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Originally published in 1973. Toward Freedom and Dignity is a humanist's view of the humanities in an age of burgeoning technology. O. B. Hardison Jr. deals with the status of the humanities and their future—how they are regarded and how they may come to contribute to a genuinely humane society. He argues that humanistic studies are not a luxury in either education or society. They are central to the preparation of human beings for the kind of society that is possible if we manage to avoid an Orwellian technocracy. Social goals and priorities must be set in terms of the ideal of a culture truly adjusted to human needs and human limitations. In framing his argument, Hardison draws on ideas of the humanities since the Renaissance, especially on the philosophical humanities that emerged in Europe in the works of authors like Kant, Schiller, and Coleridge. He is untroubled by anti-humanistic trends in college curricula and the surrounding culture, and he contends that we have only one practical option: to ensure that culture evolves toward a more humane society, toward freedom and dignity.

Education, Humanistic. --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Higher & further education, tertiary education

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This book offers a lived defense of liberal education. How does a college professor, on a daily basis, help students feel the value of liberal education and get the most from that education? We answer this question, as professors, each day in the classroom. John William Miller, a philosophy professor at Williams College from 1924-1960 and someone noted for his exceptional teaching, developed one form that this lived defense can take. Though Miller published very little while he was alive, the archives at Williams College hold unpublished notes and essays of this master teacher. In this book, Jeff Frank offers an extended commentary on one of these unpublished essays where Miller develops his thinking on liberal education. Frank develops the idea that presence is central to liberal education and offers suggestions for how professors can become an educative presence for students. The goal of this book is an invitation to other professors who value liberal education to think with Miller about how to develop their own lived defense of liberal education, each day, in their own classrooms. The tone of the book is meant to be invitational, at times even conversational, and the book concludes with some direct suggestions for how professors can live their own defense of liberal education.

Education --- Social aspects. --- Student --- teaching --- liberal education --- Education, Humanistic. --- Teaching --- Philosophy. --- Miller, John William. --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Classical education

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The Lausanne Academy was the first Protestant Academy in a French-speaking territory, created twenty years before the one in Geneva. In the 1540’s, the Lausanne Academy developed a new model for higher education that influenced the entire Calvinist world. Far from forming only pastors, it attracted the sons of Swiss and European Protestant elites through its advanced trilingual education (Latin, Greek, and Hebrew), in accordance with the cultural standards developed by Renaissance humanism. This book, based on a vast body of unpublished archival sources, examines the Lausanne Academy’s historical development, academic program, students, faculty, and finances, revealing it as an essential milestone in the history of European education where the blossoming of humanistic culture and confessional rivalries met.

Education, Humanistic --- History --- Académie de Lausanne --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Université de Lausanne --- EDUCATION / Aims & Objectives. --- History of education and educational sciences --- anno 1500-1599 --- Lausanne --- Academie de Lausanne

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This open access book introduces readers to the craft of writing iconographic research poetry in a way that is scholarly, yet playful. By tracing the historical foundations of concrete and iconographic poetry, as well as the development of research poetry and poetic inquiry, the book examines the intellectual roots that inform this unique methodological approach. The book offers a detailed description of the methods that can be used to design iconographic research poetry. It includes step-by-step description of strategies that researchers can use to create iconographic research poetry from qualitative data. By explicating the processes by which data can be represented in the form of iconographic research poetry and offering exemplars, readers will find specific hands-on strategies for creating their own iconographic research poems. The book contains writing exercises designed to help aspiring iconographic research poets exercise their poetic imagination. It also provides qualitative research instructors with suggestions for integrating iconographic research poetry into the classroom. .

Art --- Education --- Teaching. --- Poetry. --- Creative writing. --- Creativity and Arts Education. --- Research Methods in Education. --- Didactics and Teaching Methodology. --- Poetry and Poetics. --- Creative Writing. --- Study and teaching. --- Research. --- Poesia concreta --- Investigació educativa

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This open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.

Teachers—Training of. --- Professional education. --- Vocational education. --- Art—Study and teaching. --- Teaching and Teacher Education. --- Professional and Vocational Education. --- Creativity and Arts Education. --- Education, Vocational --- Vocational training --- Work experience --- Education --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Fotografia en l'ensenyament --- Formació del professorat