ABSTRACT
This chapter articulates how the central items of what the author calls personal knowledge contain necessary virtues, matching the procedure adopted with public knowledge. It discusses the theme of using the undergraduate as example, setting him or her as a citizen to explore the idea of civic virtues as constituents of the person. That educational aim seems to contain the idea of a person as, in a virtuous sense, not riddled with conflicts, not merely a generalist from a broad liberal curriculum, but incorporating a history, a present and a rounded perspective on the world. Voice and eye are in partnership as the historical belief-holding and self-conscious individual speaks. If personal knowledge in the form of an individual's experience is significant, then teachers must foster integrity both as a coherence of all aspects of the self, and a sense of balance between interests, and the avoidance of fanaticism. The self-conscious individual must thus have self-knowledge.
