Known in his lifetime for a tireless dedication to humanitarian causes, Lowell L. Bennion was also one of the most important theologians and ethicists to emerge in the Church of Jesus Christ of Latter-day Saints in the twentieth century.
George B. Handley’s intellectual biography delves into Bennion’s thought and extraordinary intellectual life. Rejecting the idea that individual LDS practice might be at odds with lived experience, Bennion insisted the gospel favored the growth of individuals acting and living in the present. He also focused on the need for ongoing secular learning alongside religious practice and advocated for an idea of social morality that encouraged Latter-day Saints to seek out meaningful transformations of character and put their ethical commitments into practice. Handley examines Bennion’s work against the background of a changing institution that once welcomed his common-sense articulation of LDS ideas and values but became discomfited by how his thought cast doubt on the Church’s beliefs about race and other issues.
Having operated now for more than 140 years, the University of Arkansas at Pine Bluff (UAPB) was founded in 1875 as Branch Normal College by Joseph Carter Corbin, a native of Ohio and the son of former slaves. Corbin, who had a classical education, was the first African American superintendent of public education in Arkansas and literally built the school from the ground up. There was a desperate need for teachers in Arkansas, as there was a great desire for education by former slaves who had been prohibited from learning to read and write.
Corbin himself cleared the land that would soon house the college and then set about to create a school that would produce the first African American teachers following the Reconstruction years. For almost three decades, he worked tirelessly on behalf of Arkansas’s black community to meet the need for educators.
In the early days, Corbin worked both as the president and the janitor so that he could control costs and keep the school going. He often waived matriculation fees and other expenses to allow impoverished students the opportunity to graduate and become qualified to teach throughout Arkansas.
Although he might not have realized it at the time, Corbin was a member of the so-called aristocrats of color, the African American elite of national prominence and a group that included such luminaries as Booker T. Washington. Corbin was a true giant in the history of education in Arkansas. His story, told by a former UAPB student, is monumental for the scope of what one man was able to accomplish.
In 1953 Maurice Halperin was called before the Senate Internal Security Subcommittee to defend himself on charges of espionage. He was accused of having supplied Soviet sources with classified material from the Office of Strategic Services while he was an employee during World War II.
The Cold War was in full force. McCarthyism was at its peak. Caught up in the rapids of history, Maurice Halperin's life spun out of control. Denying the charges but knowing he could never fully clear his name, Halperin fled to Mexico and then, to avoid extradition, to Moscow. Among the friends he made there were British spy Donald MacLean and Cuban revolutionary leader Che Guevara. Disenchanted with socialism in the Soviet Union, he accepted Guevara's invitation to come to Havana in 1962. There he worked for Castro's government for five years before political tension forced him to leave for Vancouver, Canada, where he now resides.
Was Halperin a spy or a scapegoat? Was he a victim of Red- baiting or a onetime Communist espionage agent who eventually lost faith in Communism? Halperin's accuser was Elizabeth Bentley, a confessed Soviet courier who accused more than one hundred Americans of spying. Yet Bentley had no proof, and Halperin continues to maintain his innocence. One of them was lying. As Kirschner unravels the engrossing facts of the case--utilizing FBI files and dozens of interviews, including extensive interviews with Halperin himself--the reader becomes the investigator in a riveting real-life spy mystery. Along the way Kirschner offers new material on the OSS and further disturbing information about J. Edgar Hoover's use of his considerable power.
Maurice Halperin has lived a life like few Americans in our century. A left-wing American exile, he experienced two socialist worlds from the inside. In recounting the unclosed case of Maurice Halperin, Cold War Exile is both a gripping account of that remarkable life and a significant contribution to our understanding of a fascinating and controversial era in American political history.
Both a life story and a portrait of public higher education during the twentieth century, Harry Huntt Ransom captures the spirit of a dynamic individual who dedicated his talents to nurturing intellectual life in Texas and beyond. Tracing the details of Ransom's youth in Galveston and Tennessee and his education at Yale, where he earned a doctorate, Alan Gribben provides new insight into the factors that shaped Ransom's future as a renowned administrator and defender of the humanities.
Ransom's career at the University of Texas began in 1935, when he was hired as an instructor of English. He rose through the ranks to become chancellor, stepping down in 1971 during a volatile period when debates about the University's central mission raged—particularly over the question of commercializing higher education. The development of Ransom's lasting legacy, the Humanities Research Center bearing his name, is explored in depth as well. Bringing to life a legendary figure, Harry Huntt Ransom is a colorful testament to a singular man of letters who had the audacity to propose "that there be established somewhere in Texas—let's say in the capital city—a center of our cultural compass, a research center to be the Bibliothèque Nationale of the only state that started out as an independent nation."
