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One striking characteristic of modern education is the unanimous disapproval of exploiting the powerful feeling of shame. … Yet in ancient education, e.g. in the Socratic dialogs, this very arousal of shame is a chief device; the teacher greets the hot flush as a capital sign that the youth is educable, he has noble aims. Such a youth has dignity in his very shame.
The difference seems to be that we cannot offer available opportunities for honor, we do not have them; and therefore we must protect what shreds of dignity the youth has. Since he has no future, if we make him ashamed of his past and present, he is reduced to nothing. In other ages, the community had plenty of chances of honor, and to belong to the community itself was an honor.
In the ancient notion of love, on the other hand, there is an element of anxiety. The noble fears the descent to the less noble, is afraid of being infected and pulled down. The “sage” of antiquity does not have the same firmness, the same inner certainty of himself and his own value, as the genius and hero of Christian love.
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