In conversation with William James, and selected sources from the phenomenological tradition, this paper gives an account of formation as the development of a genius. Student formation occurs in part through the acquisition of knowledge (facts) and experience within a given domain. Yet knowledge and experience in themselves do not constitute formation. Drawing on the language of William James, this paper argues that formation is the cultivation of a genius. To have a genius is to have a way of being sensitive to a domain, valuing certain relations within the domain, and possessing a readiness to engage these relations. Genius involves some set of knowledge and experience, but James’ picture of genius is also a way of getting involved in a domain, often modelled on the way others portray their manner of involvement. On this account of formation, educators and learning communities might aim to exchange academic neutrality on occasion, to portray their own way of relating to a domain, for the sake of student formation.
Chris D. Clements (Wed,) studied this question.