A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.

This paper examines a largely unrecognized mental disorder that is essentially a disability of values. It is their daily contact with this pathology that leads many university liberal arts faculty to demoralization. The deeply rooted disparity between the world of the traditional liberal arts scholar and today’s college students is not simply a gulf across which communication is difficult, but rather involves a pathological impairment in the majority of students that stems from an exclusionary focus (...) on work, money, and the acquisition of things. It is argued that this state of mind constitutes a self-disabling mental illness, which for a society becomes pathological ideology, and for the individual takes the form of clinical narcissism. (shrink)

An invitational workshop held in 1991 focussed on technological literacy for liberal arts majors -- current programs and resources, and planning for future developments. The workshop concentrated on several interrelated topics: curriculum development, courseware available, attraction of students, faculty issues/logistics, courseware needed, consortium approach, funding directions, and stimulation of programs. It was concluded that a sufficient base of previous development and materials exist upon which to build expanded future programs. It was futher concluded that more technological literacy (...) efforts are needed, and that engineering and liberal arts faculty must work together for their successful development. (shrink)

This essay explores the role of music composition within the curriculum of a typical small liberal arts college and the faculty composer's role(s) in facilitating the study of composition. The relationship between composition and campus performance is discussed, particularly in light of the increased emphasis on performance in formerly all-male colleges (Amherst, Williams, Bowdoin, Dartmouth, and so on) after the advent of coeducation in the 1970s. Other topics include teaching strategies for introducing non-major students to composition, the (...) rise of interest in non-Western music (with resulting influence on student composers), and the utilization of visiting performers/composers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 33.1 (2000) 94-96 [Access article in PDF] Book Review Rhetoric Reclaimed: Aristotle and the Liberal Arts Tradition Rhetoric Reclaimed: Aristotle and the Liberal Arts Tradition. Janet M. Atwill. London: Cornell University Press, 1998. Pp. xvi + 235. $35.00 hard cover. Much like Weimar, Germany, American civil society has been buffeted for a half-century by both the lunatic right, hiding behind the mask (...) of religious freedom, and the lunatic left, sporting "pomo" (postmodern) tribal colors in the garb of academic freedom. In an earlier age, both might be burned at the stake; today, they are granted tax-exempt status. Readers seeking contributions to the life of the mind find their harangues both unpleasant and unrewarding. This book is unfortunately no exception.Atwill's title is deceptive. Her work is only marginally about either Aristotle or his rhetoric. She is more concerned to "reclaim" the liberal arts held hostage by the received tradition of Athenian democratic ideals. Vide: At issue are the character of the social identities of gender, race, and class and the nature of the social ties by which we are bound.... (3) Challenges to the... humanist paradigm... became the subject of... debates over cultural diversity, political correctness, and revisionist literary canons and historical accounts. Just what is at stake... is the type of subjectivity produced by the paideia of a multicultural curriculum (that subjects values, views of reality, and relationships to cultural and political authority. (12-13) So we are in for another salvo of pomo evangelism, with the usual suspects trotted out (Stanley Fish, Jacques Derrida, Pierre Bourdieu, Gilles Deleuze, Michel Foucault, Julia Kristeva, and Edward Said) all with a view to rectifying the hegemonic white male biases of E. M. Cope, and rhetoric's four B's (Baldwin, Burnet, Burkhardt, and Hans Baron).Were Atwill offering a New Age update of Cope's commentary, her project might hold promise. Embers of such potential glow throughout the [End Page 94] book. Thus, her passing remarks on the relation of techne and theoria to Greek medicine (74-79) and to the cultural demands of what amounts to a plantation society (107-8) bear consideration. And her deconstruction of Cope's work as a managerial art grounded in associationist psychology (192-200) is especially insightful.Where the book disappoints is its clumsiness: it is simultaneously pedantic and superficial. On the first count, the author shows wide acquaintance with the standard commentaries on classical culture, but she seems often to be adrift in an ocean of secondary sources. For example, she is more likely to discuss Kennedy's treatment of Aristotle than Aristotle himself (58). And so it goes: Wright on Empedocles (90), Crane on Cicero (31), Woods on Cope (200). Indeed, it is difficult to tell from the book if the author's command of classical Greek extends much beyond Liddell and Scott.In addition to her overdependency on secondary sources, Atwill disregards historical contexts in pushing her quirky pomo readings to the fore. To cite only a few of these: For Plato, expertise is equivalent to function, and function determines one's place in the hierarchical order of the state. (30)... Physis (nature) or faculty equals function equals place in the social order. (141) [For Aristotle,] private property is the means of both self-expression and self-knowledge; knowledge of the self would be impossible without the procurement of private property. The subject and object distinction, usually made in the context of epistemology, is relocated at the center of the notion of private property. (184-85) If Protagoras, Isocrates, and Cicero were appointed deans... today, I doubt that they would institute a curriculum based on principles of radical democracy. (209) Perhaps Atwill would prefer to pick her dean from among Che, Mao, Pol Pot, or Lenin. While such eccentric inferences may fit the bill for cultural studies, they flunk the test of impartiality. This is a commodification of pedantry--recycling fragments of academic publications to advocate a partisan position. But advocacy resting on innuendo, resentment, and polite sneering can never meet the standards of serious scholarship... (shrink)

