By Michael S. Roth
ISBN-10: 0300175515
ISBN-13: 9780300175516
Contentious debates over the benefits—or drawbacks—of a liberal schooling are as outdated as the USA itself. From Benjamin Franklin to the net pundits, critics of upper schooling have attacked its irrelevance and elitism—often calling for extra vocational guideline. Thomas Jefferson, in contrast, believed that nurturing a student's potential for lifelong studying was once helpful for technology and trade whereas additionally being crucial for democracy. during this provocative contribution to the disputes, collage president Michael S. Roth makes a speciality of very important moments and seminal thinkers in America's long-running argument over vocational vs. liberal education.
Conflicting streams of suggestion move via American highbrow historical past: W. E. B. DuBois's humanistic rules of pedagogy for newly emancipated slaves constructed towards Booker T. Washington's academic utilitarianism, for instance. Jane Addams's emphasis at the cultivation of empathy and John Dewey's demands schooling as civic engagement have been rejected as impractical through those that aimed to coach scholars for specific monetary initiatives. Roth explores those arguments (and more), considers the kingdom of upper schooling at the present time, and concludes with a stirring plea for the type of schooling that has, because the founding of the state, cultivated person freedom, promulgated civic advantage, and instilled wish for the longer term.
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Extra resources for Beyond the University: Why Liberal Education Matters
Sample text
E. to Gunnarr) increase, the priestess becomes pregnant, even the weather improves. No symbolic casting off of Freyr’s attire comparable to Ogmundr’s disposal of the hooded capelet is made explicit, but Gunnarr and his party escape secretly by night to King Óláfr and the True Faith, presumably not still clothed as Freyr. Clothes do not make the man, but with Teufelsdröckhian logic they both reveal and conceal character. ”25 A more detailed comparison between the saga and the þáttr will support Jónas Kristjánsson’s general contention.
Ed. G. Wenz (Halle, 1914). 12. Cf. d. [1969]), pp. 3–4. Ogmundar þáttr dytts ok Gunnars helmings 27 kind. At some point an “author” of skill and discernment composed the work as it has come down to us, and a literary critic is obliged to reconsider the þáttr in terms of “unity” and to counteract the divisive emphasis of a received opinion formulated by historians whose point of view was so fi rmly diachronic that they failed to notice the synchronic fact of the integral work of art before them.
Oxford, 1960), pp. XIX–XX. 25. P. LVI. 26. However, cf. ÍF 9: 8, n. 2 on the distribution of the nickname hrúga with its clear reference to events told in Glúma. Ogmundar þáttr dytts ok Gunnars helmings 39 These extraneous facts—whether original or interpolated—can most plausibly be explained as derived from Víga-Glúms saga where Helga, Steingrímr, and Þorvaldr are introduced to the saga twice in very similar words. 27 Most of the placenames associated with the historical characters were well known; but Þverbrekka, Glúmr’s home in old age, is not mentioned in Landnámabók, and again it seems likely that the þáttr drew this information from the saga.
Beyond the University: Why Liberal Education Matters by Michael S. Roth
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