CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Beyond the University: Why Liberal Education Matters
Tác giả
Roth M.S.
Năm xuất bản
2014
Source title
Beyond the University: Why Liberal Education Matters
Số trích dẫn
74
DOI
Liên kết
Tóm tắt
Contentious debates over the benefits-or drawbacks-of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism-often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student's capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America's long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois's humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington's educational utilitarianism, for example. Jane Addams's emphasis on the cultivation of empathy and John Dewey's calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future. © 2014 by Michael S. Roth. All rights reserved.
Từ khóa
Tài liệu tham khảo
Kimball B., Orators and Philosophers: A History of the Idea of Higher Education, (1986); The Condition of American Liberal Education: Pragmatism and a Changing Tradition, (1995); Oakley F., Community of Learning: The American College and the Liberal Arts Tradition, (1992); Carnochan W.B., The Battleground of the Curriculum: Liberal Education and the American Experience, (1993); Harpham G.G., The Humanities and the Dream of America, (2011); Bell D., China's New Confucianism: Politics and Everyday Life, (2010); Angle S., Sagehood: The Contemporary Significance of Neo-Confucian Philosophy, (2012); Beyond Critical Thinking, In Memory, Trauma and History: Essays on Living with the Past, pp. 234-238, (2011); Jefferson T., Wythe G., In The Writings of Thomas Jefferson, ed. Andrew Lipscomb and Albert Bergh, 5, (1903); Jefferson T., Ticknor G., In Writings, 15, (1823); Emerson R.W., The American Scholar, In The Essential Writings of Ralph Waldo Emerson, (2000); Dewey J., Democracy and Education: An Introduction to the Philosophy of Education, (1916); Rorty R., Education as Socialization and as Individualization, In Philosophy and Social Hope, (1999); Brown R.D., Bulwark of Revolutionary Liberty: Thomas Jefferson's and John Adams's Programs for an Informed Citizenry, In Thomas Jefferson and the Education of a Citizen, (1999); Wilson D.L., Jefferson and Literacy; Pangle L.S., Pangle T.L., The Learning of Liberty: The Educational Ideas of the American Founders, (1993); Pangle L.S., Pangle T.L., The Learning of Liberty: The Educational Ideas of the American Founders, (1993); Lee G., Learning and Liberty: The Jeffersonian Tradition, In Crusade against Ignorance: Thomas Jefferson on Education, (1961); Wagoner J.L., That Knowledge Most Useful to Us': Thomas Jefferson's Concept of Utility in the Education of Republican Citizens; Pangle, Pangle; Brown; Lee, Crusade against Ignorance; Rush B., Address to the People of the United States; Madsen D.L., The National University: Enduring Dream of the USA, (1966); Jon Meacham's account of the Rockfish Gap meeting in Thomas Jefferson: The Art of Power, pp. 467-470, (2012); Wagoner J.L., Jefferson and Education, (2004); Lee, Crusade against Ignorance; Wagoner, That Knowledge Most Useful; Jefferson, Macon N.; Pangle, Pangle; Pangle, Pangle; Wagoner, That Knowledge Most Useful; Jefferson, Ticknor, (1823); Wagoner, That Knowledge Most Useful; Pangle, Pangle, pp. 102-105; Wagoner, That Knowledge Most Useful; Grinde D.A., Thomas Jefferson's Dualistic Perceptions of Native Americans; Vann Woodward C., The Old and New Worlds: Summary and Comment, pp. 209-217; Jefferson T., Notes on the State of Virginia; Howard Zinn and Anthony Arnove, Voices of a People's History of the United States, (2004); Douglass F., Narrative of the Life of Frederick Douglass; Douglass F., Oration, Delivered in Corinthian Hall, (1852); Emerson R.W., Selected Writings of Emerson, ed. Donald McQuade, (1981); Emerson, The Journals and Miscellaneous Notebooks of Ralph Waldo Emerson, 14, (1960); Bloom H., The Sage of Concord, Guardian, (2003); Sacks K.S., Understanding Emerson: "The