After the hell of the Nazis and the terror of Communism, it is possible that a new catastrophe has appeared on the horizon: this time it is neoliberalism that wants to create its own 'new man'. For two centuries, Kant's critical subject and Freud's neurotic subject provided us with philosophical templates for modernity, but today modern capitalism is systematically destroying these two subjects and replacing them with something new. The two subjects of modernity both presupposed some reference to a higher (...) value or power which provided a symbolic guarantor, but neoliberalism, by emphasizing the exchange of commodities in the marketplace, destroys all transcendental references of this kind. Now human beings no longer look beyond themselves and no longer have to agree about symbolic values: they only have to get on with the circulation and consumption of goods. Deprived of his faculty of judgement and urged to enjoy himself without restraint, the 'new man' of neoliberalism takes centre stage in the era of global capitalism. In this biting critique of our contemporary condition Dufour shows that the radical transformation of the subject brought about by neoliberalism - what he calls 'the art of shrinking heads' - contains a new kind of violence which has far-reaching consequences for our ways of living together. (shrink)

The party registration of tenure‐track faculty at 11 California universities, ranging from small, private, religiously affiliated institutions to large, public, elite schools, shows that the “one‐party campus” conjecture does not extend to all institutions or all departments. At one end of the scale, U.C. Berkeley has an adjusted Democrat:Republican ratio of almost 9:1, while Pepperdine University has a ratio of nearly 1:1. Academic field also makes a tremendous difference, with the humanities averaging a 10:1 D:R ratio and business schools (...) averaging 1.3:1, and with departments ranging from sociology (44:1) to management (1.5:1). Across all departments and institutions, the D:R ratio is 5:1, while in the “soft” liberal‐arts fields, the ratio is higher than 8:1. These findings are generally in line with comparable previous studies. (shrink)

