Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
15,129
result(s) for
"Liberal education"
Sort by:
Creating citizens : liberal arts, civic engagement, and the land-grant tradition
\"In Creating Citizens, professors and administrators at Auburn University's College of Liberal Arts recount valuable, first-hand experiences teaching Community and Civic Engagement (CCE). They demonstrate that, contrary to many expectations, CCE instruction both complements the mission of liberal arts curricula and powerfully advances the fundamental mission of American land-grand institutions. The nine essays in Creating Citizens offer structures for incorporating CCE initiatives into university programs, instructional methods and techniques, and numerous case studies and examples undertaken at Auburn University but applicable at any university. Many contributors describe their own rewarding experiences with CCE and emphasize the ways outreach efforts reinvigorate their teaching or research. Creating Citizens recounts the foundation of land-grant institutions by the Morrill Act of 1862. Their mission is to instruct in agriculture, military science, and mechanics, but these goals augmented rather than replaced an education in the classics, or liberal arts. Land-grant institutions, therefore, have a special calling to provide a broad spectrum of society with an education that not only enriched the personal lives of their students, but the communities they are a part of. Creating Citizens demonstrates the important opportunities CCE instruction represents to any university but are especially close to the heart of the mission of land-grant colleges. In open societies, the role and mission of public institutions of higher learning that are supported by public subsidies are perennial subjects of interest and debate. Creating Citizens provides valuable insights of interest to educators, education administrators, students, and policy makers involved in the field of higher education. \"-- Provided by publisher.
Book
Of Education, Fishbowls, And Rabbit Holes
This book questions some of our most ingrained assumptions, not only about the nature of teaching and learning, but about what constitutes education, and about the cultural determinants of what is taught.What if who you think you are profoundly affects what and how you learn? Since Descartes, teachers in the Western tradition have dismissed the role of self in learning. What if our beliefs about self and learning are wrong, and relevance of knowledge to self actually enhances learning, as current research suggests?Jane Fried deconstructs the Grand Western Narrative of teaching and learning, describing it is a cultural fishbowl through which we see the world, rarely aware of the fishbowl itself, be it disciplinary constructs or the definition of liberal education.She leads us on a journey to question the way things are; to attend to the personal narratives of others from ethnic, racial and faith groups different from ourselves; to rediscover self-authorship as the core task of learning in college; and to empower ourselves and students to navigate the disorientation of the Alice in Wonderland rabbit holes of modern life.This is a book for all educators concerned about the purpose of college and of the liberal arts in the 21st century, and what it is we should reasonably expect students to learn. Jane Fried both upends many received ideas and offers constructive insights based on science and evidence, and does so in an engaging way that will stimulate reflection.
eBook
Humanism and Protestantism in early modern English education
This volume is the first attempt to assess the impact of both humanism and Protestantism on the education offered to a wide range of adolescents in the hundreds of grammar schools operating in England between the Reformation and the Enlightenment. By placing that education in the context of Lutheran, Calvinist and Jesuit education abroad, it offers an overview of the uses to which Latin and Greek were put in English schools, and identifies the strategies devised by clergy and laity in England for coping with the tensions between classical studies and Protestant doctrine. It also offers a reassessment of the role of the 'godly' in English education, and demonstrates the many ways in which a classical education came to be combined with close support for the English Crown and established church.
One of the major sources used is the school textbooks which were incorporated into the 'English Stock' set up by leading members of the Stationers' Company of London and reproduced in hundreds of thousands of copies during the seventeenth and eighteenth centuries. Although the core of classical education remained essentially the same for two centuries, there was a growing gulf between the methods by which classics were taught in elite institutions such as Winchester and Westminster and in the many town and country grammar schools in which translations or bilingual versions of many classical texts were given to weaker students.
The success of these new translations probably encouraged editors and publishers to offer those adults who had received little or no classical education new versions of works by Aesop, Cicero, Ovid, Virgil, Seneca and Caesar. This fascination with ancient Greece and Rome left its mark not only on the lifestyle and literary tastes of the educated elite, but also reinforced the strongly moralistic outlook of many of the English laity who equated virtue and good works with pleasing God and meriting salvation.
eBook
Humanism, Universities, and Jesuit Education in Late Renaissance Italy
\"This book contains twenty essays on Italian Renaissance humanism, universities, and Jesuit education in three equal parts. The book defines Renaissance humanism, then studies biblical humanism, humanistic education in Venice, the pioneering historian of humanism Georg Voigt, and Paul Oskar Kristeller. The middle section discusses Italian universities, the sports played by university students, a famous law professor, and the controversy over the immortality of the soul. The last section analyses Jesuit education: the culture of the Jesuit teacher, the philosophy curriculum, attitudes toward Erasmus and Juan Luis Vives, and the education of a cardinal. This volume collects Paul Grendler's most recent research (published and unpublished), offering to the reader a broad fresco on a complex and crucial age in the history of education\"--.
