Abstract
This article proposes a theoretical basis of Augustinian composition pedagogy by tracing the symbiotic relationship between writing and knowing found within St. Augustine’s Letters, The Trinity, Soliloquies, and Confessions and connecting them to modern writing-to-learn composition pedagogies. Given today’s trying times of generative AI, this article argues that Catholic schools revitalize the writing arts in a manner proposed by Augustine—that is, to enrich inward contemplation and outward love for others. In embracing such philosophy of writing and applying it across the disciplines, Catholic schools can enrich their distinctively Catholic liberal arts mission—and ward off dangers found in generative AI trends and overzealous relativism. By outlining the details and value of Augustinian writing pedagogy in relation to contemporary composition theory, this article provides educators with Augustinian language and perspectives to help design distinctively Catholic writing-intensive curriculum and learning objectives to foster in students what Pope Francis calls the “wisdom of the heart.”
DOI
10.15365/joce.2702042024
First Page
59
Last Page
75
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Hurley, G.F. (2024). Augustinian composition pedagogy and the Catholic liberal arts in the time of generative AI. Journal of Catholic Education, 27(2), 59–75. https://doi.org/10.15365/joce.2702042024
Included in
Ancient Philosophy Commons, Catholic Studies Commons, Communication Commons, Contemplative Education Commons, Epistemology Commons, Other Education Commons, Religious Education Commons, Rhetoric and Composition Commons
CatholicEdJrnl
