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Vol. 1 (1976) through current issue (with gaps in vol. 1 and vol. 13)
Education and Culture, an international peer reviewed journal published twice yearly by Purdue University Press, takes an integrated view of philosophical, historical, and sociological issues in education. Included are articles of Dewey scholarship, as well as work inspired by Dewey’s many interests.
This study, the first English-language book on advanced education in the Austrian lands during the nineteenth century, is recommended for scholars and students in the history of education, modern social history, and the history of the Habsburg Monarchy.
This book reveals the sources of the disquiet prevailing among educators over the apparent failure of the public school system to develop moral responsibility in America's youth. The doctrine of separation of church and state has made sectarian religious training illegal in public schools, and Tunis Romein shows that the task of providing moral guidance, suddenly thrust upon educators, has disclosed their deep schisms in educational philosophy -- basic contradictions which have split American education from top to bottom.
Romein explains the basic conflicts in education by examining three educational philosophies -- progressivism, educational reconstructionism, and classical humanism -- and comparing all of them with the traditional Christian view. He holds that all educational philosophies, whether secular or not, are based on faith, and that all can be tested with regard to their beliefs about the nature of man and about the kind of moral responsibility education should develop in man.
With sincerity and frankness, Romein analyzes the moral and intellectual poverty of much of the thinking dominant in education today, and he shows the necessity as well as the difficulty of making faith in God once more the underlying influence in American education.
Essays and Addresses
Essays in Disenchanted Hope for Modern Man
A distinguished educator and social critic here considers the demands put upon democratic and progressive policies in education, which remains, he believes, man's strongest hope for creating new bases for human values in an age of change and cultural crisis. The importance of human worth and individual advancement, within communities and varied age demographics, is analyzed.
Jacques Derrida's Final Seminar
The End of the World and Other Teachable Moments follows the remarkable itinerary of Jacques Derrida’s final seminar, The Beast and the Sovereign (2001–3), as the explicit themes of the seminar—namely, sovereignty and the question of the animal—come to be supplemented and interrupted by questions of death, mourning, survival, the archive, and, especially, the end of the world. _x000B__x000B_The book begins with Derrida’s analyses, in the first year of the seminar, of the question of the animal in the context of his other published works on the same subject. It then follows Derrida through the second year of the seminar, presented in Paris from December 2002 to March 2003, as a very different tone begins to make itself heard, one that wavers between melancholy and an extraordinary lucidity with regard to the end. Focusing the entire year on just two works, Daniel Defoe’s Robinson Crusoe and Martin Heidegger’s seminar of 1929–30, The Fundamental Concepts of Metaphysics, the seminar comes to be dominated by questions of the end of the world and of an originary violence that at once gives rise to and effaces all things. _x000B__x000B_The End of the World and Other Teachable Moments follows Derrida as he responds from week to week to these emerging questions, as well as to important events unfolding around him, both world events—the aftermath of 9/11, the American invasion of Iraq—and more personal ones, from the death of Maurice Blanchot to intimations of his own death fewer than two years away. All this, the book concludes, makes this final seminar an absolutely unique work in Derrida’s corpus, one that both speaks of death as the end of the world and itself now testifies to that end—just one, though hardly the least, of its many teachable moments.
The myth of generations of disengaged youth has been shattered by increases in youth turnout in the 2004, 2006, and 2008 primaries. Young Americans are responsive to effective outreach efforts, and this collection addresses how to best provide opportunities for enhancing civic learning and forming lasting civic identities. The thirteen original essays are based on research in schools and in settings beyond the schoolyard where civic life is experienced. One focus is on programs for those schools in poor communities that tend to overlook civic education. Another chapter reports on how two city governments--Hampton, Virginia, and San Francisco—have invited youth to participate on boards and in agencies. A cluster of chapters focuses on the civic education programs in Canada and Western Europe, where, as in the United States, immigration and income inequality raise challenges to civic life.
In the University and Beyond
An increasing number of researchers and educators in the field of engineering wish to integrate considerations of social justice into their work and practice. In this volume, an international team of authors, from a range of disciplinary backgrounds, invite scholars to think and teach in new ways that acknowledge the social, as well as technical, impact engineering can have on our world and that open possibilities for social justice movements to help shape engineering/technology. The book examines three areas of an engineering academic’s professional role: teaching, research, and community engagement. Some of the authors have created classes to help students think through their roles as engineering practitioners in a changing society, and present case studies here. They also explore questions of access to engineering education. Others contributors are focusing their research on improving the lives of the marginalized and powerless. Yet others are engaging local groups and exploring ways in which universities might serve their communities and in which academic institutions can themselves be more socially just. The contributors take a broad social and ecological justice perspective to critique existing practices and explore alternatives. The result is a handbook for all scholars of engineering who think beyond the technical elements of their field, and an essential reader for anyone who believes in the transformative power of the discipline.