In The Art of Humane Education, Donald Phillip Verene presents a new statement of the classical and humanist ideals that he believes should guide education in the liberal arts and sciences. These ideals are lost, he contends, in the corporate atmosphere of the contemporary university, with its emphasis on administration, faculty careerism, and student performance. Verene addresses questions of how and what to teach and offers practical suggestions for the conduct of class sessions, the relationship between teacher (...) and student, the interpretation of texts, and the meaning and use of a canon of great books.In sharp contrast to the current tendency toward specialization, Verene considers the aim of college education to be self-knowledge pursued through study of all fields of thought. Education, in his view, must be based on acquisition of the arts of reading, writing, and thinking. He regards the class lecture as a form of oratory that should be presented in accordance with the well-known principles of rhetoric. The Art of Humane Education, styled as a series of letters, makes the author's original and practical ideas very clear. In this elegant book, Verene explores the full range of issues surrounding humane education.On the humanities: "Despite Descartes, the study of humane letters has remained, but it is always in danger of passing out of the curriculum. It remains a beggar who will not quite leave the premises."On teaching: "Like oratory, teaching requires a natural gift, but it is also an art which, like all the other humane arts, can be learned only mimetically.... As some are born tone-deaf and cannot be musical, there are those who can never teach. But most if they wish have some aptitude for it, and this aptitude can be developed into an art."On teachers: "Teachers motivated by eloquence attempt to speak wholly on a subject, since the whole is where its life is. Teachers not motivated by eloquence tend to be either dull or comedic. The dull teacher may have knowledge but have no true language for it.... The comedic teacher is shallow and a menace to the subject matter."On administrators: "Administration is never content simply to concern itself with the pure business of the university, paying its bills, maintaining its buildings. It sees itself as necessary in order for the process between teacher and student to go on. But it is a process that it constantly interrupts.... Administrators, however, should not be taken too seriously."Although sharply critical of many aspects of the modern university and of many currents within the humanities, The Art of Humane Education remains at heart a ringing endorsement of the high humanist tradition and its continuing relevance to the institutions of teaching and learning. (shrink)

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? (...) And what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

During the 15th century the Cracow University had become a major intellectual centre in central Europe. It was especially important in educating lawyers and administrators for the Polish-Lithuanian state as well as the higher clergy: as a result, special stress was put on legal and theological studies. The faculty of Liberal Arts (Philosophy), though less prized, also took part in the intellectual life of the Latin Europe, becoming home to representatives of most philosophical schools of the late (...) Middle Ages. Scotism was one of the last medieval schools to arrive in Cracow. It was introduces there by Michael Twaróg of Biestrzyków, who studied the doctrines of scotism in logic and metaphysics. His main source was not Duns Scotus, however, but his pupils and followers, notably Antonius Andreae, whose "Quaestiones super XII libros Metaphysicae" was a book widely read in Cracow since 1489. Antonius' solutions on the division of sciences, the subject-matter of metaphysics, the concept of being, etc. were accepted also by Nicholas of Michałowice, Martin Kulap of Tarnowiec, John of Głogów, and John of Stobnica. Some of them tried to combine some scotist ideas with philosophical views of other schools. In logic, the solutions associated with scotism started appearing in Cracow s little earlier – in 1470s – but their influence was weaker than in metaphysics. Again, they were mostly coming from the works of Scotus's followers of the 14th and early 15th century. The group of Cracow logicians influences by scotist opinions included John of Głogów, Michael of Wrocław, Nicholas of Giełczewo and Michael od Biestrzyków, who tried to combine the views of Scotus with those of Peter of Spain in his commentary on "Parva naturalia". Philosophy of nature was the discipline in which the influence of scotism was felt last and least. It is found mostly in the works of John of Stobnica – especially in his commentary on "Parvulus philosophiae naturalis" (1498) – and Simon of Leśniewo, John's pupil, who wrote glossa to the commentary. (shrink)