American Scholar" and His Struggle for Self-Reliance, pp. 10-15, (2003); Emerson, The American Scholar; Emerson, The American Scholar; Emerson, Self-Reliance, In Selected Writings; Washington B.T., Industrial Education for the Negro, (1903); Du Bois W.E.B., The Souls of Black Folk, (2013); Washington B.T., Industrial Education for the Negro, In The Booker T. Washington Reader; The Talented Tenth, (2013); Gooding-Williams R., In the Shadow of Du Bois: Afro-Modern Political Thought in America, (2009); Du Bois W.E.B., Biography of a Race, 1868-1919, pp. 405-407, (1994); Menand L., The Marketplace of Ideas: Reform and Resistance in the American University, (2010); Menand L., The Marketplace of Ideas: Reform and Resistance in the American University, (2010); Delbanco A., College: What It Was, Is and Should Be, pp. 83-85, (2012); Lemke S., Berlin and Boundaries: Sollen versus Geschehen, 2, 3, (2000); Barkin K.D., Berlin Days,' 1892-1894: W. E. B. Du Bois and German Political Economy, Boundary, 2, 3, pp. 79-101, (2000); Du Bois W.E.B., My Evolving Program for Negro Freedom, In What the Negro Wants; DuBois W.E.B., The Education of Black People: Ten Critiques, 1906-1960, ed. Herbert Aptheker, (1973); DuBois W.E.B., The Education of Black People: Ten Critiques, 1906-1960, ed. Herbert Aptheker, pp. 14-15, (1973); Knight L.W., Jane Addams: Spirit in Action, (2010); Elshtain J.B., A Return to Hull-House: Taking the Measure of an Extraordinary Life, in The Jane Addams Reader, (2002); Elshtain J.B., A Return to Hull-House: Taking the Measure of an Extraordinary Life, In The Jane Addams Reader, (2002); Addams J., The Snare of Preparation, In Jane Addams Reader, pp. 103-104; Addams J., The Modern Lear, In Jane Addams Reader; Brown V.B., The Education of Jane Addams, pp. 287-292, (2004); Addams, The Modern Lear; Knight; Why We Value Diversity, Huffington Post, (2012); Knight; Menand L., The Metaphysical Club, (2001); Menand L., The Metaphysical Club, pp. 219-220, (2001); The Writings of William James: A Comprehensive Edition, ed. John J. McDermott, pp. 629-645, (1977); Dogood S., New England Courant, (1722); Franklin B., Autobiography, (2013); Houston A., Benjamin Franklin and the Politics of Improvement, (2010); Bailyn B., pp. 80-81; Pangle L.S., Political Philosophy of Benjamin Franklin, pp. 105-112, (2007); Curti M., The Social Ideas of American Educators, pp. 35-40, (1968); Franklin, Proposals Relating to the Education of Youth in Pensilvania, (1749); College, pp. 72-73; Newman J.H., The Idea of a University, (1996); Newman J.H., The Idea of a University, (1996); Potts D., Liberal Education for a Land of Colleges: Yale's Reports of 1828, (2010); Life, Letters and Journals of George Ticknor, (1876); Life, Letters and Journals of George Ticknor, ed. George Stillman Hillard, (1876); Life, Letters and Journals of George Ticknor, ed. George Stillman Hillard, (1876); Life, Letters and Journals of George Ticknor, ed. George Stillman Hillard, (1876); Berthoff W., Harvard Magazine, (2005); Dunlap T., (2013); Eliot C., The New Education, Atlantic Monthly, (1869); Gilman D., Inaugural Address, (1876); Reuben J., The Making of the Modern University: Intellectual Transformation and the Marginalization of Morality, (1996); Eliot C.W., The Aims of Higher Education, (1891); Eliot C., Inaugural Address, In Addresses at the Inauguration of Charles William Eliot as President of Harvard College, (1869); Teachers on Psychology: And to Students on Some of Life's Ideals, pp. 25-26, (2008); Geiger R.L., The Ten Generations of American Higher Education, In American Higher Education in the Twenty-first Century: Social, Political and Economic Challenges, (2011); Solomon B.M., In the Company of Educated Women: A History of Women and Higher Education in America, (1985); Solomon B.M., In the Company of Educated Women: A History of Women and Higher Education in America, (1985); Solomon B.M., In the Company of Educated Women: A History of Women and Higher Education in