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2728 books match the query 'Education' and 609 start with t

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The Educated Mind

How Cognitive Tools Shape Our Understanding

Kieran Egan

University of Chicago Press, 1997

The Educated Mind offers a bold and revitalizing new vision for today's uncertain educational system. Kieran Egan reconceives education, taking into account how we learn. He proposes the use of particular "intellectual tools"—such as language or literacy—that shape how we make sense of the world. These mediating tools generate successive kinds of understanding: somatic, mythic, romantic, philosophical, and ironic. Egan's account concludes with practical proposals for how teaching and curriculum can be changed to reflect the way children learn.

"A carefully argued and readable book. . . . Egan proposes a radical change of approach for the whole process of education. . . . There is much in this book to interest and excite those who discuss, research or deliver education."—Ann Fullick, New Scientist

"A compelling vision for today's uncertain educational system."—Library Journal

"Almost anyone involved at any level or in any part of the education system will find this a fascinating book to read."—Dr. Richard Fox, British Journal of Educational Psychology

"A fascinating and provocative study of cultural and linguistic history, and of how various kinds of understanding that can be distinguished in that history are recapitulated in the developing minds of children."—Jonty Driver, New York Times Book Review

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The Educated Underclass

Students and the False Promise of Social Mobility

Gary Roth

Pluto Press, 2019

"The waste of human capacity Roth describes is phenomenal. But his major point is that it is not new. The millennials are feeling the worst of it, perhaps, but only the worst so far."—Inside High Ed

The dream of social mobility is dying. Where previous generations routinely expected to surpass their parents' level of economic success, prospects for today's young people are increasingly bleak. What role does higher education play in the process? An essential and frightening one, according to author Gary Roth.

The Educated Underclass reveals the structural problems that are helping to create this problem. Gary Roth shows how universities—touted as the best way up the economic ladder for young people—actually reproduce traditional class hierarchies. And as more graduates emerge every year into economies that are no longer creating a steady stream of stable jobs, the odds of landing one decrease—and over-educated people end up scrapping for poorly compensated positions for which they're overqualified. Chapters include:

*Higher education and class
*The overproduction of intelligence
*Class in transition: historical background
*Underemployment through the decades
*Class status and economic instability
*And more!

Roth writes in his Introduction, “Education has become an intermediary institution between a social system that habitually sputters and declines while ever-greater amounts of consumer products are dangled in front of the system’s workforce. The result: a dynamic fraught with all sort of negative possibilities, both socially and psychotically.”

A broadside against the failures of our education system and our economy, Gary Roth’s The Educated Underclass aims to startle us out of our complacency and wake us up to action.

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The Education Alibi

Tracing Education's Entanglements Across Contemporary Africa

Elizabeth Cooper, Erdmute Alber, and Wandia Njoya, Editors

University of Michigan Press, 2025

Education is generally promoted as the key to the future of Africa in global development discourses about the continent. Education’s official story in Africa continues to be one of innocence and public good, yet, since colonial times, education has constituted an area of intense contestation. The Education Alibi asks if it is possible that while claiming to be doing one thing, education has also been doing another in African communities. The concept of the “alibi” shines an interrogative light on institutions’ and actors’ use of education to divert scrutiny from other effects. Through ethnographic research and critical analysis across the continent, this volume focuses on people’s lived experiences to demonstrate how contemporary education systems in fact deepen economic, racialized, gendered, urban-rural, linguistic, religious, and other intranational and international inequalities.

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The Education of Betsey Stockton

An Odyssey of Slavery and Freedom

Gregory Nobles

University of Chicago Press, 2022

A perceptive and inspiring biography of an extraordinary woman born into slavery who, through grit and determination, became a historic social and educational leader.

The life of Betsey Stockton (ca. 1798–1865) is a remarkable story of a Black woman’s journey from slavery to emancipation, from antebellum New Jersey to the Hawai‘ian Islands, and from her own self-education to a lifetime of teaching others—all told against the backdrop of the early United States’ pervasive racism. It’s a compelling chronicle of a critical time in American history and a testament to the courage and commitment of a woman whose persistence grew into a potent form of resistance.

