Higher Education as a Moral EnterpriseGeorgetown University Press, 1 лип. 1992 р. - 240 стор. Long argues that higher education is a moral enterprise and that, as such, it must be guided by a commitments to what is morally right and fundamentally good, not just by what is necessary in intellectual or financial endeavors. |
Зміст
| 19 | |
| 31 | |
The Significance of Community for the Institution | 45 |
Frolic and Celebration in the Academy | 57 |
Grading and Growth | 69 |
Debates about Boundaries | 85 |
Toward a PostEnlightenment Epistemology From | 101 |
Measures of Scholarly | 115 |
On Sustaining a Scholarly Ethos | 128 |
Pilgrimage and Professionalism in Pedagogical | 143 |
Prolegomena | 161 |
Contrasting Modes | 173 |
The Academy as Neighbor and Citizen | 184 |
Governance as Communal Responsibility | 198 |
Beyond Neutrality and Above xi | 210 |
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Загальні терміни та фрази
academic institutions achievement Adam Ulam agenda Alan Bloom American associated attention Bartlett Giamatti become campus capacity cerned Clark Kerr cognitive college or university colleges and universities commitments complex concern contemporary contrast credibility critical culture curricular curriculum Daniel Bell David Riesman debate defining demands Derek Bok disciplines elegance enterprise Ethics ethos evaluation experience faculty members function governance grading Harper and Row higher education human Ibid ideas important individual inquiry instance intellectual interaction involves issues Jacques Barzun Joseph Katz judgment knowledge maturity means ment merely Michael Polanyi mind moral multiversity orthopraxis Paulo Freire pedagogical persons perspective play political possible premises problems professional programs purposes relationship requires responsibility Robert Nisbet role scholar scholarly scholarship schools selfhood sense skills social society suggests teacher teaching tension term thinking Thorstein Veblen tion traditional truth understanding values York
Популярні уривки
Сторінка 167 - For at least another hundred years we must pretend to ourselves and to everyone that fair is foul and foul is fair; for foul is useful and fair is not. Avarice and usury and precaution must be our gods for a little longer still. For only they can lead us out of the tunnel of economic necessity into daylight.
Сторінка 167 - We shall be able to rid ourselves of many of the pseudo-moral principles which have hag-ridden us for two hundred years, by which we have exalted some of the most distasteful of human qualities into the position of the highest virtues.
Сторінка 149 - ... battle ranged, scattered and defeated all objections in his way, calls out his adversary into the plain, offers him the advantage of wind and sun, if he please, only that he may try the matter by dint of argument; for his opponents then to...
Сторінка 16 - If education is rightly understood, it will be understood as the cultivation of the intellect. The cultivation of the intellect is the same good for all men in all societies. It is, moreover, the good for which all other goods are only means. Material prosperity, peace and civil order, justice and the moral virtues are means to the cultivation of the intellect.
Сторінка 8 - Liberal Education makes not the Christian, not the Catholic, but the gentleman. It is well to be a gentleman, it is well to have a cultivated intellect, a delicate taste, a candid, equitable, dispassionate mind, a noble and courteous bearing in the conduct of life...
Сторінка 86 - ... the crisis of liberal education is a reflection of a crisis at the peaks of learning, an incoherence and incompatibility among the first principles with which we interpret the world, an intellectual crisis of the greatest magnitude, which constitutes the crisis of our civilisation.
Сторінка 154 - Only if someone grasps his hand not as a "creator" but as a fellowcreature lost in the world, to be his comrade or friend or lover beyond the arts, does he have an awareness and a share of mutuality. An education based only on the training of the instinct of origination would prepare a new human solitariness which would be the most painful of all. The child, in putting things together, learns much that he can learn in no other way.
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