America, (1985); Carey Thomas M., Should the Higher Education of Women Differ from That of Men?, Educational Review, 21, (1901); Rudolph F., The American College and University: A History, (1962); Goodchild L.F., Transformations of the American College Ideal: Six Historic Ways of Learning, New Directions for Higher Education, 105, pp. 9-10, (1999); Reuben; Geiger; Reuben, pp. 215-229; Goodchild, pp. 15-16; Menand, Marketplace; Menand, Marketplace; Carnochan; General Education in a Free Society: Report of the Harvard Committee, with an introduction by James Bryant Conant, (1950); Conant J.B., Education for a Classless Society: The Jeffersonian Tradition, Atlantic Monthly, (1940); Wanted: American Radicals, Atlantic Monthly, (1943); Lehman N., The Big Test: The Secret History of the American Meritocracy, pp. 5-8, (1999); (2013); Lehman in the Atlantic, (1999); Menand, Marketplace; Keller P., Getting at the Core: Curricular Reform at Harvard, (1982); Menand, Marketplace; Harvard, Report of the Committee on General Education, (2005); Geiger; Geiger, pp. 60-61; Jencks C., Introduction to the 2002 Edition; Jencks C., Reisman D., The Academic Revolution, (2002); The Study of Education at Stanford: A Report to the University, 1, (1968); Carnochan; Carnochan, 2; Carnochan, pp. 97-98; Bloom A., The Closing of the American Mind, (1987); Bloom A., The Closing of the American Mind, (1987); Bloom A., The Closing of the American Mind, (1987); Rieff D., The Colonel and the Professor, Times Literary Supplement, (1987); Carnochan, pp. 103-106; Weber L., Do Too Many Young People Go to College?, Wall Street Journal, (2012); Wood P., Helium, Part II, A blog at Chronicle of Higher Education, (2012); Merisotis J.P., The Difference Makers: Adult Students and Achieving Goal 2025, (2011); Merisotis J.P., It's the Learning, Stupid, Lecture at Claremont Graduate University, (2009); (2013); Thiel, Back to the Future with Peter Thiel, National Review, (2011); Brandon C., The Five-Year Party: How Colleges Have Given Up on Educating Your Child and What You Can Do about It, (2010); Arnum R., Roksa J., Academically Adrift: Limited Learning on College Campuses, (2013); (2013); (2013); (2013); Menand, Marketplace; Delbanco; Menand, Marketplace; Ferrall V.E., Liberal Arts at the Brink, (2011); Ferrall, Three Cues newsletter, (2007); The Philosophy of John Dewey, (1973); Dewey J., Education vs. Trade Training, (1991); Kloppenberg J.T., Pragmatism and the Practice of History: From Turner and Du Bois to Today, Metaphilosophy, 35, pp. 202-225, (2004); Dewey J., The Function of the Liberal Arts College in a Democratic Society: The Problem of the Liberal Arts College, American Scholar, 13, 4, pp. 391-393, (1944); Kloppenberg; Hirsch E.D., Why General Knowledge Should Be a Goal of Education, Common Knowledge, 11, pp. 14-16, (1998); Nussbaum M., Not for Profit: Why Democracy Needs the Humanities, (2010); Nussbaum M., Not for Profit: Why Democracy Needs the Humanities, (2010); Dewey, The Child and the Curriculum: Including the School and Society, (2010); Rorty R., Education as Socialization and as Individualization, In Philosophy and Social Hope, pp. 114-126, (1999); Glasser E., An Experiment in the Development of Critical Thinking, (1941); Ennis R., A Concept of Critical Thinking, Harvard Educational Review, 32, pp. 82-111, (1962); (2013); Pippin R., Natural and Normative, Daedalus, 138, pp. 35-43, (2009); Leys R., The Turn to Affect: A Critique, Critical Inquiry, 37, pp. 434-472, (2011); White C., The Science Delusion: Asking the Big Questions in a Culture of Easy Answers, (2013); Orrill R., An End to Mourning: Liberal Education in Contemporary America; Kimball B., The Condition of American Liberal Education: Pragmatism and a Changing Tradition, ed. Robert Orrill, (1995); Kimball, Condition of American Liberal Education; James W., On a Certain Blindness, In Writings of William James
Nơi xuất bản
Yale University Press
Hình thức xuất bản
Book
Open Access
Nguồn
Scopus