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
... thought . So Rousseau thought . And so , too , Meiklejohn thought in his most idealistic moments of philosophical reflection . Taking his cue from the ancient idealism of Plato and , more , from the late eighteenth - century idealism of ...
... thought . So Rousseau thought . And so , too , Meiklejohn thought in his most idealistic moments of philosophical reflection . Taking his cue from the ancient idealism of Plato and , more , from the late eighteenth - century idealism of ...
Page 16
... thought and arousing multitudes to a new realization of the value of trained intellect in confronting the prob- lems of life on all its levels.”39 Bronson was right to stress the stimulus of modern science as the most important factor ...
... thought and arousing multitudes to a new realization of the value of trained intellect in confronting the prob- lems of life on all its levels.”39 Bronson was right to stress the stimulus of modern science as the most important factor ...
Page 18
... thought . When Meiklejohn matriculated at Brown in 1889 , Kant stood very much in the foreground of American phi- losophy . Even if the full significance of Kant's philosophy did not become apparent to him for many years , its initial ...
... thought . When Meiklejohn matriculated at Brown in 1889 , Kant stood very much in the foreground of American phi- losophy . Even if the full significance of Kant's philosophy did not become apparent to him for many years , its initial ...
Page 20
... thought. Unlike Hume and the empiricists, who argued that human beings know the world only through experience and sense perception, Kant asserted that human be- ings know through the mental processes of thought itself. In other words ...
... thought. Unlike Hume and the empiricists, who argued that human beings know the world only through experience and sense perception, Kant asserted that human be- ings know through the mental processes of thought itself. In other words ...
Page 22
... thought for Kant,” Meiklejohn explained, noting the link between prac- tical reason and moral conviction. “It was the real culmination of the work [The Critique of Practical Reason].”53 In Meiklejohn's view, Kant's greatest contribution ...
... thought for Kant,” Meiklejohn explained, noting the link between prac- tical reason and moral conviction. “It was the real culmination of the work [The Critique of Practical Reason].”53 In Meiklejohn's view, Kant's greatest contribution ...
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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