CHI TIẾT NGHIÊN CỨU …

Tiêu đề

What should it mean to have a liberal education in the 21st century?

Tác giả

Mulcahy D.G.

Năm xuất bản

2009

Source title

Curriculum Inquiry

Số trích dẫn

DOI

10.1111/j.1467-873X.2009.00452.x

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-66949172495&doi=10.1111%2fj.1467-873X.2009.00452.x&partnerID=40&md5=10125c9c522050bdc6e258a998693ae5

Tóm tắt

Liberal education has long been a fascination for scholars and educators. At one time largely the concern of colleges and universities, over the years it has become central to the discussion of general education in both schools and colleges. Yet it has not been without its critics even from within. In asking what it means to be an educated person in the 21st century, and what contribution a liberal education can make in addressing this question, Carl Bereiter got to the heart of an increasingly urgent debate. It is essentially around Bereiter's question that this article is constructed. It draws on some of the classic literature in the field as well as more recent scholarship that raises issues concerning the historical idea of a liberal education and points to new directions for the future. In particular, it addresses the need to reconsider the ideal of the educated person as a starting point for justifying curriculum content in liberal education, it examines the claims of practical knowledge to be included in the curriculum, and it considers the case for greater attention to pedagogical considerations. It concludes that the literature strongly suggests that the time to forge new a conception of the time honored idea is at hand. © 2009 The Ontario Institute for Studies in Education of the University of Toronto.

Từ khóa

Tài liệu tham khảo

Adler M.J., The Paideia Proposal: An Educational Manifesto, (1982); Bereiter C., Liberal education in a knowledge society, Liberal Education in a Knowledge Society, pp. 11-33, (2002); Bobbitt F., How to Make a Curriculum, (1924); Carnochan W.B., The Battleground of the Curriculum: Liberal Education and American Experience, (1993); Collins P.M., Newman and contemporary education, Educational Theory, 26, 4, pp. 366-371, (1976); A Test of Leadership: Charting the Future of U.S. Higher Education, (2006); Davis O.W., Dodge J., Liberationist theology through community service-learning at Trinity College of Vermont, To Serve and Learn: The Spirit of Community in Liberal Education, pp. 92-101, (1998); DeVitis J.L., Johns R.W., Simpson D.G., To Serve and Learn: The Spirit of Community in Liberal Education, (1998); Dewey J., Experience and Education, (1963); Dunne J., Back to the Rough Ground, (1993); Gardner J.N., Jewler A.J., Barefoot B., Your College Experience: Strategies for Success, (2007); Green T.F., Needed: A pedagogy please, The Condition of American Liberal Education, pp. 238-243, (1995); Hirst P.H., Knowledge and the Curriculum, (1974); Hirst P.H., Education, knowledge and practices, Beyond Liberal Education, pp. 184-199, (1993); Hirst P.H., A response to Wilfred Carr's "Philosophy and education, Journal of Philosophy of Education, 39, 4, pp. 615-620, (2005); Hirst P.H., Peters R.S., The Logic of Education, (1970); Humphreys D., Making the Case for Liberal Education: Responding to Challenges, (2006); Ker I., The Achievement of John Henry Newman, (1990); Kimball B.A., The condition of American liberal education, The Condition of American Liberal Education, pp. 3-122, (1995); Kincheloe J.L., Steinberg S.R., Tippins D.J., The Stigma of Genius: Einstein, Consciousness, and Education, (1999); Lewis P., Liberal education for the modern Pheidippides, Studies in Philosophy and Education, 28, 3, pp. 283-289; Martin J.R., The Schoolhome: Rethinking Schools for Changing Families, (1992); Martin J.R., Changing the Educational Landscape: Philosophy, Women, and Curriculum, (1994); Martin J.R., Women, schools, and cultural wealth, Women's Philosophies of Education, pp. 149-177, (1999); Martin J.R., Coming of Age in Academe: Rekindling Women's Hopes and Reforming the Academy, (2000); Mulcahy D.G., Newman's retreat from a liberal education, Irish Journal of Education, 7, pp. 11-22, (1973); Mulcahy D.G., The Educated Person: Toward a New Paradigm for Liberal Education, (2008); Mulcahy D.G., Newman's theory of a liberal education: A reassessment and its implications, Journal of Philosophy of Education, 42, 2, pp. 219-231, (2008); Newman J., The Mental Philosophy of John Henry Newman, (1986); Newman J.H., Fifteen Sermons Preached Before the University of Oxford, (1887); Newman J.H., The Idea of a University Defined and Illustrated, (1947); Newman J.H., An Essay in Aid of a Grammar of Assent, (1947); Newman J.H., University Sketches, (1961); Newman J.H., The Idea of a University, (1996); Noddings N., The Challenge to Care in Schools, (1992); Noddings N., Happiness and Education, (2003); Noddings N., Critical Lessons: What Our Schools Should Teach, (2006); Nussbaum M.C., Cultivating Humanity: A Classical Defense of Reform in Liberal Education, (1997); Pring R., Knowledge and Schooling, (1976); Richardson L., Newman's Approach to Knowledge, (2007); Rothblatt S., The Modern University and Its Discontents: The Fate of Newman's Legacies in Britain and America, (1997); Shor I., Empowering Education: Critical Teaching for Social Change, (1992); Rethinking the School Curriculum: Values, Aims and Purposes, (2004)