The Demands of Liberal Education analyses and applies contemporary liberal political theory to certain key problems within the field of educational theory. Levinson examines problems centred around determining appropriate educational aims, content and institutional structure and argues that liberal governments should exercise a much greater control over education than they now do. Combining theoretical with empirical research, this book will interest and provoke scholars,policy makers, educators, parents, and all citizens interested in education politics.
Co-published with the Oxford Philosophy Trust, this is the second volume in a landmark series from the Oxford University Centre for the Study of Values in Education and Business. Volume II emphasizes the conflicts and issues associated with training in applied professional fields. The physician-patient relationship, management issues, business decision-making, the training of psychologists, and the teaching of ethics to medical students are among the areas examined.
Small liberal arts institutions that focus on the undergraduate student have received little attention in the literature on higher education in Canada. In this collection of essays contributors set out to redress the situation. Focusing on Mount Allison University in New Brunswick they question, among other things, whether the values and integrity of liberal arts teaching are being preserved and make a case for the important role liberal education at the small university plays in higher education in Canada.
Liberal education has long been associated with a focus on so-called "great books" drawn largely from the European past. In sharp contrast, this collection of essays explores the theory and practice of contemporary liberal education from the perspective of a distinctively American pragmatic tradition. The result is a reimagined libe ral education adapted to the needs of American democracy in the twenty-first century.
CNN host and best-selling author Fareed Zakaria argues for a renewed commitment to the world’s most valuable educational tradition. The liberal arts are under attack. The governors of Florida, Texas, and North Carolina have all pledged that they will not spend taxpayer money subsidizing the liberal arts, and they seem to have an unlikely ally in President Obama. While at a General Electric plant in early 2014, Obama remarked, "I promise you, folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art history degree." These messages are hitting home: majors like English and history, once very popular and highly respected, are in steep decline. "I get it," writes Fareed Zakaria, recalling the atmosphere in India where he grew up, which was even more obsessed with getting a skills-based education. However, the CNN host and best-selling author explains why this widely held view is mistaken and shortsighted. Zakaria eloquently expounds on the virtues of a liberal arts education—how to write clearly, how to express yourself convincingly, and how to think analytically. He turns our leaders' vocational argument on its head. American routine manufacturing jobs continue to get automated or outsourced, and specific vocational knowledge is often outdated within a few years. Engineering is a great profession, but key value-added skills you will also need are creativity, lateral thinking, design, communication, storytelling, and, more than anything, the ability to continually learn and enjoy learning—precisely the gifts of a liberal education. Zakaria argues that technology is transforming education, opening up access to the best courses and classes in a vast variety of subjects for millions around the world. We are at the dawn of the greatest expansion of the idea of a liberal education in human history.
The Pursuit of Liberal Education is a scholarly but accessible book on philosophy of education. It also involves a look at a philosophy of man, mind, conduct, government and progress. There is a discussion of the humanities and sciences, along with some social criticism, too. It calls for a revival of liberal education. It redefines liberal education as both a preservation of the best of the cultural heritage, and as a helpful guide for social reform. Thinking and learning about ideas and values across the spectrum of knowledge are considered. This is an indispensable book that puts everything in perspective.
The idea of the university and the idea of liberal education share a family resemblance. However, it is not always explicitly clear what they have in common and what differentiates them. This collection brings together arguments and reflections on the nature of the university and the place of liberal learning in the 21st century. It is divided into two parts. In the first part authors examine the values and ideals that shape our understanding of liberal learning and the university; in the second part authors consider pedagogies informing our practices, asking after what underlying presuppositions, when made explicit, guide our liberal education classrooms in higher education. Unique in its approaches, this volume includes defenses of liberal education’s intrinsic value, the commodification of some of its best ideals, as well as utilitarian defenses that challenge some orthodox conceptions of liberal learning and its justifications. Each in its own right understands liberal learning as essential to the defense of a democratic order. On the pedagogical side, included are essays that defend a view of liberal education from the vantage of STEM subjects, including architecture, as well as those we typically associate with the liberal arts. This volume will aid academics and students seeking to better grasp an understanding of liberal education, but also those seeking to advance their pedagogical ideas about liberal learning. Researchers and students in education, higher education and those interested in the liberal arts and sciences will find this volume a useful addition to their collection.