현대 대학들은 시장 경제의 원리에 따라 연구결과물의 양산과 취업률의 제고에만 온 정신을 집중하고 있다. 이러한 현상을 비판적 지성인들은 ‘폐허의 대학’ 또는 ‘대학의 기업화’라고 부르며 강력히 반발하고 있다. 그렇다면 대학의 몰락을 이겨내기 위한 새로운 대안과 방향성은 어떻게 발견될 수 있을까? 여러 학자는 대학의 오랜 역사, 특히 중세 대학의 설립과정에서 해답을 찾고자 한다. 그렇지만 일부 학자는 중세 대학에서는 아예 학문의 자유가 보장되지 않았다는 주장을 펼치기도 하다. 본 논문에서는 대학의 위기를 극복하기 위해 우선 중세 대학의 발생 배경과 유형들, 그리고 구조 등을 통해 발전 (...) 과정(1장)을 살펴보겠다. 이어서 중세 대학이 정치적 억압으로부터의 독립을 추구하는 과정과 교회 권력의 통제에 대해 저항하는 과정을 살펴봄으로써 외부권력‘으로부터의 자유’를 추구하는 과정을 탐구할 것이다.(제2장) 이를 토대로 과연 중세 대학이 지키려 했던 소중한 가치가 진리를 추구하려는 학문에 대한 사랑(amor scientiae)이며 이를 위해 ‘교수와 학생의 공동체’이 이루어졌음을 밝힐 것이다. 이러한 소중한 가치를 지키기 위해 중세의 대학은 동맹 휴학이나 철수를 포함한 참으로 다양한 방법을 동원했고, 필요에 따라서 교황과 왕이나 귀족을 자신의 보호자로 삼기도 했다. 아리스토텔레스의 강의 금지령이 성과를 거두지 못한 것에서 중세 대학의 자율성은 잘 드러난다.(제3장) 중세의 대학이 추구했던 가치를 통해서 위기를 겪고 있는 현대의 대학인들은 다양한 교훈을 얻을 수 있다. 다양하고 교묘한 형태로 나타나는 현대 대학에 대한 통제에 대처하기 위해서는 대학인들이 단지 눈앞에 작은 이익에만 매몰되는 일 없이, 자신이 추구하고 있는 학문적인 이상을 뚜렷이 자각해야 한다. 효율적인 기술자 양성에 적합한 방법을 모든 기초 학문에도 적용하려는 경향을 극복하기 위해서는 중세 대학의 인문학부에서 이루어진 통합적인 교육과정을 주목해야 한다. 상위학부를 위한 기초과정의 역할을 충실히 수행했던 ‘인문학부’처럼 변화하는 개별적인 상황에 능동적으로 대처할 수 있는 보편적인 교육을 지향해야 한다. 또한 중세 대학에서 추구했던 평등의 원리에 따라 대학의 주체인 구성원들이 모두 ‘함께 지배하기’(shared governance)에 참여함으로서 이미 심하게 손상된 대학의 공동체 정신을 회복해야 한다. 우리가 가르치는 학생들과 동료들을 진정한 가족으로 바라 볼 때, 우리의 대학들은 경쟁의 두려움에서 벗어나 ‘지혜의 집’이 주는 아늑함과 형제애를 느끼는 장소가 될 것이다. (shrink)

Atlas College, a liberal arts institution, was founded during the middle of the nineteenth century. At that time the Board of Trustees adopted as the school's motto the maxim of the Roman poet Juvenal, mens sana in corpore sano, “a sound mind in a sound body.” The saying attracted little notice over the years, but several decades ago a recently appointed member of the board complained at a Trustees' meeting that, while attending a reception to greet members of (...) the faculty, he had found to his dismay that the school's professors were not physically well‐conditioned, most appearing either scrawny or corpulent. “How,” he inquired of his fellow Board members, “can these individuals exemplify the ideals of our College, if they fail to display soundness of body?”. (shrink)