Cotton-Patch Schoolhouse is a memoir of the author’s year as a young and inexperienced teacher in rural Marengo County, several miles from Linden, Alabama, in 1926. Seeking to earn money to continue college after her freshman year at Alabama College in Montevallo, the author welcomed the opportunity to teach eight children at five different grade levels in a one-room schoolhouse in the middle of a cotton field. Youthful enthusiasm, native wit, and a sense of adventure helped her transform the simple schoolhouse into a place of learning and excitement.
Although Kant was involved in the education debates of his time, it is widely held that in his mature philosophical writings he remained silent on the subject. In her groundbreaking Kant’s Conception of Pedagogy, G. Felicitas Munzel finds extant in Kant’s writings the so-called missing critical treatise on education. It appears in the Doctrines of Method with which he concludes each of his major works.
In it, Kant identifies the fundamental principles for the cultivation of reason’s judgment when it comes to cognition, beauty, nature, and the exercise of morality while subject to the passions and inclinations that characterize the human experience.
From her analysis, Munzel extrapolates principles for a cosmopolitan education that parallels the structure of Kant’s republican constitution for perpetual peace. With the formal principles in place, the argument concludes with a query of the material principles that would fulfill the formal conditions required for an education for freedom.
The idea that society progresses through stages of development, from savagery to civilization, arose in eighteenth-century Europe. Albert Craig traces how Fukuzawa Yukichi, deeply influenced by the Scottish Enlightenment, “translated” the idea for Japanese society, both enriching and challenging the concept.
Fukuzawa, an official in the Tokugawa government, saw his career collapse when the shogunate ended in 1867. Reinventing himself as a thinker and writer, he made his life work the translation and interpretation of the Western idea of the stages of civilization. He interpreted key Scottish intellectuals— Adam Smith, Adam Ferguson, William Robertson, John Millar; relied on American geographies to help explain how societies progress; and focused on invention as a key to civilization.
By defining the role of “less developed” nations in the world order, Fukuzawa added a new dimension to the stage theory. But by the end of the 1880s, he had come to dismiss the philosophy of natural rights as “the fatuous idealism of Christian ministers.” Though civilization—as represented by Britain—was still his goal for Japan, he no longer saw the West as a uniformly beneficial moral force.
This engaging history offers an illuminating look at an important figure and the world of ideas in nineteenth-century Japan.
Balancing theoretical and practical considerations, the collection examines Addams's emphasis on listening to and learning from those around her and encourages contemporary educators to connect with students through innovative projects and teaching methods. In the first essays, Addams scholars lay out how her narratives drew on experience, history, and story to explicate theories she intended as guides to practice. Six teacher-scholars then establish Addams's ongoing relevance by connecting her principles to exciting events in their own classrooms. An examination of the Jane Addams Children's Book Award and a fictional essay on Addams's work and ideas round out the volume.
Accessible and wide-ranging, Jane Addams in the Classroom offers inspiration for educators while adding to the ongoing reconsideration of Addams's contributions to American thought.
Contributors include Todd DeStigter, Lanette Grate, Susan Griffith, Lisa Junkin, Jennifer Krikava, Lisa Lee, Petra Munro, Bridget O'Rourke, David Schaafsma, Beth Steffen, Darren Tuggle, Erin Vail, and Ruth Vinz.
First published in 1899,The School and Society describes John Dewey’s experiences with his own famous Laboratory School, started in 1896.
Dewey’s experiments at the Laboratory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s pervasive concern with the need for a rich, dynamic, and viable society.
In his introduction to this volume, Joe R. Burnett states Dewey’s theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educational Principles; The Psychology of Occupations; and the Development of Attention.
This timely, persuasive, and hopeful book reexamines John Dewey's idea of schools, specifically community schools, as the best places to grow a democratic society that is based on racial, social, and economic justice. The authors assert that American colleges and universities bear a responsibility for-and would benefit substantially from-working with schools to develop democratic schools and communities.
