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
Results 1-5 of 68
Page xiv
... question of just how democracy was created or, in other words, how the authority inherent in teaching could ever be de- mocratic in the first place. Asserting that Dewey simply “took democracy for granted,” Meiklejohn believed he had ...
... question of just how democracy was created or, in other words, how the authority inherent in teaching could ever be de- mocratic in the first place. Asserting that Dewey simply “took democracy for granted,” Meiklejohn believed he had ...
Page xv
... question was, how? How could educators teach people to be free? Meiklejohn's answer to this question was both complex and contro- versial. Following the late eighteenth-century rational idealism of Kant, he insisted that the only way to ...
... question was, how? How could educators teach people to be free? Meiklejohn's answer to this question was both complex and contro- versial. Following the late eighteenth-century rational idealism of Kant, he insisted that the only way to ...
Page xvi
... question or by some later historian , always makes me uneasy . It is , of necessity , one man's view or one party's view which , in either case , is not accepted by other men or other parties . So the historical narrative can never be ...
... question or by some later historian , always makes me uneasy . It is , of necessity , one man's view or one party's view which , in either case , is not accepted by other men or other parties . So the historical narrative can never be ...
Page 12
... question to a head, Meiklejohn composed a short paper expressing his contempt for parading and other “wasteful ... questions of the day. As Meiklejohn saw it, campaign speeches al- lowed “the most intelligent and gifted men of the ...
... question to a head, Meiklejohn composed a short paper expressing his contempt for parading and other “wasteful ... questions of the day. As Meiklejohn saw it, campaign speeches al- lowed “the most intelligent and gifted men of the ...
Page 20
... questions drew Kant away from physics toward the study of philosophy. In the Critique of Pure Reason, published in 1781, Kant posed the basic epistemological question, How do human beings know? His answer to this query changed the ...
... questions drew Kant away from physics toward the study of philosophy. In the Critique of Pure Reason, published in 1781, Kant posed the basic epistemological question, How do human beings know? His answer to this query changed the ...
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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