ABSTRACT
I choose to speak about the claim which humanism makes on contemporary man by accepting its philosophy of education as an expression of man's passion for the unity of knowledge and the unity of self. A humanistic education is deliberately modeled after the ideal of a liberal education conceived as one which treats of whole man. Its structure owes to such imperatives as coherence, synthesis, integration, in short, to a design which seeks to mend the present fragmented and disjunctive state of knowledge.
