Identity, learning, and the liberal arts

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Author: Ned Scott Laff

Publisher: N.A

ISBN: N.A

Category: Education

Page: 92

View: 9274

This book "argues that we must foster a conversation between those in liberal studies and those who work with student development theory. This conversation reveals that the skills of academic inquiry inherent in liberal learning are the skills of personal development inherent in student development theory. This issue tackles the ideas of liberal learning and outlines a pedagogical direction to realize them."--Series ed.

The Victims' Revolution

The Rise of Identity Studies and the Closing of the Liberal Mind

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Author: Bruce Bawer

Publisher: Harper Collins

ISBN: 0062097067

Category: History

Page: 400

View: 7973

Respected author, critic, and essayist Bruce Bawer—whose previous book, While Europe Slept: How Radical Islam Is Destroying the West from Within, was a New York Times bestseller and a National Book Critics Circle Award finalist—now offers a trenchant and sweeping critique of the sorry state of higher education since the campus revolutions of the late ’60s and early ’70s. In The Victims’ Revolution, Bawer incisively contends that the rise of identity-based college courses and disciplines (Women’s Studies, Black Studies, Gay Studies, etc.) forty years ago has resulted in an impoverishment of thought and widespread political confusion, while filling the brains of students with politically correct mush. Timely, controversial, and brilliantly argued, Bawer’s The Victims’ Revolution is necessary reading for students, educators, and anyone concerned about the contemporary crisis in academia—a serious and important work that stands with other essential books on the subject, like The Shadow University by Alan Kors, Illiberal Education by Dinesh D’Souza, and Allan Bloom’s The Closing of the American Mind.

The Once and Future Liberal

After Identity Politics

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Author: Mark Lilla

Publisher: Oxford University Press

ISBN: 1849049955

Category: Liberalism

Page: 256

View: 2156

For nearly 40 years, Ronald Reagan's vision--small government, lower taxes, and self-reliant individualism--has remained America's dominant political ideology. The Democratic Party has offered no truly convincing competing vision. Instead, American liberalism has fallen under the spell of identity politics.Mark Lilla argues with acerbic wit that liberals, originally driven by a sincere desire to protect the most vulnerable Americans, have now unwittingly invested their energies in social movements rather than winning elections. This abandonment of political priorities has had dire consequences. But, with the Republican Party led by an unpredictable demagogue and in ideological disarray, Lilla believes liberals now have an opportunity to turn from the divisive politics of identity, and offer positive ideas for a shared future. A fiercely-argued, no-nonsense book, The Once and Future Liberal is essential reading for our momentous times.

Philosophy and Modern Liberal Arts Education

Freedom is to Learn

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Author: N. Tubbs

Publisher: Springer

ISBN: 1137358920

Category: Education

Page: 204

View: 9800

This book argues for a modern version of liberal arts education, exploring first principles within the divine comedy of educational logic. By reforming the three philosophies of metaphysics, nature and ethics upon which liberal arts education is based, Tubbs offers a profound transatlantic philosophical and educational challenge to the subject.

Scholarship of Multicultural Teaching and Learning

New Directions for Teaching and Learning, Number 111

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Author: Matthew Kaplan,A. T. Miller

Publisher: Jossey-Bass

ISBN: 9780470223826

Category: Education

Page: 128

View: 1641

This volume will appeal to new and experienced practitioners of multicultural teaching. It offers documented illustrations of how such teaching is designed, carried out, and applied effectively in a variety of higher education contexts and in a wide range of disciplines representing the humanities, the social sciences, engineering, mathematics, and the arts. Because effective approaches to multicultural teaching and learning are still being developed in institutions across the United States and around the world, it is essential to study and document promising practices. It is only through rigorous research and comparative studies that we can be assured that the significant investments many institutions are making in multicultural education will work effective toward the development of individual student and faculty skills and the overall betterment of society. This volume provides the valuable results of such research as well as models for the types of research that others could carry out in this area. This is the 111th issue of the Jossey Bass quarterly report series New Directions for Teaching and Learning.

