Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964Univ of Wisconsin Press, 11/03/2009 - 440 páginas This definitive biography of the charismatic Alexander Meiklejohn tracks his turbulent career as an educational innovator at Brown University, Amherst College, and Wisconsin’s “Experimental College” in the early twentieth century and his later work as a civil libertarian in the Joe McCarthy era. The central question Meiklejohn asked throughout his life’s work remains essential today: How can education teach citizens to be free? |
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Página xiv
... argued. The crucial question was, what kind? The title of this biography, Education and Democracy, reflects the subtle yet significant distinctions between the educational theories of John Dewey and Alexander Meiklejohn. Where Dewey, in ...
... argued. The crucial question was, what kind? The title of this biography, Education and Democracy, reflects the subtle yet significant distinctions between the educational theories of John Dewey and Alexander Meiklejohn. Where Dewey, in ...
Página xvii
... argued than it might otherwise have been. Third, I thank Tom James, who generously agreed to serve on my disser- tation committee after a single semester-long tutorial and then remained on my committee after moving to New York ...
... argued than it might otherwise have been. Third, I thank Tom James, who generously agreed to serve on my disser- tation committee after a single semester-long tutorial and then remained on my committee after moving to New York ...
Página 12
... argued, speechmaking was “by far the most sensi- ble and instructive,” because it brought diverse citizens together into “one immense debating society” and enabled them to consider the important social questions of the day. As ...
... argued, speechmaking was “by far the most sensi- ble and instructive,” because it brought diverse citizens together into “one immense debating society” and enabled them to consider the important social questions of the day. As ...
Página 20
... argued that the meaning of experience derives from transcendental—and thus perfectly unified— reason. According to Kant, reason creates meaning out of experience. As Meiklejohn put it in one undergraduate essay, “Hume asked, 'Why do I ...
... argued that the meaning of experience derives from transcendental—and thus perfectly unified— reason. According to Kant, reason creates meaning out of experience. As Meiklejohn put it in one undergraduate essay, “Hume asked, 'Why do I ...
Página 22
... argued, meant nothing more or less than conformity to “practical” human nature, which was, by definition, reasonable. Emphasizing his claim that the idea of pure reason implied the existence of a universal, a priori order in the ...
... argued, meant nothing more or less than conformity to “practical” human nature, which was, by definition, reasonable. Emphasizing his claim that the idea of pure reason implied the existence of a universal, a priori order in the ...
Índice
3 | |
33 | |
61 | |
To Whom Are We Responsible? 19201924 | 97 |
A New College with a New Idea 19251928 | 133 |
A Most Lamentable Comedy 19291932 | 165 |
A Fresh Start 19331940 | 199 |
A Reply to John Dewey 19411947 | 233 |
What Does the First Amendment Mean? 19481954 | 263 |
The Faith of a Free Man 19551964 | 296 |
Education and the Democratic IdealThe Meaning of Alexander Meiklejohn | 329 |
Notes | 337 |
Bibliography and Suggestions for Further Reading | 391 |
Index | 403 |
Outras edições - Ver tudo
Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964 Adam R. Nelson Pré-visualização limitada - 2009 |
Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964 Adam R. Nelson Pré-visualização limitada - 2009 |
Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964 Adam R. Nelson Visualização de excertos - 2001 |
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