Developments in educational systems are inextricably linked with the social and political evolution of nations. Nowhere is this more clearly to be seen than in the history of the English sixth form. Originally published in 1982, this book, whose authors had been associated with a number of research projects into 16-19 education, traces the tradition of the sixth form from its origins in the public schools of the nineteenth century through to controversies at the time, over sixth form and tertiary colleges and the extension of 16-19 education to embrace youth opportunities programmes and other semi-vocational courses. It shows that ‘the sixth’ has not only been a significant element in its own right in the adjustment of English society to the challenge of democratic ideals, but has also played a key role in the evolution of secondary education from the endowed school of the nineteenth century, through the municipal grammar schools set up after the 1902 Education Act, to the comprehensive secondary schools of today. In fact, the fate and future of comprehensive schooling becomes fully understandable only through a study of the sixth form tradition which has shaped the activities of educationists and policy-makers over the last hundred years. The authors conclude that educational policy-making is both facilitated and constrained by the existence of enduring traditions stemming from the past: in fact, the work of policy-making lies precisely in the constructive reinterpretation of that inheritance. This book describes and clarifies the nature of the tradition of sixth form education which has been handed down to us, and its relation to democratic values and institutions.
In this work, Alexander Rosenthal Pubul presents a broad examination of the ancient philosophical question: “What is the good life?”, while addressing how the liberal arts can help us to answer this question. Greek philosophy distinguished between the “noble” (what is good in itself), from the merely “useful” (good for something else). From thence follows the distinction between the liberal arts which pursue such noble goods and the mechanical arts which are only instrumental. For Aristotle, the most noble and excellent good is wisdom itself. Hence the theoretic life devoted to the love of wisdom for its own sake –philosophy - is the highest and the most excellent. This work theorizes the origins of modernity in a rebellion against this Greek conception resulting in a complete inversion of the classical hierarchy. Sir. Francis Bacon reconceiving the purpose of knowledge as power, enthroned technology over philosophy and the liberal arts. The unfolding of the modern Baconian revolution progressively sidelines the liberal arts, as practical economic and technical utility become the standard of value. In assessing this problem, the book engages in a capacious journey across disciplines like philosophy, history, art, politics, and science. It is also a veritable tour across the Western intellectual tradition including Socrates, Plato, Aristotle, Cicero, Seneca, Thomas Aquinas, Bacon, Descartes, Hume, Kant, Nietzsche, Dewey, Berdyaev, Einstein, and Heidegger. It pleads the urgent need to preserve the humanizing cultural ideals of the ancient classics against the modern tyranny of utility and the dangers of a new barbarism.
This book synthesizes psychoanalytic and Marxist techniques in order to illuminate the resistance to a socialization of the American economy, the protectionist discourses of anomalous American capitalism, and the suppression of the capitalist welfare state. After the Second World War, Democrats and Republicans effectively eliminated the communist and socialist parties from the American political spectrum and suppressed their allied labor movements. The right-wing shift of both parties fabricated a false opposition of left and right that does not correspond to political oppositions in the industrialized democracies. Marxist perspectives can account for the massive inequality of the political economy, but they are insufficient for illuminating its preservation. Psychoanalysis is necessary in order to explain why Americans continue to vote within a two-party system that neglects the lower classes, and why the working class tends to vote against its own interests. The psychoanalytic techniques employed include doubling, repetition, displacement, condensation, inversion, denial, fetishizing, and cognitive repression. In examining the fixation upon the proxy binary of Democrat vs. Republican, which suppresses the true opposition of left vs. right and neutralizes alternatives, the work analyses numerous contemporary political issues through applications of Marxist psychoanalytic theory.
Philosophy by Professor of Political Science Terence Ball
Author: Professor of Political Science Terence Ball
Political Ideologies and the Democratic Ideal, 9/e, thoroughly analyzes and compares political ideologies to help readers understand these ideologies as acutely as a political scientist does. Used alone or with its companion Ideals and Ideologies: A Reader, 9/e, this best-selling title promotes open-mindedness and develops critical thinking skills.
The first book to tell the story of the Advanced Placement program—the gold standard for academic rigor in U.S. high schools and beyond The Advanced Placement program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. In Learning in the Fast Lane, Chester Finn and Andrew Scanlan, two of America’s most respected education analysts, offer a groundbreaking account of one of the most important educational initiatives of our time.
Should law be left to the lawyers? Is legal education properly understood as technical education? Law in the Liberal Arts answers "no" and suggests that our society is not well served by the current professionalization of legal knowledge. An ideal approach to legal education, in Austin Sarat's view, would open up law and legal knowledge by making them the proper objects of inquiry in the liberal arts. Legal education in the United States is generally located in law schools dedicated to professional training. Sarat believes that this situation impoverishes our ability to see the complex relations of law, culture, and society in all their variety and to connect theorizing about law with its application in the humanities and social sciences. The contributors to this book aim to assess the place of legal scholarship in the liberal arts by asking whether and how legal research and pedagogy are different in liberal arts settings than they are in law schools.
This volume analyzes and critiques the relationships between the means and ends of American public education, based upon the premise that policies governing the system of education should be consistent with its social/political philosophy. In America, this means that public education must be based on the fundamental principles of the American democratic ideal: concern for natural rights of freedom and independence for the individual, while ensuring the responsibility of each individual for society as a whole.