Public reason liberalism is the political theory which holds that coercive laws and policies are justified when and only when they are grounded in reasons of the public. The standard interpretation of public reason liberalism, consensus accounts, claim that the reasons persons share or that persons can derive from shared values determine which policies can be justified. In this paper, I argue that consensus approaches cannot justify fair educational policies and preserving cultural goods. Consensus approaches can resolve some controversies about (...) teaching values in the educational system, such as curriculum choice. But they cannot determine which culture goods, e.g., architecture, artwork, or language ought to be preserved in the education system. Consensus approaches cannot fairly resolve competing claims about these kinds of disputes. -/- I propose that convergence accounts of public reason, which allow individuals to draw on their own comprehensive doctrines in limited ways, can remedy these weaknesses in the mainline public reason tradition. The convergence approach can justify a pluralist state that can advance valuable community goods. John Henry Newman’s advocacy of liberal arts education finds resonance in other cultures, notably among Confucians, illustrating that there can be a shared moral vision and inquiry into the good life across deep substantive disagreements about educational values and policies, once we expand our notion of justification to be more inclusive. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Role of the Heavens in the Thought of Philip MelanchthonCharlotte MethuenPhilip Melanchthon has long been recognized as one of the central figures in the German Lutheran Reformation. His theological contribution to the Reformation may be found in his codifying of Lutheran theology in the Confessio Augustana and in the Loci Communes, the first major Lutheran theological textbook, which long remained a central text for the teaching of theology (...) in Lutheran schools and universities. A teacher at the University of Wittenberg from 1518 until his death, Melanchthon was also involved in the reform of universities and the establishment of school systems throughout Lutheran Germany. These reforms facilitated the spread of the Reformation by encouraging the development of Lutheran educational principles and the establishing of Humanist education as the basis for the schools and universities of Lutheran Germany, and Melanchthon’s role in this process has led to his being accorded the title Praeceptor Germaniae. 1 More recently, Melanchthon has also been hailed as the initiator of a new “Lutheran” approach to natural philosophy. 2 It is my contention in this article that Melanchthon’s interest in natural philosophy is integrally connected to his educational interest and that these hang upon a particular theological and cosmological [End Page 385] understanding of the universe, particularly the heavens, as becomes clear from his defense of astronomy.I. Despite his theological interests and his commitment to the dissemination of Lutheran theology, Melanchthon was reluctant to teach theology and remained primarily concerned with the teaching of the subjects which made up the curriculum of the arts faculty in a sixteenth-century university. It was as Professor of Greek that he was originally appointed to the University of Wittenberg, and he had a deep interest in the teaching of ancient languages, especially Greek, and in the study of ancient texts in their original form rather than through later commentators. His promotion of the trivium (grammar, logic, and rhetoric) led him to write a textbook in each of these areas; and these works continued to be used as prescribed works in many German universities into the seventeenth century. 3 As an educator Melanchthon was thus firmly in the humanist mold. However, Melanchthon’s interests did not only take in the teaching of languages; he also promoted the teaching of both moral and natural philosophy. 4 Moreover, he was a strong advocate of the teaching of the mathematical sciences, particularly arithmetic, geometry, and astronomy. These, together with music, made up the quadrivium, which complemented the linguistic arts.In Melanchthon’s day the mathematical sciences had long been accepted as part of the arts curriculum, 5 even if in practice minimal attention had been paid them at many universities. 6 Their ambiguous status is reflected by the attitude taken by many humanist reformers, who did not regard arithmetic, geometry, astronomy, and music as an essential part of the curriculum. Thus Erasmus believed that music, arithmetic, and geography should be taught only to pupils who had a particular interest in these subjects 7 and that knowledge of nature, astrology, architecture, and other related subjects would come from reading the ancient authors. 8 In a similar vein Juan Luis [End Page 386] Vives argued that mathematics tended to divorce the mind from the practical concerns of life and that its study was not, therefore, to be recommended. 9 In contrast Melanchthon seems to have recognized the value of the study of the mathematical sciences from the beginning of his scholarly career. Perhaps he was inspired by his professor of mathematics at Tübingen, Johannes Stöffler, a gifted mathematician who wrote his own Arithmetic and was also fluent in the praise of his subject. 10 In an early oration, De artibus liberalis, delivered in Tübingen in 1517, Melanchthon praises arithmetic as a principal part of philosophy; geometry for its role in producing the wonderful machines of war and the beautiful ornaments of cities; music for its elegance and harmony; and astronomy (very briefly) for its applications in medicine. 11This oration should almost certainly be read as part of the tradition of orations and odes which extolled each of the liberal arts for its practical (and often also... (shrink)

