Uniting the Liberal Arts: Core and Context
Selected Essays for the Fifth Annual Conference of the Association of Core Texts and Courses
Published on 18. December 2001
Book
Paperback/Softback
226 pages
978-0-7618-2161-8 (ISBN)
Description
Uniting the Liberal Arts: Core and Context is a selection of essays, presented or further developed from the 1999 Association of Core Texts and Courses conference in New Orleans, focusing on a few of the vertices or vortices, where an intensified sense of the interplay between the ways of knowledge may be glimpsed, or a memorable moment in the past when all briefly achieved a greater congruity may be revived for new consideration. These essays fall into an organization according to the major scheme each posits as unifying, or attempting to unify, the liberal arts.
More details
Series
Language
English
Place of publication
Lanham, MD
United States
Dimensions
Height: 216 mm
Width: 140 mm
Thickness: 14 mm
Weight
328 gr
ISBN-13
978-0-7618-2161-8 (9780761821618)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Scott Lee is an Executive Director, ACTC Liberal Arts Institute at St. Mary's College. Lee has advised over 50 institutions of higher learning on the reform and renewal of sound, general liberal education curricula. He received his Ph.D. from the University of Chicago. J. Scott Lee is the Executive Director of the Association for Core Texts and Courses and Series Editor for the ACTC Annual Proceedings.
Content
Chapter 1 Preface
Chapter 2 Acknowledgments
Chapter 3 Practically Educated: The ACTC Director's Address
Chapter 4 On Education: Uniting Students' Learning
Chapter 5 Waiting for Herot to Burn: The Core Vision of Beowulf
Chapter 6 The Rewards of Reading Copernicus
Chapter 7 (Re)discovering the Rationale for a Liberal Arts Core: Narrative of the Life of Frederick Douglass in Interdisciplinary Context
Chapter 8 Knowledge, History, and the Creation of Human Nature
Chapter 9 Teaching Students to Ask Questions About What They Read
Chapter 10 Educating the Educators: Core Curriculum and Peripheral Faculty
Chapter 11 From Wandering to Journeying with Core Texts in an Honors Curriculum
Chapter 12 Acts of Reading:
Chapter 13 Euclid Through Ages of Reason
Chapter 14 The Interpretive Journey and the Allegory of Reading: Introduction to the Inferno as a Humanities Text
Chapter 15 Prospero and the Times of Reading
Chapter 16 Character and Reading: The Absent Speaker's Presence
Chapter 17 Texts as Gathering Points:
Chapter 18 At the Core of the Social Sciences: Montesquieu's Spirit of the Laws
Chapter 19 Teaching the Bhagavad-Gita in a Traditional Great Books Program
Chapter 20 Confucius in Dialogue with the West and Today's Students
Chapter 21 History in the Service of Life: A Dynamic Systems Approach to Intellectual History
Chapter 22 What the Classics of Science Can Teach Us: Claude Bernard's Introduction to the Study of Experimental Medicine and Erwin Schroedinger's What Is Life?
Chapter 23 The Ethical:
Chapter 24 Tragedy, History, and Rhetoric in the Core: Sophocles and Thucydides
Chapter 25 Adam Smith's Other Great Book: The Theory of Moral Sentiments
Chapter 26 Questioning "Our Western Tradition"
Chapter 27 Core Events as "Core" Context: The Holocaust as a Test Case
Chapter 28 The City:
Chapter 29 The Holy City
Chapter 30 Dante and the Synthesis of the Medieval City
Chapter 31 Shakespeare's Cities
Chapter 32 Unraveling the City: "Bartleby" and the Mid-Nineteenth Century
Chapter 33 The City in Toni Morrison's Paradise
Chapter 2 Acknowledgments
Chapter 3 Practically Educated: The ACTC Director's Address
Chapter 4 On Education: Uniting Students' Learning
Chapter 5 Waiting for Herot to Burn: The Core Vision of Beowulf
Chapter 6 The Rewards of Reading Copernicus
Chapter 7 (Re)discovering the Rationale for a Liberal Arts Core: Narrative of the Life of Frederick Douglass in Interdisciplinary Context
Chapter 8 Knowledge, History, and the Creation of Human Nature
Chapter 9 Teaching Students to Ask Questions About What They Read
Chapter 10 Educating the Educators: Core Curriculum and Peripheral Faculty
Chapter 11 From Wandering to Journeying with Core Texts in an Honors Curriculum
Chapter 12 Acts of Reading:
Chapter 13 Euclid Through Ages of Reason
Chapter 14 The Interpretive Journey and the Allegory of Reading: Introduction to the Inferno as a Humanities Text
Chapter 15 Prospero and the Times of Reading
Chapter 16 Character and Reading: The Absent Speaker's Presence
Chapter 17 Texts as Gathering Points:
Chapter 18 At the Core of the Social Sciences: Montesquieu's Spirit of the Laws
Chapter 19 Teaching the Bhagavad-Gita in a Traditional Great Books Program
Chapter 20 Confucius in Dialogue with the West and Today's Students
Chapter 21 History in the Service of Life: A Dynamic Systems Approach to Intellectual History
Chapter 22 What the Classics of Science Can Teach Us: Claude Bernard's Introduction to the Study of Experimental Medicine and Erwin Schroedinger's What Is Life?
Chapter 23 The Ethical:
Chapter 24 Tragedy, History, and Rhetoric in the Core: Sophocles and Thucydides
Chapter 25 Adam Smith's Other Great Book: The Theory of Moral Sentiments
Chapter 26 Questioning "Our Western Tradition"
Chapter 27 Core Events as "Core" Context: The Holocaust as a Test Case
Chapter 28 The City:
Chapter 29 The Holy City
Chapter 30 Dante and the Synthesis of the Medieval City
Chapter 31 Shakespeare's Cities
Chapter 32 Unraveling the City: "Bartleby" and the Mid-Nineteenth Century
Chapter 33 The City in Toni Morrison's Paradise