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6 Conclusion: Education and Transformation
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Published:July 2022
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Abstract
This chapter concludes the study by surveying key findings in the light of Dorotheus’ theory of mind and soul and his theory of culture and social relations. The cultural model of education outlined in the first chapter helps to provide a framework by which to evaluate how Dorotheus’ ascetic education was involved in processes of cultural reproduction, reconfiguration, and transformation. Dorotheus’ account of providential history generates his version of ascetic education by shaping his anthropology and understanding of culture. Distinctive elements of his thought emerge, including his epistemic and affective account of humility, his conviction that education is transformative, and the affectivism which shapes his epistemology and ethics. Dorotheus’ ascetic education is intimately connected to other forms of education in late antiquity (including philosophy, rhetoric, and medicine) and aims at the transformation of individuals and communities.
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