Health disparities education is an integral and required part of medical professional training, and yet existing curricula often fail to effectively denaturalize injustice or empower learners to advocate for change. We discuss a novel collaborative intervention that weds the health humanities to the field of health equity. We draw from the health humanities an intentional focus retraining provider imaginations by centering patient narratives; from the field of health equity, we draw the linkage between stigmatized social identities and health disparities. We (...) describe a longitudinal health equity curriculum for the Hospice and Palliative Medicine fellowship in Memphis, Tennessee, to give trainees exposure to the concept of structural violence and how it affects clinical care. The curriculum was developed in partnership with humanities and social sciences faculty who staff a Health Equity academic program at a small liberal arts college in Memphis. This curriculum has been implemented for the past four years in support of 22 hospice and palliative medicine fellows. Group debriefs and a mixed methods survey have revealed widespread and lasting impact towards understanding health equity concepts, enhanced communication and treatment of patients, and empowerment to address the broader needs and policies affecting patients and the communities in which they live. Ultimately, we model an educational initiative that integrates equity across the full scope of healthcare practice and equips learners with skills for sustaining compassionate practices, focusing on equity-oriented, person-centered care across the full scope of healthcare practice. (shrink)

가다머에게 독서는 내면에 이르는 과정이며 이해와 해석의 기술 문제가 아니라 자기이해의 문제이다. 이해와 해석의 궁극적 목적은 자기이해이다. 독서에서 이해-해석-적용의 해석학적 경험과 실천이 ‘최종적’인 것이 아니듯이 자기이해도 ‘미완결된 과정의 연속’이다. 이와 같은 의미에서 독서는 자기이해를 위한 하나의 통로이며 타자이해-세계이해의 토대이기도 하다. 가다머의 해석학적 관점에서 현재의 교양독서교육은 자기형성으로서의 교양개념과 가다머의 자기이해로서의 독서개념에 입각해 본래의 목적성을 회복해야 한다. 교양 독서교육은 자기형성과 자기이해에 반하는 ‘관리되는 독서’를 지향하며 ‘권장도서 중심 독서에서 자유독서로’, ‘지식과 학습을 위한 독서에서 탐구를 위한 독서로’, ‘독백적 독서에서 공동의 언어를 창조하는 대화와 토론의 (...) 독서’로 교육의 무게 중심을 옮겨야 한다. 가다머의 해석학적 사유에서 열린 독서, 비판적 독서, 문제제기식 독서, 깊이 읽기와 같은 교양독서교육의 이론적 전거와 방향을 찾을 수 있다. (shrink)

The Liberating art of philosophy: a foundational anthology provides students with seminal texts and articles that pique their philosophical curiosity, encourage critical thought, and invite questioning.

The SERVE Program at Ignatius University seeks to foster the ethical development of its participants by combining academic study of philosophy and theology with a year-long community service project. This study considered the impact of the SERVE Program upon Ignatius University students majoring in business in comparison to students pursuing majors in the liberal arts, education, and nursing. Findings from this study offer insight into the response of business students to ethical content in comparison to students pursuing degrees (...) in other disciplines. Such findings hold significant implications for business school faculty and administrators committed to the civic and ethical development of individuals pursuing careers in business and private industry. (shrink)

Much of the current literature on plagiarism focuses on students, attempting to understand how students view the concept of plagiarism, the best ways to prevent it, and the impact of collaboration on the concept of original authorship. In this article, we look at the role of plagiarism in 761 conference abstracts written by graduate students, early- to late-career faculty, and industry representatives, representing institutions from nearly 70 countries. These abstracts were submitted for participation in an international conference focused on (...) the liberal arts hosted by our institution over the past four years. This study analyzes the corpus for patterns of plagiarism among professional academic writers. Our findings indicate that, while other demographic categories were not consistent indicators of text-matching, full professors were the most prevalent group to produce self-plagiarized abstracts. Overall, our study illuminates the significance of power dynamics in conferences’ efforts to maintain academic integrity. (shrink)