When Betsey Stockton was a child, she was “given, as a slave” to the household of Rev. Ashbel Green, a prominent pastor and later the president of what is now Princeton University. Although she never went to school, she devoured the books in Green’s library. After being emancipated, she used that education to benefit other people of color, first in Hawai‘i as a missionary, then Philadelphia, and, for the last three decades of her life, Princeton—a college town with a genteel veneer that never fully hid its racial hostility. Betsey Stockton became a revered figure in Princeton’s sizeable Black population, a founder of religious and educational institutions, and a leader engaged in the day-to-day business of building communities.

In this first book-length telling of Betsey Stockton’s story, Gregory Nobles illuminates both a woman and her world, following her around the globe, and showing how a determined individual could challenge her society’s racial obstacles from the ground up. It’s at once a revealing lesson on the struggles of Stockton’s times and a fresh inspiration for our own.

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The Education of Ernie Dumas

Chronicles of the Arkansas Political Mind

Ernest Dumas

Butler Center for Arkansas Studies, 2019

Like The Education of Henry Adams, the early twentieth-century classic from which this book derives its name, Adams described the ascent, or descent, of a postwar social and political order into something that a few people called modernity. But Dumas follows this evolution, not in the United States as Adams did, but in insular Arkansas.

Beginning with the defeat of Governor Francis Cherry by the son of a hillbilly socialist at the end of the Joe McCarthy era, Dumas traces the development of a modernist political cast that eventually produced Arkansas’s first president of the United States. It follows the seed from 1978 that would germinate into the second impeachment of an American president.

Dumas has written for newspapers and about politics for sixty-three years, since 1954, the year that the stolid Cherry fell to Orval Eugene Faubus. The book is a political memoir that describes not only his education in the ways of politicians but the politicians’ own education and miseducation in how you win voters and then how you get things done.

It is mostly a collection of untold stories, often deeply personal, that reveal the inner struggles and sometimes the tribulations of the state’s leaders—Cherry, Faubus, Winthrop Rockefeller, Dale Bumpers, David Pryor, John McClellan, J. William Fulbright, Bill Clinton, Jim Guy Tucker, and others.

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The Education of Historians for Twenty-first Century

Thomas Bender, Philip M. Katz, Colin Palmer, and the Committee on Graduate Education (AHA)

University of Illinois Press, 2004

An examination and analysis of history education in American colleges and universities

In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions.

Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the

Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline.

Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education.

As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.

Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.

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The Education of Mrs. Henry Adams

Eugenia Kaledin

University of Massachusetts Press, 1994

Marian Hooper Adams—Clover, as her friends called her—was an accomplished photographer and a witty, irreverent free spirit who moved easily within the cultural circles of nineteenth-century Boston. Why, then, in 1882, at the age of forty-two, did she swallow a lethal dose of potassium cyanide? And why did her husband of thirteen years fail even to mention her in his autobiography, The Education of Henry Adams?

These and other questions are explored in this first paperback edition of Eugenia Kaledin's pathbreaking biography. The book recreates the intense intellectual, cultural, and moral life of Boston and New England before, during, and after the Civil War and helps us to understand what could drive such a gifted, intelligent, and privileged woman to take her own life. Included is a portfolio of Adams's photographs of her husband and his famous circle.

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The Education of Phillips Brooks

John F. Woolverton

University of Illinois Press, 1995

Brooks's theological and intellectual lineage

The Education of Phillips Brooks probes the formative years of one of the best-known figures of Victorian America's "Gilded Age". Rigorously researched, bringing as yet untapped archival material into play, John F. Woolverton's book is an extremely readable and fascinating look at a gifted, persuasive clergyman and public figure. The sermon Brooks delivered at his Holy Trinity Church in Philadelphia while Abraham Lincoln's body lay in state overnight in Independence Hall was published, making him nationally famous overnight. He also is known for penning the lyrics to "O Little Town of Bethlehem". Although Brooks was not a major theologian, he was nurtured in an atmosphere of serious religious thought. In the crisis era of pre-Civil War America, he sought a religious and cultural ideal in the "perfect manhood" of Jesus Christ and consequently "won a name" for himself, as his slightly envious cousin, Henry Adams, once remarked. Woolverton places Brooks in his cultural context and shows how this religious leader was shaped psychologically and by his times and how those factors helped him forge a spiritual ideal for a troubled nation.

