Powers of the Mind: The Reinvention of Liberal Learning in America

Powers of the Mind: The Reinvention of Liberal Learning in America

by Donald N. Levine
     
 

It is one thing to lament the financial pressures put on universities, quite another to face up to the poverty of resources for thinking about what universities should do when they purport to offer a liberal education. In Powers of the Mind, former University of Chicago dean Donald N. Levine enriches those resources by proposing fresh ways to think about

See more details below

Overview

It is one thing to lament the financial pressures put on universities, quite another to face up to the poverty of resources for thinking about what universities should do when they purport to offer a liberal education. In Powers of the Mind, former University of Chicago dean Donald N. Levine enriches those resources by proposing fresh ways to think about liberal learning with ideas more suited to our times.

            He does so by defining basic values of modernity and then considering curricular principles pertinent to them. The principles he favors are powers of the mind—disciplines understood as fields of study defined not by subject matter but by their embodiment of distinct intellectual capacities. To illustrate, Levine draws on his own lifetime of teaching and educational leadership, while providing an inspirational summary of exemplary educational thinkers at the University of Chicago who continue to inspire. Out of this vital tradition, Powers of the Mind constructs a paradigm for liberal arts today, inclusive of a wide range of perspectives and applicable to the unique settings of the modern world.

Read More

Product Details

ISBN-13:
9780226475547
Publisher:
University of Chicago Press
Publication date:
09/28/2007
Edition description:
New Edition
Pages:
318
Sales rank:
937,970
Product dimensions:
6.00(w) x 9.00(h) x 0.90(d)

Table of Contents

Contents Preface....................xi
Acknowledgments....................xvii
Prologue: Missing Resources in Higher Education....................1
PART I. CRISES OF LIBERAL LEARNING IN THE MODERN WORLD....................7
1 The Place of Liberal Learning....................9
Sites of Secondary Enculturation....................10
The Modernity Revolutions....................15
Liberal Education Encounters Modernity....................19
2 The Movement for General Education....................24
Fallout from the Modernity Revolutions....................25
Quest for a New Common Learning....................29
PART II. ENTER CHICAGO....................37
3 The Making of a Curricular Tradition....................39
Enter Chicago....................39
Forming and Nurturing a Tradition....................43
Themes of the Chicago Tradition....................44
The Chicago Tradition of Liberal Learning....................71
4 Dewey and Hutchins at Chicago....................75
Dewey as Educator....................79
Hutchins as an Unwitting (?) Deweyan....................84
The Hutchins-Dewey Debate....................86
5 Richard McKeon: Architecton of Human Powers....................91
Entering the Fray....................92
Changing the Humanities Course....................94
Reconfiguring the Liberal Curriculum....................96
The Return in the 1960s....................103
McKeon as Teacher....................109
6 Joseph Schwab's Assault on Facile Teaching....................114
Genesis of an Educator....................115
Transforming the Natural ScienceCurriculum....................123
Transforming Classroom Pedagogy....................129
Transforming Pedagogy through Examinations....................133
Transforming Educational Systems....................134
Pluralistic Thoughtways and Communal Practice....................142
Schwab and the Chicago Tradition....................144
7 What Is Educational about the Study of Civilizations?....................146
"Civilization" in Educational Discourse....................147
Civilizational Studies at Chicago....................149
So, What Is Educational about the Study of Civilizations?....................166
PART III. REINVENTING LIBERAL EDUCATION IN OUR TIME....................175
8 New Goals for the Liberal Curriculum....................177
Contested Principles for the Liberal Curriculum....................177
Choosing a Path....................183
9 Goals for the Liberal Curriculum I: Powers of Prehension....................190
Audiovisual Powers....................190
Kinesthetic Powers....................194
Understanding Verbal Texts....................198
Understanding Worlds....................200
10 Goals for the Liberal Curriculum II: Powers of Expression....................204
Forming a Self....................205
Inventing Statements, Problems, and Actions....................209
Integrating Knowledge....................213
Communicating....................217
11 New Ways of Framing Pedagogy....................220
Modalities of Teaching and Learning....................221
From "Teaching" to Teaching Powers....................225
A Repertoire of Teaching Forms....................227
Approaches to Testing....................230
12 My Experiments in Teaching Powers....................232
Searching for Disciplines....................232
Basic Practice....................237
Disciplines as Ways of Getting into Conversations....................239
Disciplines as Ways of Connecting Conversations....................248
Epilogue: The Fate of Liberal Learning....................257
Appendix: Three Syllabi for Teaching Powers at Chicago....................259
References....................267
Index....................283

Read More

Customer Reviews

Average Review:

Write a Review

and post it to your social network

     

Most Helpful Customer Reviews

See all customer reviews >