Acting Black

College, Identity and the Performance of Race

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Author: Sarah Susannah Willie

Publisher: Routledge

ISBN: 1135946140

Category: Social Science

Page: 224

View: 3907

Sarah Willie asks: What's it like to be black on campus. For most Black students, attending predominantly white universities, it is a struggle. Do you try to blend in? Do you take a stand? Do you end up acting as the token representative for your whole race? And what about those students who attend predominantly black universities? How do their experiences differ? In Acting Black, Sarah Willie interviews 55 African American alumnae of two universities, comparable except that one is predominantly white, Northwestern, and one is predominantly black, Howard. What she discovers through their stories, mirrored in her own college experience , is that the college campus is in some cases the stage for an even more intense version of the racial issues played out beyond its walls. The interviewees talk about "acting white" in some situations and "acting black" in others. They treat race as many different things, including a set of behaviours that they can choose to act out. In Acting Black, Willie situates the personal stories of her own experience and those of her interviewees within a timeline of black education in America and a review of university policy, with suggestions for improvement for both black and white universities seeking to make their campuses truly multicultural. In the tradition of The Agony of Education (Routledge, 1996) , Willie captures the painful dilemmas and ugly realities African Americans must face on campus.

War, Identity and the Liberal State

Everyday Experiences of the Geopolitical in the Armed Forces

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Author: Victoria Basham

Publisher: Routledge

ISBN: 1135016828

Category: Political Science

Page: 208

View: 4770

This book critically examines the significance of gender, race and sexuality to wars waged by liberal states. Drawing on original field-research with British soldiers, it offers insights into how their everyday experiences are shaped by, and shape, a politics of gender, race and sexuality that not only underpins power relations in the military, but the geopolitics of wars waged by liberal states. Linking the politics of daily life to the international is an intervention into international relations (IR) and security studies because instead of overlooking the politics of the everyday, this book insists that it is vital to explore how geopolitical events and practices are co-constituted, reinforced and contested by it. By utilising insights from Michel Foucault, the book explores how shared and collectively mediated knowledge on gender, race and sexuality facilitates certain claims about the nature of governing in liberal states and about why and how such states wage war against ‘illiberal’ ones in pursuit of global peace and security. The book also develops post-structural work in international relations by urging scholars interested in the linguistic construction of geopolitics to consider the ways in which bodies, objects and architectures also reinforce particular ideas about war, identity and statehood.

Educating Integrated Professionals: Theory and Practice on Preparation for the Professoriate

New Directions for Teaching and Learning, Number 113

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Author: Carol L. Colbeck,KerryAnn O'Meara,Ann E. Austin

Publisher: Jossey-Bass

ISBN: 9780470295403

Category: Education

Page: 128

View: 1148

There is a need for doctoral students to broaden their perspective on their own education so that they value teaching and service (professional and community) equally with research. This volume explores two interrelated paths to that goal. The first path encourages doctoral students -- and their faculty mentors -- to take advantage of the synergies among their teaching, research, and community service roles. Involving students in research, conducting research about one's teaching, or collaborating with community partners and students to investigate and solve real-world problems can enhance the effectiveness and efficiency of academic work. The second path emphasizes connections between professional and academic aspects of faculty work. Faculty members who integrate their disciplinary and professional work become adept at recognizing and solving ill-defined problems, skilled at understanding and responding to ethical questions, and able to discover, teach, and apply knowledge with colleagues, students, and community partners. Topics discussed include: Professional Identity Development Theory and Doctoral Education Applying Lessons from Professional Education to the Preparation of the Professoriate Graduate Education and Community Engagement Networking to Develop a Professional Identity: A Look at the First-Semester Experience of Doctoral Students in Business Lost in Translation: Learning Professional Roles Through the Situated Curriculum Strategies for Preparing Integrated Faculty: The Center for the Integration of Research, Teaching, and Learning Career Preparation for Doctoral Students: The University of Kansas History Department The authors consider the successes and failures of their case studies in the light of theories of identity development, professionalization, apprenticeship, socialization, mentoring, social networks, situated curriculum, concurrent curricula, and academic planning. They illuminate some of the drawbacks of current education for the professoriate and at the same time point toward current programs and new possibilities for educating doctoral students who will begin their faculty careers ready to integrate teaching, research and service. This is the 113th volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, offering a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.

