MARC record from Internet Archive

LEADER: 07366cam a2200901 a 4500
001 ocm24626437
003 OCoLC
005 20191109073346.9
008 911008s1992 nyu b 001 0 eng
010 $a 91038855
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015 $aGB9306591$2bnb
016 7 $a019-50519$2Uk
019 $a27432991
020 $a0195051998
020 $a9780195051995
029 1 $aAU@$b000008497641
029 1 $aDEBBG$bBV006951151
029 1 $aDEBSZ$b032489714
029 1 $aGBVCP$b113490232
029 1 $aGEBAY$b1843295
029 1 $aNZ1$b4122881
029 1 $aUNITY$b051537346
029 1 $aYDXCP$b101744
035 $a(OCoLC)24626437$z(OCoLC)27432991
043 $an-us---
050 00 $aLC1023$b.O15 1992
082 00 $a370.11/2$220
084 $a81.01$2bcl
084 $aD 9200 US 34$2dopaed
084 $a5,3$2ssgn
049 $aMAIN
100 1 $aOakley, Francis.
245 10 $aCommunity of learning :$bthe American college and the liberal arts tradition /$cFrancis Oakley.
260 $aNew York :$bOxford University Press,$c1992.
300 $ax, 230 pages ;$c22 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 175-217) and index.
505 0 $aI. Institutional: The Bearers of the Tradition in Europe and America. 1. The School: Hellenistic, Roman, Monastic, Cathedral. 2. Studia generalia and the rise of universities and colleges. 3. The colonial college-university and the emergence of the modern American university. 4. College, university, and college-university: the matter of historical significance -- II. Instructional: The Evolution of the Tradition Itself. 1. Jerusalem and Athens: Biblical revelation versus natural reason. 2. Plato and Isocrates: philosophy versus rhetoric. 3. Kristeller and Frankel: liberal education versus liberalism. 4. Reformer and practitioner: educational ideal versus pedagogical practice -- III. Statistical: The Present Context of the Tradition. 1. Institutions: universities, colleges, numbers and types. 2. Students: how many, where and who they are, what they study, and what has changed. 3. Faculty: how many, where and who they are, how they spend their time, what has changed, and what the future holds -- IV. Critical: The Current Standing of the Tradition. 1. The silences of the critics. 2. The geology of alienation. 3. Teaching and research. 4. The plight of the humanities and the matter of general education. 5. Core, canon, grounding, and dissent -- V. Against Nostalgia: The Future Shaping of the Tradition. 1. Nostalgia, cultural inclusion, rhetoric, and teaching. 2. The selective liberal arts college, its traditional strengths and future destiny.
520 $aIn the past decade, criticism of the state of undergraduate education in America has come from many directions and in various forms, from Allan Bloom's The Closing of the American Mind, to Dinesh D'Souza's Illiberal Education, to Secretary of Education William J. Bennett's 1984 report To Reclaim a Legacy. In his book Tenured Radicals, Roger Kimball derided current instruction in the humanities as "a program of study that has nothing to offer. . .but ideological posturing, pop culture, and hermeneutic word games." And given the intense demands of global competition, others have wondered if liberal arts programs in general should be replaced by more practical, job-oriented courses of study. Has the age-old tradition of education in the liberal arts been betrayed in our lifetime? Is it destined to become a stale vestige of the past? In Community of Learning, Francis Oakley, the president of Williams College, makes a strong case for the values and achievements of the liberal arts in providing a sense of historical continuity and a broader framework in which to come to terms with the problems of the modern world. Noting the "dyspeptic presentism" and "disheveled anecdotalism" characteristic of a good deal of the recent criticism, Oakley attempts to place it in historical perspective. He asserts that the single most important factor shaping the American undergraduate experience today is the unparalleled demographic upheaval of the past thirty years, the nature of the response it evoked, and the energy, imagination, and adaptation going into that response. And, reaching back to a more distant past, he insists that the tradition of education in the liberal arts has always been a highly tension-ridden one that from its very conflictedness has derived much of its enduring vitality. Weaving together historical perspective and recent statistical data, he evaluates current worries about a "flight from the humanities" on the part of students, or from teaching on the part of academics, and addresses such hotly debated issues as curricular coherence, multiculturalism, and the alleged politicization of undergraduate studies. Coming at a time when the age-old tradition of education in the liberal arts is beset by anxious questioning, Community of Learning is a bold affirmation of its established strengths and current efficacy in helping provide students with an enhanced ability to cope with the complex demands of an era of unprecedented change.
590 $bInternet Archive - 2
590 $bInternet Archive 2
610 27 $aFreie Universität Berlin$bAllgemeiner Studentenausschuß$bKulturreferat$2gnd
610 27 $aUmschulungswerkstätten für Siedler und Auswanderer$gBitterfeld$2gnd
650 0 $aEducation, Humanistic$zUnited States.
650 0 $aEducation, Humanistic$xHistory.
650 6 $aÉducation humaniste$zÉtats-Unis.
650 6 $aÉducation humaniste$xHistoire.
650 7 $aEducation, Humanistic.$2fast$0(OCoLC)fst00903134
651 7 $aUnited States.$2fast$0(OCoLC)fst01204155
650 17 $aOnderwijs.$2gtt
650 17 $aHumanisme (cultuurgeschiedenis)$2gtt
650 17 $aVoortgezet onderwijs.$2gtt
650 7 $aBildungswesen$2gnd
650 7 $aCollege$2gnd
650 7 $aCurriculum$2gnd
650 7 $aGeisteswissenschaften$2gnd
650 7 $aGeisteswissenschaftlicher Unterricht$2gnd
650 7 $aHumanistische Bildung$2gnd
650 07 $aUniversität.$2swd
651 7 $aUSA.$2swd
650 04 $aHumanisme (cultuurgeschiedenis)
650 04 $aOnderwijs.
650 04 $aVoortgezet onderwijs.
653 0 $aEducation$aLibertarianism
653 0 $aUnited States
655 7 $aHistory.$2fast$0(OCoLC)fst01411628
776 08 $iOnline version:$aOakley, Francis.$tCommunity of learning.$dNew York : Oxford University Press, 1992$w(OCoLC)609929162
856 41 $3Table of contents$uhttp://www.gbv.de/dms/bowker/toc/9780195051995.pdf
856 42 $3Contributor biographical information$uhttp://catdir.loc.gov/catdir/enhancements/fy0724/91038855-b.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy0637/91038855-d.html
938 $aBaker & Taylor$bBKTY$c27.50$d27.50$i0195051998$n0002041465$sactive
938 $aBaker and Taylor$bBTCP$n91038855$c$24.00
938 $aYBP Library Services$bYANK$n101744
994 $a92$bERR
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