eBook
Reimagining Liberal Education
This challenging and provocative book reimagines the justification, substance, process, and study of education in open, pluralistic, liberal democratic societies.Hanan Alexander argues that educators need to enable students to embark on a quest for intelligent spirituality, while paying heed to a pedagogy of difference.
eBook
The Problem with Rules
There is a constant drumbeat of commentary claiming that STEM
subjects-science, technology, engineering, and math-are far more
valuable in today's economy than traditional liberal arts courses
such as philosophy or history. Many even claim that the liberal
arts are \"under siege\" by neoliberal politicians and cost-conscious
university administrators. In a forceful response, The Problem with
Rules establishes the essential value of the liberal arts as the
pedagogical pathway to critical thinking and moral character and
argues for more not less emphasis in higher education.
John Churchill asserts that the liberal arts are more than
decorative frills. Drawing from the philosophy of Wittgenstein to
craft a cogent, inspired argument, Churchill insists on the liberal
arts' indispensable role, providing in this book a clarion call to
politicians, university administrators, and all Americans to
recognize and actively support and nurture the liberal arts.
The Executive Secretary of the Phi Beta Kappa Society argues the
indispensable role of the liberal arts in American higher
education.
eBook
Teaching for Liberal Learning in Higher Education
Conversations about liberal education typically focus broadly on mission, goals, curricula, cocurricular educational opportunities, or overall student outcomes. Conversations about teaching and learning, by contrast, are more granular, focusing on what happens in the classroom, the teaching practices that faculty individually or collectively elect to use, or how a course or learning experience is designed, delivered, assessed, and improved. This ebook brings these discourses together to explore what is known about teaching practices that promote liberal learning in higher education. [This content is provided in the format of an e-book.]
eBook
The grammar rules of affection : passion and pedagogy in Sidney, Shakespeare, and Jonson
Renaissance writers habitually drew upon the idioms and images of the schoolroom in their depictions of emotional experience. Memorable instances of this tendency include the representation of love as a schoolroom exercise conducted under the disciplinary gaze of the mistress, melancholy as a process of gradual decline like the declension of the noun, and courtship as a practice in which the participants are arranged like the parts of speech in a sentence. The Grammar Rules of Affection explores this synthesis of the affective and the pedagogical in Renaissance literature, analysing examples from major texts by Philip Sidney, William Shakespeare, and Ben Jonson.
Drawing on philosophical approaches to emotion, theories of social practice, and the history of education, this book argues that emotions appear in Renaissance literature as conventional, rule-guided practices rather than internal states. This claim represents a novel intervention in the historical study of emotion, departing from the standard approaches to emotions as either corporeal phenomena or mental states. Combining linguistic philosophy and theory of emotion, The Grammar Rules of Affection works to overcome this dualistic crux by locating emotion in the expressions and practices of everyday life.
eBook
La relation enseignant-élève
Plusieurs chercheuses et chercheurs se sont déjà intéressés à la relation enseignant-élève (REÉ) dans les divers ordres d’enseignement. Au Québec, plus précisément, nombre de travaux ont porté en tout ou en partie sur la REÉ, dans une perspective tantôt affective, tantôt humaniste, tantôt cognitive, mais rarement dans une perspective sociale. Et que dire d’une prise en compte simultanée de ces quatre perspectives pour examiner la REÉ ? Bien peu ont osé s’y aventurer jusqu’à maintenant.Et s’il y avait encore des zones d’ombre ou un manque de complétude théorique ou scientifique pour étudier la REÉ ? La recherche éducative traduit-elle encore la REÉ de manière empiriquement ou scientifiquement fondée ? Emprunte-t-elle trop souvent les raccourcis du sens commun, ce qui légitimerait l’étude de la REÉ ? Ces questions auxquelles nous tentons de répondre dans cet ouvrage ont pour but d’inviter le lectorat à réfléchir aux fondements de la REÉ, à apprécier ses bienfaits et sa portée dans le monde scolaire québécois.Ce livre s’adresse donc à tous les acteurs de l’éducation qui gravitent de près ou de loin autour des élèves (parents, personnel enseignant et de direction, décisionnaires politiques) et qui désirent approfondir leurs connaissances sur la REÉ, sur ses plans historique, social, éducatif et scientifique de même que remettre en doute certains de leurs a priori, ceux-ci étant susceptibles de réduire toute la portée de l’importance de la qualité de la REÉ entre le personnel enseignant et les élèves.
eBook