As the spirit moves us

embracing spirituality in the postsecondary experience

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Author: Katherine Grace Hendrix,Janice D. Hamlet

Publisher: Jossey-Bass Inc Pub

ISBN: N.A

Category: Education

Page: 102

View: 6825

During the past decade there has been an increased interest in how members of the "first-world" countries cope with growing demands on their time, overstimulation of the senses, increasing crime rates, and a generally hurried existence. Professors are hardly immune from these forces, and the results cascade into students, communities, and ultimately, society in general. In contrast to the traditional Western forms of education, which address rational consensus while eschewing the subjective, a holistic pedagogy suggests that engaging spirituality in one's classroom and profession is necessary for addressing concerns regarding human development and achievement. More specifically, scholars now espouse the value of holistic teaching--teaching that encompasses not only the mind but the soul as well.The contributors in this volume offer diverse vantage points from which to understand the impact of spirituality on well-being, its influence on classroom pedagogy and interpersonal relationships with students and colleagues, and its utility as a coping mechanism. The authors use autoethnography to capture the diversity of their perspectives and to display the power of the reflective voice.This is the 120th volume of the Jossey-Bass higher education quarterly report New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

A laboratory for public scholarship and democracy

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Author: Rosa A. Eberly,Jeremy Cohen

Publisher: Jossey-Bass Inc Pub

ISBN: N.A

Category: Education

Page: 103

View: 2867

This volume of New Directions for Teaching and Learning offers insights into how and why public scholarship has grown and is beginning to sustain itself at Penn State University and beyond. The research and writing contained here was generated by faculty and graduate students active in Penn State's Laboratory for Public Scholarship and Democracy. The chapters in this issue attempt to: Examine the constitutional roots of public scholarship Distinguish between public scholarship and service Propose a framwwork for researching indivudual, organizational, and epistemological factors that shape faculty engagement in public scholarship Review developmental studies of youth and public scholarship Provide a narrative of student and faculty work in the American Indian Housing Initiative Make baseline explications for assessing public scholarship outcomes Provide a postmodern critique of expertise in the context of public scholarship In the final chapter, Judith Ramaley looks at the promise of public scholarship, from beyond the institutional site of Penn State, for higher education and democracy. This is the 105th volume of the Jossey-Bass quarterly report series New Directions for Teaching and Learning.

Curriculum development in higher education

faculty-driven processes and practices

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Author: Peter Wolf,Julia Christensen Hughes

Publisher: Jossey-Bass Inc Pub

ISBN: 9780470278512

Category: Education

Page: 113

View: 951

Collectively, the authors in this volume present the context and catalysts of higher education curriculum reform, advocate for the Scholarship of Curriculum Practice (SoCP), provide examples of curricular assessment and development initiatives at a variety of institutional levels, suggest that educational developers can provide much support to such processes, and argue that this work has profound implications for the faculty role. Anyone involved in curriculum assessment and development will find food for thought in each chapter. Faculty within institutions of higher education are increasingly being asked to play leadership roles in curriculum assessment and reform initiatives. This change is being driven by quality concerns; burgeoning disciplinary knowledge; interest in a broader array of learning outcomes, including skills and values; and growing support for constructivists pedagogies and learning-centered, interdisciplinary curricula. It is essential that faculty be well prepared to take scholarly approach to this work. To that end, this issue presents the frameworks used and lessons learned by faculty, administrators, and educational developers in a variety of curriculum assessment and development processes. This is the 112th volume of the Jossey-Bass quarterly report series New Directions for Teaching and Learning, which continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.

