth-Century America. 2017. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1482169008878297.

    MLA Style (8th edition)

  • Susner, Lisa. "To Think for Themselves: Teaching Faith and Reason in Nineteenth-Century America." Doctoral dissertation, Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482169008878297

    Chicago Manual of Style (17th edition)

osu1482169008878297
304
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This open access ETD is published by The Ohio State University and OhioLINK.