Choose an application

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

Education, Humanistic --- Education --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Classical education --- Philosophy

Choose an application

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

Vico's earliest extant scholarly works, the six orations on humanistic education, offer the first statement of ideas that Vico would continue to refine throughout his life. Delivered between 1699 and 1707 to usher in the new academic year at the University of Naples, the orations are brought together here for the first time in English in an authoritative translation based on Gian Galeazzo Visconti's 1982 Latin/Italian edition.In the lectures, Vico draws liberally on the classical philosophical and legal traditions as he explores the relationship between the Greek dictum "Know thyself" and liberal education. As he sets forth the values and goals of a humanist curriculum, Vico reveals the beginnings of the anti-Cartesian position he will pursue in On the Study Methods of Our Time (1709). Also found in the orations are glimpses of Vico's later views on the theory of interpretation and on the nature of language, imagination, and human creativity, along with many themes that were to be fully developed in his magnum opus, the New Science (1744).On Humanistic Education joins a number of translations of Vico's works available in paperback from Cornell-On the Study Methods of Our Time, On the Most Ancient Wisdom of the Italians, the New Science, and The Autobiography of Giambattista Vico. It will be welcomed by Vichians and their students, intellectual historians, and others in the fields of philosophy, literary theory, history and methods of education, classics, and rhetoric.

Education, Humanistic --- Theology --- Philosophy --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Early works to 1800.

Choose an application

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

List of illustrationsPrefaceAcknowledgementsIntroductionFisher and FiduciariesOn the Road to RecognitionMembership in the Little ThreeHolding Ground in Hard TimesWar as an Agent of ChangeA New Major American University"Hazards of New FortuneAPPENDIXESOne: Presidencies, 1831 to presentTwo: Enrollments at Wesleyan, Amherst, and Williams, 1910-1990Three: Graph of Endowment Funds Per Student 1930-1990 at Wesleyan, Amherst, and WilliamsAbbreviations Used in NotesNotesIndex of First Citations Used in NotesIndex of SubjectsIndex of Persons

Education, Humanistic --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- History --- Wesleyan University (Middletown, Conn.)

Choose an application

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

"In Humanism Betrayed Graham Good offers a defence of liberal humanism against the illiberal trends, political and intellectual, that dominate today's university. He uses the McEwen Report episode at the University of British Columbia to illustrate the current political climate in universities, showing how due process was neglected in favour of ideological inquisition." "The intellectual trends Good discusses include what he calls the New Sectarianism, which rejects individuality in favour of collective identities based on race, gender, and sexual preference; Presentism, which rejects the notion of history as a continuous narrative in favour of seeing the past as interpretable in any way that suits the political interests of the present; and a "hermeneutic of suspicion," in which literary texts are seen as masks for discreditable political motives. Good demonstrates that these trends culminate in the prison-like "carceral" vision of Michel Foucault and his followers: the view that culture is ideology and that culture does not free humans but incarcerates them. Good contrasts this view with the liberal vision of culture and society represented by Northrop Frye, concluding with an analysis of the relationship between anti-humanist theory among academics and the managerial practices of university administrations, which, he argues, neglect or reject basic humanistic values such as free individuality, aesthetic greatness, and autonomous inquiry."--Jacket

Education, Higher --- Education, Humanistic. --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Philosophy. --- Aims and objectives. --- Enseignement supérieur --- Éducation humaniste. --- Finalités. --- Philosophie.

Choose an application

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

In The Art of Humane Education, Donald Phillip Verene presents a new statement of the classical and humanist ideals that he believes should guide education in the liberal arts and sciences. These ideals are lost, he contends, in the corporate atmosphere of the contemporary university, with its emphasis on administration, faculty careerism, and student performance. Verene addresses questions of how and what to teach and offers practical suggestions for the conduct of class sessions, the relationship between teacher and student, the interpretation of texts, and the meaning and use of a canon of great books.In sharp contrast to the current tendency toward specialization, Verene considers the aim of college education to be self-knowledge pursued through study of all fields of thought. Education, in his view, must be based on acquisition of the arts of reading, writing, and thinking. He regards the class lecture as a form of oratory that should be presented in accordance with the well-known principles of rhetoric. The Art of Humane Education, styled as a series of letters, makes the author's original and practical ideas very clear. In this elegant book, Verene explores the full range of issues surrounding humane education.On the humanities: "Despite Descartes, the study of humane letters has remained, but it is always in danger of passing out of the curriculum. It remains a beggar who will not quite leave the premises."On teaching: "Like oratory, teaching requires a natural gift, but it is also an art which, like all the other humane arts, can be learned only mimetically.... As some are born tone-deaf and cannot be musical, there are those who can never teach. But most if they wish have some aptitude for it, and this aptitude can be developed into an art."On teachers: "Teachers motivated by eloquence attempt to speak wholly on a subject, since the whole is where its life is. Teachers not motivated by eloquence tend to be either dull or comedic. The dull teacher may have knowledge but have no true language for it.... The comedic teacher is shallow and a menace to the subject matter."On administrators: "Administration is never content simply to concern itself with the pure business of the university, paying its bills, maintaining its buildings. It sees itself as necessary in order for the process between teacher and student to go on. But it is a process that it constantly interrupts.... Administrators, however, should not be taken too seriously."Although sharply critical of many aspects of the modern university and of many currents within the humanities, The Art of Humane Education remains at heart a ringing endorsement of the high humanist tradition and its continuing relevance to the institutions of teaching and learning.

Teaching. --- Education --- Education, Humanistic. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Classical education --- Philosophy.