The changing context and increasing professionalization in higher education have ushered in challenges for liberal arts education worldwide. Situated this discourse in the context of Chinese universities, this paper explores Why do we need a liberal arts education that has been accused of being elitist in the twenty first century? Should an effective or ideal liberal arts education evolve with time and context? If yes, what needs to be taken into account to conceptualize a (...) twenty first century model of liberal arts education? How is a twenty first century liberal arts education defined and featured at Chinese universities and elsewhere? Drawing on an analytical framework constructed with the German concept of Bildung and the Confucian perspective on knowledge, this paper contends that a twenty first century liberal arts education for universities in China and elsewhere needs to absorb meta changes and movements in society at home and around the world, while ideally rooted in a knowledge tradition respectively. Specifically, it should comprise three essential pillars: humanism education, cognitive education, and global education. (shrink)

It is well known that the belief that music is inherent in the beating of the pulse was widely held throughout the Middle Ages. Numerous brief but explicit statements of this belief, and of the associated ideas that music is present in other bodily rhythms and or in the virtues and humors can be culled from the writings on music of music theorists and encyclopedists. For such writers, the idea of the musicality of pulse was, of course, one specific expression (...) of the more general notion that musical harmonies inhere in the body and soul of man. The supposed links between music and human physiology and psychology were, however, not only of interest to writers on music: as might be expected, physicians too concerned themselves with the subject. Moreover, certain medical writers who flourished in the north Italian studia during the fourteenth and fifteenth centuries seem to have been much readier than either musical theorists or natural philosophers to provide their readers with detailed discussion of the nature of the music of pulse. The works of these physicians span nearly two hundred years of the teaching of the Italian schools and represent a fairly continuous tradition. Their views not only throw light on the concept of pulse music itself, and hence on one aspect of late medieval handling of the ancient theme of the harmonies of the universe; they also illustrate, in one small area, something of the nature of the actual application in medical training of the venerable tradition linking medicine with the liberal arts and with philosophy, a tradition institutionalized in the very existence of the faculties “of arts and medicine” of the Italian universities. For academic writers on medicine, indeed, the value of a knowledge of music for the understanding of pulse became one of a set of axiomatic illustrations of the importance of an education in liberal arts for physicians. To what extent this particular prescription was seriously intended or taken the following discussion of the opinions and sources of some of the academic medical writers on the music of pulse may help to show. jQuery.click { event.preventDefault(); }). (shrink)

