Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964Univ of Wisconsin Press, 2009 M03 11 - 440 pages This definitive biography of the charismatic Alexander Meiklejohn tracks his turbulent career as an educational innovator at Brown University, Amherst College, and Wisconsin’s “Experimental College” in the early twentieth century and his later work as a civil libertarian in the Joe McCarthy era. The central question Meiklejohn asked throughout his life’s work remains essential today: How can education teach citizens to be free? |
From inside the book
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Page xii
... believe that they achieved their understanding entirely on their own—freely, autonomously, and independent of any “external” teaching. They must believe that they taught themselves everything they know and, thus, that their knowledge is ...
... believe that they achieved their understanding entirely on their own—freely, autonomously, and independent of any “external” teaching. They must believe that they taught themselves everything they know and, thus, that their knowledge is ...
Page xv
... believe that democracy was inborn in human nature, nor did he think, as Dewey often suggested, that democracy was somehow intrinsic to the objective methods of modern science. Rather, he believed that humanity must learn how to be ...
... believe that democracy was inborn in human nature, nor did he think, as Dewey often suggested, that democracy was somehow intrinsic to the objective methods of modern science. Rather, he believed that humanity must learn how to be ...
Page 27
... believe,” he said, “such faith as this may well suffice; in ritual and praise the Christian finds revealed the presence of the Eternal Power. And yet this cannot be the only way of knowing God, for what of those who never have heard the ...
... believe,” he said, “such faith as this may well suffice; in ritual and praise the Christian finds revealed the presence of the Eternal Power. And yet this cannot be the only way of knowing God, for what of those who never have heard the ...
Page 31
... believe in the need for authoritative moral guidelines to teach people how to live compatibly together, and he insisted on the transcendental quality of true virtue. Yet, he found the origins of morality in reason, not in religious ...
... believe in the need for authoritative moral guidelines to teach people how to live compatibly together, and he insisted on the transcendental quality of true virtue. Yet, he found the origins of morality in reason, not in religious ...
Page 44
... believe that the athletic feeling is altogether too intense, and there is too great a desire to win.”44 Meiklejohn agreed with Freeman and vociferously opposed the corruption of college sports, especially the aggressive recruitment ...
... believe that the athletic feeling is altogether too intense, and there is too great a desire to win.”44 Meiklejohn agreed with Freeman and vociferously opposed the corruption of college sports, especially the aggressive recruitment ...
Contents
3 | |
33 | |
61 | |
To Whom Are We Responsible? 19201924 | 97 |
A New College with a New Idea 19251928 | 133 |
A Most Lamentable Comedy 19291932 | 165 |
A Fresh Start 19331940 | 199 |
A Reply to John Dewey 19411947 | 233 |
What Does the First Amendment Mean? 19481954 | 263 |
The Faith of a Free Man 19551964 | 296 |
Education and the Democratic IdealThe Meaning of Alexander Meiklejohn | 329 |
Notes | 337 |
Bibliography and Suggestions for Further Reading | 391 |
Index | 403 |
Other editions - View all
Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964 Adam R. Nelson Limited preview - 2009 |
Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964 Adam R. Nelson Limited preview - 2009 |
Common terms and phrases
activities advisers Alexander Meiklejohn Amendment American Amherst argued asked asserted authority believe Brown citizens civil Committee Communist concern constitutional course critical cultural curriculum dean democracy democratic Dewey discussion economic ethical experience Experimental College explained expressed fact faculty February folder Frank freedom give hope human ideals ideas individual institutions intellectual interests issue John June later learning letter liberal living March meaning meeting mind moral noted October organization philosophy political possible President principles problems professors Providence question reason received Relation Report San Francisco School Scott seemed self-government sense SHSW social society speech summer teach teachers theory things thought tion took trustees understanding United University University of Wisconsin wrote York