MARC Record from harvard_bibliographic_metadata

LEADER: 03253cam a2200481 i 4500
001 014092529-5
005 20140821225007.0
008 131205t20142014ctu b 001 0 eng
010 $a 2013041084
016 7 $a016688394$2Uk
020 $a9780300175516 (hardback)
020 $a0300175515 (hardback)
035 $a(PromptCat)99959536941
035 0 $aocn862098403
040 $aDLC$beng$erda$cDLC$dYDX$dBTCTA$dBDX$dERASA$dYDXCP$dORC$dOXF$dOCLCO$dGK8$dCDX$dUKMGB$dMOF$dOCLCF
042 $apcc
050 00 $aLC1011$b.R75 2014
082 00 $a370.11/2$223
084 $aEDU003000$aEDU015000$aEDU016000$2bisacsh
100 1 $aRoth, Michael S.,$d1957-
245 10 $aBeyond the university :$bwhy liberal education matters /$cMichael S. Roth.
264 1 $aNew Haven ;$aLondon :$bYale University Press,$c[2014]
264 4 $c©2014
300 $axii, 228 pages ;$c22 cm
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
504 $aIncludes bibliographical references (pages 197-210) and index.
505 0 $aFrom taking in the world to transforming the self -- Pragmatism : from autonomy to recognition -- Controversies and critics -- Reshaping ourselves and our societies.
520 $a"Contentious debates over the benefits-or drawbacks-of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism-often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student's capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America's long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. Du Bois's humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington's educational utilitarianism, for example. Jane Addams's emphasis on the cultivation of empathy and John Dewey's calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future"--$cProvided by publisher.
650 0 $aEducation, Humanistic.
650 0 $aEducation, Higher$xAims and objectives.
650 0 $aEducation$xPhilosophy.
650 7 $aEDUCATION / Aims & Objectives.$2bisacsh
650 7 $aEDUCATION / Higher.$2bisacsh
650 7 $aEDUCATION / History.$2bisacsh
650 7 $aEducation, Higher$xAims and objectives.$2fast$0(OCoLC)fst00903015
650 7 $aEducation, Humanistic.$2fast$0(OCoLC)fst00903134
650 7 $aEducation$xPhilosophy.$2fast$0(OCoLC)fst00902721
899 $a415_565387
899 $a415_565001
988 $a20140611
906 $0DLC