Dewey's Dream opens with a reappraisal of Dewey's philosophy and an argument for its continued relevance today. The authors-all well-known in education circles-use illustrations from over 20 years of experience working with public schools in the University of Pennsylvania's local ecological community of West Philadelphia, to demonstrate how their ideas can be put into action. By emphasizing problem-solving as the foundation of education, their work has awakened university students to their social responsibilities. And while the project is still young, it demonstrates that Dewey's "Utopian ends" of creating optimally participatory democratic societies can lead to practical, constructive school, higher education and community change, development, and improvement.
John Dewey’s Educational Philosophy in International Perspective brings together eleven experts from around the globe to examine the international legacy of the famous philosopher. Placing special emphasis on Dewey’s theories of education, Larry A. Hickman and Giuseppe Spadafora have gathered some of the world’s most noted scholars of educational philosophy to present a thorough exploration of Dewey’s enduring relevance and potential as a tool for change in twenty-first-century political and social institutions.
This collection offers close examinations of the global impact of Dewey’s philosophies, both in his time and our own. Included are discussions of his reception as a much-respected yet criticized philosopher among European Catholics both before and after World War I; the utilization of his pragmatic theories in Italian education and the continuing quest to reinterpret them; his emergence as a source of inspiration to new democracies in Central and Eastern Europe; and his recently renewed popularity in the Hispanic world, particularly in South America and Spain. In addition, authors delve into Dewey’s notion of democracy as a personal way of life and his views on the important ties between education and the democratic state.
Also discussed are Dewey’s philosophies regarding school and society, including the understanding of educational trends as reflections of their social context; the contrast between his methods of applying intelligence to ethical problems and the theory of orthodox utilitarianism; responses to criticisms of Dewey’s controversial belief that the sciences can be applied directly to educational practices; and incisive queries into how he would have responded to the crucial role the Internet now plays in primary and secondary education.
This well-rounded volume provides international insight into Dewey’s philosophies and contains a wealth of information never before published in English, resulting in an indispensable resource for anyone interested in John Dewey and his lasting role in education around the world.
Contributors
Viviana Burza
Franco Cambi
Giorgio Chiosso
Jim Garrison
Jaime Nubiola
Hilary Putnam
Ruth Anna Putnam
Giuseppe Spadafora
Emil Višnovský
Leonard J. Waks
Krystyna Wilkoszewska
After the May Fourth Incident, John Dewey’s followers in China assumed the leadership of an important group of intellectuals who were largely veterans of the New Culture movement. The Chinese Communist movement had its inception in the same two years Dewey lectured in China (1919–1921); Dewey’s followers pitted their “liberalism” against this new radical alternative, in arguments that proved to be harbingers of a thirty-year conflict in Chinese politics.
The Dewey Experiment in China critically analyzes the careers and writings of John Dewey’s followers through the 1920s—particularly Kuo Ping-wen, Chiang Meng-lin, and T’ao Hsing-chih—as they attempted to implement Dewey’s political reform ideas and his progressive educational principles. The “new education” reform movement was spearheaded by Deweyites and directed a national-level educational reform effort for many years following World War I. Many of Dewey’s ideas that seemed most progressive in the United States are shown to be surprisingly conservative for China. The promise of progress implicit in problem-solving based upon conflicts in actual, concrete social conditions, as Dewey formulated it, deluded its proponents with a false hope of efficacy. The issue of political power was not adequately addressed. In education, unspoken assumptions about progressive reform in the United States proved to be absent in China.
The most dedicated Deweyites were forced to “turn Dewey on his head” by the end of the 1920s. What appeared to Dewey to be democracy through interest-group bartering among nations was often understood in “Third World” China as Big Power politics and the exploitation of the weak. The Dewey Experiment in China reflects, therefore, not only upon Dewey’s own thought but upon the fragility of many American ideas assumed to have been applicable again after World War II in China and Southeast Asia.
How are we to understand the nature and value of higher education's public purposes, mission, and work in a democratic society? How do-and how should-academic professionals contribute to and participate in civic life in their practices as scholars, scientists, and educators?
Democracy and Higher Education addresses these questions by combining an examination of several normative traditions of civic engagement in American higher education with the presentation and interpretation of a dozen oral history profiles of contemporary practitioners. In his analysis of these profiles, Scott Peters reveals and interprets a democratic-minded civic professionalism that includes and interweaves expert, social critic, responsive service, and proactive leadership roles.
Democracy and Higher Education contributes to a new line of research on the critically important task of strengthening and defending higher education's positive roles in and for a democratic society.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2024
The University of Chicago Press