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The Education of Teachers

Edited by Gary A. Griffin

University of Chicago Press, 1999

This volume addresses persistent issues in the preservice and continuing education of teachers. Attention is focused upon perspectives on teacher education that differ significantly from those that have characterized views of this field in the past. Among developments that provide the current context for teacher education are the movement for standards, the emphasis upon inquiry in the classroom, increased expectations for teachers' participation in curriculum development, constructivism and the cognitive revolution, and professional development schools. These and other matters receive the attention of a distinguished group of scholars and practitioners in the field.

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The Education of Things

Mechanical Literacy in British Children's Literature, 1762–1860

Elizabeth Massa Hoiem

University of Massachusetts Press, 2023

Finalist for the 2025 SHARP Book History Book Prize

Winner of the 2025 Justin G. Schiller Prize for Bibliographical Work on Children’s Books from The Bibliographical Society of America

By the close of the eighteenth century, learning to read and write became closely associated with learning about the material world, and a vast array of games and books from the era taught children how to comprehend the physical world of “things.” Examining a diverse archive of popular science books, primers, grammars, toys, manufacturing books, automata, and literature from Maria Edgeworth, Jean-Jacques Rousseau, and Anna Letitia Barbauld, The Education of Things attests that material culture has long been central to children’s literature.

Elizabeth Massa Hoiem argues that the combination of reading and writing with manual tinkering and scientific observation promoted in late eighteenth- and early nineteenth-century Britain produced new forms of “mechanical literacy,” competencies that were essential in an industrial era. As work was repositioned as play, wealthy children were encouraged to do tasks in the classroom that poor children performed for wages, while working-class children honed skills that would be crucial to their social advancement as adults.

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The Education of a Christian Woman

A Sixteenth-Century Manual

Juan Luis Vives

University of Chicago Press, 2000

"From meetings and conversation with men, love affairs arise. In the midst of pleasures, banquets, dances, laughter, and self-indulgence, Venus and her son Cupid reign supreme. . . . Poor young girl, if you emerge from these encounters a captive prey! How much better it would have been to remain at home or to have broken a leg of the body rather than of the mind!" So wrote the sixteenth-century Spanish humanist Juan Luis Vives in a famous work dedicated to Henry VIII's daughter, Princess Mary, but intended for a wider audience interested in the education of women.

Praised by Erasmus and Thomas More, Vives advocated education for all women, regardless of social class and ability. From childhood through adolescence to marriage and widowhood, this manual offers practical advice as well as philosophical meditation and was recognized soon after publication in 1524 as the most authoritative pronouncement on the universal education of women. Arguing that women were intellectually equal if not superior to men, Vives stressed intellectual companionship in marriage over procreation, and moved beyond the private sphere to show how women's progress was essential for the good of society and state.

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The Education of a Radical

An American Revolutionary in Sandinista Nicaragua

By Michael Johns

University of Texas Press, 2012

“I went to Nicaragua with nothing but a tourist visa, $1,500 in cash, the name of someone at the Agrarian Reform Ministry, and the idea of being a revolutionary intellectual. . . . The idea took hold in a simple character flaw: wanting to believe that I knew better than everyone else.” —From the preface

When Michael Johns joined a Sandinista militia in 1983, a fellow revolutionary dubbed him a rábano, a radish: red on the outside but white on the inside. Now, more than twenty-five years later, Johns appreciates the wisdom of that label as he revisits the questions of identity he tried to resolve by working with the Sandinistas at that point in his life. In The Education of a Radical, Johns recounts his immersion in Marxism and the Nicaraguan sojourn it led to, with a painful maturation process along the way.

