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? |
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Page xiii
... human , both individually and collectively , as an independently attainable ideal , even if that ideal proved a fiction or a myth . So Socrates thought . So Rousseau thought . And so , too , Meiklejohn thought in his most idealistic ...
... human , both individually and collectively , as an independently attainable ideal , even if that ideal proved a fiction or a myth . So Socrates thought . So Rousseau thought . And so , too , Meiklejohn thought in his most idealistic ...
Page xv
... humanity could possibly devise. He did not, however, 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 ...
... humanity could possibly devise. He did not, however, 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 ...
Page 4
... human society is a body consisting of many members , the real in- terests of which are identical . ” He learned that “ true workmen should be fellow - workers . ” He discovered that “ a principle of justice , not of self- ishness , must ...
... human society is a body consisting of many members , the real in- terests of which are identical . ” He learned that “ true workmen should be fellow - workers . ” He discovered that “ a principle of justice , not of self- ishness , must ...
Page 18
... human knowledge and to demonstrate the ultimate and substantial character of mind and the fu- tility of any and ... humanity has yet produced , ” Andrews liked to say , and in the 1890s he was not alone in his enthusiasm.47 After 1881 ...
... human knowledge and to demonstrate the ultimate and substantial character of mind and the fu- tility of any and ... humanity has yet produced , ” Andrews liked to say , and in the 1890s he was not alone in his enthusiasm.47 After 1881 ...
Page 20
... human beings could neither know nor prove the existence of anything external to con- sciousness itself, Hume rejected the medieval characterization of God as the “First Cause” of all human experience and, instead, advocated reli- gious ...
... human beings could neither know nor prove the existence of anything external to con- sciousness itself, Hume rejected the medieval characterization of God as the “First Cause” of all human experience and, instead, advocated reli- gious ...
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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