Neither White Nor Male: Female Faculty of Color

New Directions for Teaching and Learning, Number 110

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Author: Katherine Grace Hendrix

Publisher: Jossey-Bass

ISBN: N.A

Category: Education

Page: 120

View: 3679

Given the state of information on the academic experience in general and on the pedagogical strategies and strengths of faculty of color in particular, the scholars in this issue have come together to begin the process of articulating the academic experiences of female professors of color. While chronicling our challenges within academia as well as our contributions to the education of U.S. students, this collaborative effort will add depth to the existing literature on faculty of color, serve as a reference for positioning women of color within the larger context of higher education (moving us from the margin to the center), and lay a foundation for more inclusive future research. This is the 110th volume of the Jossey-Bass quarterly report New Directions for Teaching and Learning.

Teaching and Learning from the Inside Out: Revitalizing Ourselves and Our Institutions

New Directions for Teaching and Learning, Number 130

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Author: Margaret Golden

Publisher: John Wiley & Sons

ISBN: 1118431561

Category: Education

Page: 128

View: 1572

By reclaiming the passions of our hearts and exploring insights and ideas, we begin a remembering of ourselves. As we begin to reclaim our wholeness, we also have the capacity to renew and revitalize our institutions from within. After a long career of writing and speaking about how living in congruence—without division between inner and outer life—allows for being present with ourselves and those who journey with us, Parker Palmer and colleagues at the Center for Courage & Renewal developed a process of shared exploration. This Circle of Trust® approach encourages people to live and work more authentically within their families, workplaces, and communities. This issue explores the transformative power of engaging in a Circle of Trust. The authors examine its direct applications to teaching and learning, and they explore and discuss the research being done by the facilitators of this work. This is the 130th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

The Urban University and its Identity

Roots, Location, Roles

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Author: Herman Van Der Wusten

Publisher: Springer Science & Business Media

ISBN: 9401151849

Category: Social Science

Page: 206

View: 7949

The chapters in this book are revised versions of papers initially presented at a confer ence on Universities and their cities held in Amsterdam on March 27-29 1996. There were about one hundred participants and 45 written contributions from Europe, the US, Canada and Australia. People with different disciplinary backgrounds, geographers, historians, sociologists, economists and planners among them, attended, as did a few university administrators and local government officials. The intricate relationships between universities and their cities were intensively debated from the perspective of possible contributions by the university to city life as well as from the angle of the city as a milieu that affects the university's functioning. There were theoretical and historical papers, and a series of case studies, some of them comparative, as well as proposals and descriptions of efforts to improve city-university relations. It was a fruitful occasion for many on account of the diversity of experience brought together for the purpose of a debate on a matter of common interest. The vari ous university settings within Amsterdam were visited during a guided tour that pro vided food for thought on the matters under discussion by means of a living example.

