Full Description
Substance, Judgment and Evaluation: Seeking the Worth of a Liberal Arts, Core Text Education selectively presents the thoughts of scholars and teachers of liberal arts, core text education on how their programs formulate and advance a "value-centered" education. What emerges from this selection is the wide scope of core text programs underlying the semantic intention of words such as "value-centered," "judgment," or even "liberal arts" or "collegiate" and "colleague." This volume records the cooperation and thoughtful consideration of faculty from a wide range of higher education institutions - research universities, comprehensive universities, colleges, and community colleges - who have chosen to come together to form such programs across North America. This volume should be of value to any dean, director, or faculty member who seeks to work with colleagues and texts across disciplines to form a coherent undergraduate program of study within general education.
Contents
Part 1 Introduction Part 2 Liberal Learning Chapter 3 Liberal Learning, Chicago Style: Reflections on a Founding Tradition in Liberal ArtsEducation - Plenary Address Chapter 4 Plato and the Ideal of Liberal Education Chapter 5 John Henry Newman on Liberal Learning and Opennessto the Mystery of Creation in The Idea of a University Part 6 Learning and Life Chapter 7 Identity, Liberal Education, and Vocation - Plenary Address Chapter 8 Plato on Educating Rulers Chapter 9 Beatrice and Pearl Chapter 10 Of Stomachs and Gold Teeth:The Limits of Dehumanization in Elie Wiesel's Night Chapter 11 Albert Camus's The Plague: Finding Meaning in a Post-Modern World Chapter 12 Memory is Necessary for Freedom Chapter 13 Core Texts and Context: Reading Poems of World War I in 2005-2006 Part 14 Expanding the Core Text Canon Chapter 15 Non-Canonical Core Texts Reflections from Experience: Liberal Arts Education in a Columbian Technological University - Plenary Address Chapter 16 Sulwan Al-Muta': The Wisdom of Stories for Leaders Chapter 17 Core Texts as Critical History: How Studying Works by Dead White Men Can Be Radical Chapter 18 Reading Bob Dylan's Chronicles as a Required Freshman Text Chapter 19 "Be Not Afraid of My Body": Whitman's Courageous Corporeality Chapter 20 The Selective Transformation of Reality in Life of Pi: A Model for Artful Living Chapter 21 On the Waterfront: Claude McKay's Banjo as a Core Textof African Diasporan Literature Chapter 22 "I Know Now How History Is Made":Wole Soyinka and the Drama of Existence Part 23 Core Texts in Science Chapter 24 Copenhagen, Bohr, & Heisenberg: How Did We Learn to Love the Bomb? Chapter 25 Galileo in Kansas: The Strange Timeliness of the Letter to the Grand Duchess Christina Chapter 26 Foundations of the Natural Sciences: "Great Books" Course at Carthage College Chapter 27 "Analogy to What is Old": Francis Bacon's Four Idols Today Chapter 28 Arctic Dreams and Nightmares Chapter 29 Teaching Scientists to See:A Possible Bridge between C.P. Snow's Two Cultures Chapter 30 Rocks of Ages: A Critique of Stephen Jay Gould's Thesis on the Relationship between Science and Religion Chapter 31 Teach the Science Not the Controversy: Charles Darwin, The Origin Of Species, and Intelligent Design Part 32 Pedagogical Models for Teaching Core Texts Chapter 33 Michelangelo and the Copernican Revolution Chapter 34 Teaching Humanities through The Milton Moment Chapter 35 Using Core Texts to Promote Students' Critical Thinking Skills Chapter 36 The Rule of St. Benedict as a Business Core Text Chapter 37 Engaging the Text: Reading the Opening Stanza of Dante's Inferno With Alumni in a "Great Books and Midlife" Weekend Course Chapter 38 How To Understand A Primary Source: Undergraduates And Ancient Biography: Appraising Athanasius's Life of Antony
