Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Education, Humanistic --- Education, Humanistic. --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- curriculum --- didactics --- gender studies --- pedagogy --- education --- Éducation humaniste

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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 Though Miller published very little while he was alive, the archives at Williams College hold unpublished notes and essays of this master teacher.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

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

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

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform. Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens.

Virtues. --- Education, Humanistic. --- Virtue --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Citizenship --- Civics, European --- Democracy and education --- Education, Higher --- Education, Humanistic --- Study and teaching (Higher). --- Political aspects