MARC record from Internet Archive

LEADER: 04194cam 2200673 i 4500
001 ocn862098403
003 OCoLC
005 20211020101834.0
008 131205t20142014ctu b 001 0 eng
010 $a 2013041084
040 $aDLC$beng$erda$cDLC$dYDX$dBTCTA$dBDX$dERASA$dYDXCP$dORC$dOXF$dGK8$dCDX$dUKMGB$dMOF$dOCLCF$dUPZ$dZCU$dCGN$dOCLCQ$dKZK$dSFR$dOCLCQ$dGRC$dMYL$dIOK$dOCLCQ$dCCH$dOCLCQ$dNLW$dOCLCQ
015 $aGBB441024$2bnb
016 7 $a016688394$2Uk
019 $a880891326$a936047370
020 $a9780300175516$q(hardback)
020 $a0300175515$q(hardback)
020 $a9780300212662
020 $a0300212666
035 $a(OCoLC)862098403$z(OCoLC)880891326$z(OCoLC)936047370
037 $bYale Univ Pr, C/O Triliteral Llc 100 Maple Ridge Dr, Cumberland, RI, USA, 02864-1769, (401)6584226$nSAN 631-8126
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 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$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 $aEDUCATION$xAims & Objectives.$2bisacsh
650 7 $aEDUCATION$xHigher.$2bisacsh
650 7 $aEDUCATION$xHistory.$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
856 42 $zAdditional Information at Google Books$uhttp://books.google.com/books?vid=isbn9780300175516
938 $aBrodart$bBROD$n107711346
938 $aBaker and Taylor$bBTCP$nBK0013976236
938 $aCoutts Information Services$bCOUT$n26586274
938 $aErasmus Boekhandel$bERAA$nNTS0000168248
938 $aYBP Library Services$bYANK$n11317180
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029 1 $aUNITY$b134656318
029 1 $aUKMGB$b016688394
994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 867 OTHER HOLDINGS