His conversion began in college, where he joined a student group called the Latin American Solidarity Association and traveled to Chiapas, Mexico, for research on his senior thesis. Overwhelmed by the poverty he witnessed (and fascinated by a new friend named Maricela who was trying to turn peasants into revolutionaries and who carried a heavily highlighted copy of Late Capitalism), he experienced an ideological transformation. When a Marxist professor later encouraged him to travel to Nicaragua, the real internal battle began for him, a battle that was intensified by the U.S. invasion of Grenada and its effect on the Sandinistas, who believed they were the next target for an imminent American invasion. Before he knew it, Johns was digging trenches and learning how to use an AK-47. His intellectual ideals came face-to-face with revolutionary facts, and the results would perplex him for years to come.

Bringing to life a vivid portrait of the sometimes painful process of reconciling reality with romanticized principles, The Education of a Radical encapsulates a trove of truths about humanity, economics, and politics in one man’s memorable journey.

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The Education of a WASP

Lois M. Stalvey

University of Wisconsin Press, 1989

Brimming with honestly and passion, The Education of a WASP chronicles one white woman's discovery of racism in 1960s America. First published in 1970 and highly acclaimed by reviewers, Lois Stalvey's account is as timely now as it was then. Nearly twenty years later, with ugly racial incidents occurring on college campuses, in neighborhoods, and in workplaces everywhere, her account of personal encounters with racism remains deeply disturbing. Educators and general readers interested in the subtleties of racism will find the story poignant, revealing, and profoundly moving.

“Delightful and horrible, a singular book.” —Choice

“An extraordinarily honest and revealing book that poses the issue: loyalty to one’s ethnic group or loyalty to conscience.” —Publishers Weekly

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The Education of an Anti-Imperialist

Robert La Follette and U.S. Expansion

Richard Drake

University of Wisconsin Press, 2013

Robert M. La Follette (1855–1925), the Republican senator from Wisconsin, is best known as a key architect of American Progressivism and as a fiery advocate for liberal politics in the domestic sphere. But "Fighting Bob" did not immediately come to a progressive stance on foreign affairs.

In The Education of an Anti-Imperialist, Richard Drake follows La Follette's growth as a critic of America's wars and the policies that led to them. He began his political career with conventional Republican views of the era on foreign policy, avidly supporting the Spanish-American and Philippine-American Wars. La Follette's critique of empire emerged in 1910, during the first year of the Mexican Revolution, as he began to perceive a Washington–Wall Street alliance in the United States' dealings with Mexico. La Follette subsequently became Congress's foremost critic of Woodrow Wilson, fiercely opposing United States involvement in World War I. Denounced in the American press as the most dangerous man in the country, he became hated and vilified by many but beloved and admired by others.

La Follette believed that financial imperialism and its necessary instrument, militarism, caused modern wars. He contended they were twin evils that would have ruinous consequences for the United States and its citizens in the twentieth century and beyond.

“An excellent book. . . . As Drake fully documents, La Follette's warnings about [World War I] profiteers and the lust for power were fully justified. Then as now, the American people were lied to by the government and media and manipulated into the stink and blood of war."—Mark Taylor, The Daily Call

“Scholars will . . . value the insights into La Follette's foreign policy education.”—The Historian

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The Education of the Eye

History of the Royal Polytechnic Institution 1838-1881

Brenda Weeden

University of Westminster Press, 2008

The Royal Polytechnic Institution's story is the first episode in the long, diverse history of the University of Westminster. Drawing on an extensive range of primary and secondary sources this book explores the Institution's reputation for visual spectacle and the popularisation of science. It is lavishly illustrated with contemporary images.

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The Educational Leadership Challenge

Redefining Leadership for the 21st Century

Edited by Joseph Murphy

University of Chicago Press, 2002

Part I of the National Society for the Study of Education's 101st yearbook explores the changing context of educational leadership in the twenty-first century through the lenses of school improvement, social justice, and democratic community. Authors discuss topics such as leadership roles for teachers, principals, and superintendents; rethinking professional development for school leaders; school improvement processes for building instructional capacity; and the evolving role of leadership in education over time.

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The Educational Odyssey of a Woman College President

Joanne V. Creighton

University of Massachusetts Press, 2018

Early in her tenure as president of Mount Holyoke College, Joanne V. Creighton faced crises as students staged protests and occupied academic buildings; the alumnae association threatened a revolt; and a distinguished professor became the subject of a major scandal. Yet Creighton weathered each storm, serving for nearly fifteen years in office and shepherding the college through a notable revitalization.