Community of Learning

The American College and the Liberal Arts Tradition

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Author: Francis Oakley

Publisher: Oxford University Press, USA

ISBN: N.A

Category: Education

Page: 230

View: 9063

In the past decade, criticism of the state of undergraduate education in America has come from many directions and in many and various forms, from Allan Bloom's The Closing of the American Mind, to Dinesh D'Souza's Illiberal Education, to Secretary of Education William J. Bennett's 1984 report To Reclaim a Legacy. In his book Tenured Radicals, Roger Kimball derided current instruction in the humanities as "a program of study that has nothing to offer...but ideological posturing, pop culture, and hermeneutic word games." And given the intense demands of global competition, others have wondered if liberal arts programs in general should be replaced by more practical, job-oriented courses of study. Has the age-old tradition of education in the liberal arts been betrayed in our lifetime? Is it destined to become a stale vestige of the past? What value can be attributed to it in an era of rapidly escalating change? In Community of Learning, Francis Oakley, the president of Williams College, makes a strong case for the values and achievements of the liberal arts in providing a sense of historical continuity and a broader framework in which to come to terms with the problems of the modern world. Noting the "dyspeptic presentism" and "disheveled anecdotalism" characteristic of a good deal of the recent criticism, Oakley attempts to place it in historical perspective. He asserts that the single most important factor shaping the American undergraduate experience today is the unparalleled demographic upheaval of the past thirty years, the nature of the response it evoked, and the energy, imagination, and adaptation going into that response. And, reaching back to a more distant past, he insists that the tradition of education in the liberal arts has always been a highly tension-ridden one and that from its very conflictedness has derived much of its enduring vitality. Weaving together historical perspective and recent statistical data, he evaluates current worries about a "flight from the humanities" on the part of students or from teaching on the part of academics, and addresses such hotly debated issues as curricular coherence, multiculturalism, and the alleged politicization of undergraduate studies. Coming at a time when the age-old tradition of education in the liberal arts is beset by anxious questioning, Community of Learning is a bold affirmation of its established strengths and current efficacy in helping provide students with a grasp of the past, a comprehension of the present, a sense of self, and an enhanced ability to cope with the complex demands of an era of unprecedented change.

The Liberal Arts Tradition

A Documentary History

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Author: Bruce A. Kimball

Publisher: University Press of America

ISBN: 076185133X

Category: Religion

Page: 522

View: 3828

Ranging from Plato in antiquity to Martha Nussbaum in the present era, the authors of the seventy readings included in The Liberal Arts Tradition present significant and exemplary views addressing liberal arts education over the course of its history, particularly in the United States. Most of the documents are newly translated or no longer available in print. Arranged chronologically, each selection is accompanied by an informative introduction and extensive explanatory notes discussing its place within the liberal arts tradition. Based upon the author's twenty-five years of experience leading seminars concerning the history of liberal education, this collection presents a uniquely comprehensive and salient set of documents, while incorporating the neglected portrayal and discussion of women within the history of the liberal arts.

Sacrifice and Survival

Identity, Mission, and Jesuit Higher Education in the American South

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Author: R. Eric Platt

Publisher: University of Alabama Press

ISBN: 0817318194

Category: Education

Page: 223

View: 8282

Sacrifice and Survival recounts the history and development of Jesuit higher education in the American South. R. Eric Platt examines in Sacrifice and Survival the history and evolution of Jesuit higher education in the American South and hypothesizes that the identity and mission of southern Jesuit colleges and universities may have functioned as catalytic concepts that affected the “town and gown” relationships between the institutions and their host communities in ways that influenced whether they failed or adapted to survive. The Catholic religious order known as the Society of Jesus (Jesuits) manages a global network of colleges and universities with a distinct Catholic identity and mission. Despite this immense educational system, several Jesuit institutions have closed throughout the course of the order’s existence. Societal pressures, external perceptions or misperceptions, unbalanced curricular structures rooted in liberal arts, and administrators’ slow acceptance of courses related to practical job seeking may all influence religious-affiliated educational institutions. The religious identity and mission of these colleges and universities are fundamentals that influence their interaction with external environs and contribute to their survival or failure. Platt traces the roots of Jesuit education from the rise of Ignatius Loyola in the mid-sixteenth century through the European development of the Society of Jesus, Jesuit educational identity and mission, the migration of Jesuits to colonial New Orleans, the expulsion of Jesuits by Papal mandate, the reorganization of Jesuit education, their attempt to establish a network of educational institutions across the South, and the final closure of all but two southern Jesuit colleges and a set of high schools. Sacrifice and Survival explores the implications of the Galveston Hurricane of 1900, yellow fever, Georgia floods, devastating fires, the Civil War, the expansion of New Orleans due to the 1884 Cotton Centennial Exposition, and ties between town and gown, as well as anti-Catholic/anti-Jesuit sentiment as the Society of Jesus pushed forward to create a system of southern institutions. Ultimately, institutional identity and mission critically impacted the survival of Jesuit education in the American South.