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 xv
... critical intelligence and ethical under- standing, which could develop only through the guidance of a liberal ed- ucation. The question was, how? How could educators teach people to be free? Meiklejohn's answer to this question was both ...
... critical intelligence and ethical under- standing, which could develop only through the guidance of a liberal ed- ucation. The question was, how? How could educators teach people to be free? Meiklejohn's answer to this question was both ...
Page xvi
... critically but also sympathetically . Like Socrates before him , Meiklejohn was right to note that education , almost by its very nature , cannot be purely demo- cratic , and he was sensitive to the poignancy of this problem . “ If I ...
... critically but also sympathetically . Like Socrates before him , Meiklejohn was right to note that education , almost by its very nature , cannot be purely demo- cratic , and he was sensitive to the poignancy of this problem . “ If I ...
Page 31
... critical in his evaluations of their merit. Like Socrates, he believed his chief responsibility as a teacher was to foster students' capacity for rational deliberation, to teach them to be intellectually “free.” In his view, reason did ...
... critical in his evaluations of their merit. Like Socrates, he believed his chief responsibility as a teacher was to foster students' capacity for rational deliberation, to teach them to be intellectually “free.” In his view, reason did ...
Page 37
... critical issues as baseball , fraternities , drinking , and girls.13 With his rimless spectacles perched high on his nar- row nose , his starched collar buttoned tightly around his thin neck , and his impeccable cravats tucked neatly ...
... critical issues as baseball , fraternities , drinking , and girls.13 With his rimless spectacles perched high on his nar- row nose , his starched collar buttoned tightly around his thin neck , and his impeccable cravats tucked neatly ...
Page 63
... could do — but rather to foster a capacity for critical in- telligence and social reform . “ The intellectual road to success is longer and more roundabout than any other , ” Meiklejohn admitted 63 " The College as Critic "
... could do — but rather to foster a capacity for critical in- telligence and social reform . “ The intellectual road to success is longer and more roundabout than any other , ” Meiklejohn admitted 63 " The College as Critic "
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 |
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