In her autobiography, The Educational Odyssey of a Woman College President, Creighton situates her tenure at Mount Holyoke within a life and career that have traversed breathtaking changes in higher education and social life. Having held multiple roles in academia spanning undergraduate, professor, and president, Creighton served at small colleges and large public universities and experienced the dramatic changes facing women across the academy. From her girlhood in Wisconsin to the presidency of a storied women's college, she bears witness to the forces that have reshaped higher education for women and continues to advocate for the liberal arts and sciences.

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The Effective General College Curriculum as Revealed by Examinations

Committee Committee on Educational Research

University of Minnesota Press, 1937

The Effective General College Curriculum as Revealed by Examinations was first published in 1937. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This volume, authored by the Committee on Education Research of the University of Minnesota, is the ninth in a series dealing with obstacles and challenges in college education.The General College of the University of Minnesota was established in 1932 as an experiment in giving students who cannot spend four years or more in college as broad a cultural education as possible. This book sketches the development of the program, tells how that program operates and what its objectives are, and describes in detail the several courses and the examinations that have been devised to measure its success.Part I contains introductory chapters by President Coffman, Melvin E. Haggerty, Dean of the College of Education, Malcolm S. MacLean, director of the General College, and Professors Alvin C. Eurich and Palmer O. Johnson, examination counselors. Each chapter in Part II, “The Comprehensive Examination Areas,” deals with a specific field: contemporary affairs, history and government, economics, euthenics, psychology, art, physical science, biological science, and English. Each chapter is written by well-qualified authorities in their respective fields, and gives course content as well as examples and results of the tests by which the General College measures the growth of the individual student in judgment, in ability to solve problems, and in appreciation of the arts. Part III contains studies of related problems.

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The Effectiveness of the High School Progam in Home Economics

A Report of a Five-Year Study of Twenty Minnesota Schools

Clara Arny

University of Minnesota Press, 1952

The Effectiveness of the High School Program in Home Economics was first published in 1952.Because the goals of home economics have changed markedly within recent years, facts are needed to chart its future course. This report presents more pertinent facts than any previous study of home economics in the public schools.The report is based on a five-year study, from 1943 to 1948, of the home economics program in twenty Minnesota high schools, a study which Mrs. Arny directed. The report discusses the strong and the weak points of the home economics program, shows the factors which seem to influence its effectiveness, and suggests ways in which the program may be improved. Appraisals were made by means of a wide variety of techniques and evaluations made at intervals during the study determined the extend of improvements made in the schools.A significant aspect of the study was an examination of the facilities and effectiveness of homemaking instruction in schools which received reimbursement from state and federal vocational funds. Data from these schools were compared with data from similar schools not receiving the subsidy. Recommendations - admittedly provocative and probably controversial - are based upon the results of the analyses of these data.This report should be stimulating and helpful to school administrators, home economics teachers and supervisors, government officials, and parent and civic groups who wish to improve homemaking education.

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The Electronic Word

Democracy, Technology, and the Arts

Richard A. Lanham

University of Chicago Press, 1993

The personal computer has revolutionized communication, and digitized text has introduced a radically new medium of expression. Interactive, volatile, mixing word and image, the electronic word challenges our assumptions about the shape of culture itself.

This highly acclaimed collection of Richard Lanham's witty, provocative, and engaging essays surveys the effects of electronic text on the arts and letters. Lanham explores how electronic text fulfills the expressive agenda of twentieth-century visual art and music, revolutionizes the curriculum, democratizes the instruments of art, and poses anew the cultural accountability of humanism itself.

Persuading us with uncommon grace and power that the move from book to screen gives cause for optimism, not despair, Lanham proclaims that "electronic expression has come not to destroy the Western arts but to fulfill them."

The Electronic Word is also available as a Chicago Expanded Book for your Macintosh®. This hypertext edition allows readers to move freely through the text, marking "pages," annotating passages, searching words and phrases, and immediately accessing annotations, which have been enhanced for this edition. In a special prefatory essay, Lanham introduces the features of this electronic edition and gives a vividly applied critique of this dynamic new edition.

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