PWR 1JPA: The rhetoric of a liberal arts education: Recent e-books
"The liberal arts study how humans interact and bring meaning to their lives, but they also study how humans do their jobs – such as building complex engineering systems, measuring galaxies, and communicating with patients."
Critical Reflections and Politics on Advancing Women in the Academy is a critical scholarly publication that seeks to make the Academy responsive and inclusive for women advancement and sustainable empowerment strategies by broadening the understanding of why women in the Academy are overlooked in leadership positions, why there is a pay parity deficit, and what is being done to change the situation.
The move from educational provision for children to educational provision for adults marks a troubling transformation in this public conversation: from one about how it can improve the lives of all individuals, to one preoccupied with fairness, competition, merit, personal responsibility, and the sharing of benefits and burdens. Problems of status, stratification, and selectivity capture as much, if not more, of our attention than the question of what higher education institutions should aim to achieve.
This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions.
American higher education is under attack today as never before. A growing right-wing narrative portrays academia as corrupt, irrelevant, costly, and dangerous to both students and the nation. Budget cuts, attacks on liberal arts and humanities disciplines, faculty layoffs and retrenchments, technology displacements corporatization, and campus closings have accelerated over the past decade.
Redefining Liberal Arts Education in the Twenty-First Century delves into the essential nature of the liberal arts in America today. During a time when the STEM fields of science, technology, engineering, and math dominate the narrative around the future of higher education, the liberal arts remain vital but frequently dismissed academic pursuits. While STEAM has emerged as a popular acronym, the arts get added to the discussion in a way that is often rhetorical at best.
America's research universities lead the world in discovery, creativity, and innovation--but are captive to a set of design constraints that no longer aligns with the changing needs of society. Their commitment to discovery and innovation, which is carried out largely in isolation from the socioeconomic challenges faced by most Americans, threatens to impede the capacity of these institutions to contribute decisively and consistently to the collective good.
Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century.
Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education...
Catastrophe and Higher Education argues that the future of the humanities is tied to the fate of theory as a form of resistance to neoliberalism in higher education. It also offers that the fate of the academy may very well be in the hands of humanities scholars who are tasked with either rejecting theory and philosophy in times of catastrophe--or embracing it.
Radical Hope is at once political and practical--the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice.
Academics extol high-minded ideals, such as serving the common good and promoting social justice. Universities aim to be centers of learning that find the best and brightest students, treat them fairly, and equip them with the knowledge they need to lead better lives. But as Jason Brennan and Phillip Magness show in Cracks in the Ivory Tower, American universities fall far short of this ideal.
Instead of following the Magna Charta Universitatum, the declaration of the principles of knowledge signed in 1988 in Bologna, the academic approach pursued in Europe and the other continents over the past 30 years has strictly employed a utilitarian model of higher education. This jeopardizes academic freedom, shared governance and tenure, the three pillars of the long-established model of universities.
Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change.
The Garden of Leaders explores two related questions: What is leadership? And what sort of education could prepare young people to be leaders? Paul Woodruff argues that higher education - particularly but not exclusively in the liberal arts - should set its main focus on cultivating leadership in students.
This book presents a series of essays by the renowned historian Joan Wallach Scott that explore the history and theory of free inquiry and its value today. Scott considers the contradictions in the concept of academic freedom.
This is a deliberately provocative book crossing many disciplinary boundaries and locating music and art education within a context of contemporary social and political problems in a time of growing disruption and authoritarianism.
Getting in is only half the battle. The Privileged Poor reveals how--and why--disadvantaged students struggle at elite colleges, and explains what schools can do differently if these students are to thrive.
College for the Commonwealth: A Case for Higher Education in American Democracy illustrates how colleges and universities are the sustaining lifeblood of civil society and that when these vital institutions are underfunded, both the community and economy suffer.
W. Richard Scott, Michael W. Kirst, and colleagues focus on the changing relations between colleges and companies in one vibrant economic region: the San Francisco Bay Area. Colleges and tech companies, they argue, have a common interest in knowledge generation and human capital, but they operate in social worlds that substantially differ, making them uneasy partners.
This book highlights the experiences of international leaders in liberal arts and science education from around the world as they discuss regional trends and models, with a specific focus on developments in and cooperation with China.
In this second edition Colleen M. Conway offers insights beyond music and cognition including gender identity, sexual identity, and issues of cultural diversity not addressed in the first edition. Conway also covers technology in instructional settings and includes new references and updated student vignettes.