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 xii
... believe that they achieved their understanding entirely on their own—freely, autonomously, and independent of any “external” teaching. They must believe that they taught themselves everything they know and, thus, that their knowledge is ...
... believe that they achieved their understanding entirely on their own—freely, autonomously, and independent of any “external” teaching. They must believe that they taught themselves everything they know and, thus, that their knowledge is ...
Página xv
... believe that democracy was inborn in human nature, nor did he think, as Dewey often suggested, that democracy was somehow intrinsic to the objective methods of modern science. Rather, he believed that humanity must learn how to be ...
... believe that democracy was inborn in human nature, nor did he think, as Dewey often suggested, that democracy was somehow intrinsic to the objective methods of modern science. Rather, he believed that humanity must learn how to be ...
Página 27
... believe , ” he said , “ such faith as this may well suffice ; in ritual and praise the Christian finds revealed the presence of the Eternal Power . And yet this cannot be the only way of knowing God , for what of those who never have ...
... believe , ” he said , “ such faith as this may well suffice ; in ritual and praise the Christian finds revealed the presence of the Eternal Power . And yet this cannot be the only way of knowing God , for what of those who never have ...
Página 31
... believe in the need for authoritative moral guidelines to teach people how to live compatibly together, and he insisted on the transcendental quality of true virtue. Yet, he found the origins of morality in reason, not in religious ...
... believe in the need for authoritative moral guidelines to teach people how to live compatibly together, and he insisted on the transcendental quality of true virtue. Yet, he found the origins of morality in reason, not in religious ...
Página 44
... believe that the athletic feeling is altogether too intense , and there is too great a desire to win . ” 44 Meiklejohn agreed with Freeman and vociferously opposed the corruption of college sports , especially the aggressive recruitment ...
... believe that the athletic feeling is altogether too intense , and there is too great a desire to win . ” 44 Meiklejohn agreed with Freeman and vociferously opposed the corruption of college sports , especially the aggressive recruitment ...
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 |
Palavras e frases frequentes
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