Higher Education as a Moral EnterpriseGeorgetown University Press, 1992 M07 1 - 240 páginas Long argues that higher education is a moral enterprise and that, as such, it must be guided by a commitments to what is morally right and fundamentally good, not just by what is necessary in intellectual or financial endeavors. |
Contenido
Education and Selfhood | 19 |
Wholeness of Selfhood | 31 |
The Significance of Community for the Institution | 45 |
Frolic and Celebration in the Academy | 57 |
Grading and Growth | 69 |
Debates about Boundaries | 85 |
Toward a PostEnlightenment Epistemology From | 101 |
Measures of Scholarly | 115 |
On Sustaining a Scholarly Ethos | 128 |
Pilgrimage and Professionalism in Pedagogical | 143 |
Prolegomena | 161 |
Contrasting Modes | 173 |
The Academy as Neighbor and Citizen | 184 |
Governance as Communal Responsibility | 198 |
Beyond Neutrality and Above xi | 210 |
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Términos y frases comunes
academic institutions achievement Adam Ulam agenda Alan Bloom American associated attention Bartlett Giamatti become campus capacity cerned Clark Kerr cognitive college or university colleges and universities commitments complex concern contemporary contrast credibility critical culture curricular curriculum Daniel Bell David Riesman debate defining demands Derek Bok disciplines elegance enterprise Ethics ethos evaluation experience faculty members function governance grading Harper and Row higher education human Ibid ideas important individual inquiry instance intellectual interaction involves issues Jacques Barzun Joseph Katz judgment knowledge maturity means ment merely Michael Polanyi mind moral multiversity orthopraxis Paulo Freire pedagogical persons perspective play political possible premises problems professional programs purposes relationship requires responsibility Robert Nisbet role scholar scholarly scholarship schools selfhood sense skills social society suggests teacher teaching tension term thinking Thorstein Veblen tion traditional truth understanding values York
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Página 8 - Liberal Education makes not the Christian, not the Catholic, but the gentleman. It is well to be a gentleman, it is well to have a cultivated intellect, a delicate taste, a candid, equitable, dispassionate mind, a noble and courteous bearing in the conduct of life...