"The role of logic in the Middle Ages. Regarding the role of logic within the framework of arts and sciences during the Middle Ages, we have to distinguish two related aspects, one institutional and the other scientific. As to the first aspect, we have to remember that the medieval educational system was based on the seven liberal arts, which were divided into the trivium, i.e., three arts of language, and the quadrivium, i.e., four mathematical arts. (...) The so-called trivial arts were grammar, rhetoric, and logic, and during a period of several centuries virtually every educated person, at least every university graduate, received a training in these matters, especially in logic. Students in the medieval faculty of arts probably spent more time studying logic than any other discipline. This first -- institutional -- aspect concerning the role of logic is explained by the second -- scientific -- aspect. The trivial disciplines provided techniques of analysis and a technical vocabulary that permeate philosophical, scientific and theological writings. Logic, as mentioned before, was referred to and was generally regarded as the art of arts and the science of sciences. The increasing cultural dominance of the universities with their obligatory disputationes and their hierarchy of examinations on the one hand and the outstanding status of logic on the other were corresponding features of the educational world of the 13th century. The core of the logic curriculum from the 12th century onwards was provided by the logical works of Aristotle. These represented the material for the study of types of predication, the analysis of simple propositions or statements (2) and their relations of inference and equivalence, the analysis of modal propositions, of the structure and the types of the syllogism, dialectical topics, fallacies and scientific reasoning as based on the demonstrative syllogism. Medieval logicians, however, realized that there were other, non-Aristotelian, approaches to logical subjects, questions and methods that could be investigated.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:IN PRAISE OF PLURALISM * RONALD F. THIEMANN Harvard Diviinity School Cambridge, Massachusetts K CENTLY A GROUP of scholars at Harvard University met to discuss the question of whether the United States ha;d entered a. period of moral decline. Our conversations ranged over a wide spectrum of topics: the distinction between priva.te and public life, the relation of notions like mol'lality and justice, the issue of how a decline (...) in morality might be dooumented. The discuS'sion was carried on with a sense of intellectual seriousness and passion but was also characterized by a degree of frustration, given the brea;dth of the topic and the diversity of the participants, who were drawn from the faculties of arts and sciences, 1aw, medicine, government, business, and divinity. Our approaches to the topic were diverse and consequentily our disputes were spirited. Whatever the disagreements among the group, however, we were united by a conviction tha.t such conversations a;re essential if we are to under:s.tand the moral complexity of our pluralistic society. Tihis gathering of soho1ars at Harvard exhibits four important ohamcteristics of the current deba.te about moraility and public life. 1) The recognition that the moral issues we are facing cut a;cross traditional disciplinary lines and require a joint effort by scholar:s working in diverse fields and pl'ofessions ; 2) an awaireness that the plurality of moral positions within pwblic and aicademic life threatens the possibility of consensus on issues of public importance; 3) the conviction, nonetheless, that joint scholarly refieob:ion can have an impact *Ethics After Babel. By JEFFREY STOUT. Boston: Beacon Press, 1988. Pp. 338. $27.50. 489 490 RONALD F. THIEMANN on the moral issues currently vexing American public life: 4) the a;eknowledgement that religion has a role to play in the conversation about the future of momlity and public affairs.1 Jeffrey Stout'·s new book Ethics After Babel is an important and lively contiribution to the current discussion about mora;lity and public life. While the book focuses primarily on issues central to moral philosophy, its arguments have broad implications for debate on topics of importance to public life more generally. Stout'.s work can be seen as an exemplification, expansion, and justification of the four points identified in the previous pM"agraph. But the book is much more than that: it is an extended, sustained, and persuasive argument that pluralism iin public discourse about moral issues need not lead to 1skepticism, nihilism, or relativism. Stout steers a steady oourse between the cultural pessimists who decry our current state as one of hopeless mor:al fragmentation and the intellectual foundationafists who seek to dispel our cultural malaise through some philosophical sleight-of-hand. Ethics After Babel is divided into three major sections. The first," Spectres of MoI"al Diversity," tackles the issue of truthclaiming in moral discouvse and defends non-foundational ethics against the charge of relativism. The -second, " The Eclipse of Religious Ethics," deals with the relation between reJigion and moraJity, reruson and tradition, and with the question of the future of a public theology. In the final section, "Moral Discourse in P·lur:aiistic Society," Stout defends aversion of pragmatic liiberalism and distinguishes his own po.s:i.tion from that of Alasdair Maicintyre and Richaro Rorty. In the·last chapter Stout shows how many of the concepts Macintyre has introduced into the philosopmcal discussion can be used in service of Li:beral social criticism. The reader gilimpses in 1 It is unlikely that the Divinity School would have been represented in any such gathering as recently as five years ago. The fact that no one from the School of Education was invited to join this group is evidence of the continuing marginality of certain crucial professions within American higher education. IN PRAISE OF PLURALISM 491 these final chapters the :beginnings of Stout's own constructive oontriibution to the issues of morality and pwblic life. Stout seeks in this v:olume to move the discussion in poJitical philosophy and ethics beyond the "liberal vs. oommuntarian " issues that have dominruted the recent litemture. In opposition to the individualism and foundationalism that characterize the classic modern... (shrink)

This book examines business education from the perspective of the social sciences and humanities, specifically sociology and ethics. In particular, it offers the rare combination of liberal arts and business management education which is used to investigate how aspects of business education might be responsible for and connected to the distribution of wealth that currently dominates the global economy. Through interviews with business ethics faculty members, students, and graduates around the world, as well as attendance in business (...) ethics classes and examination of classroom materials, the author presents patterns of theory, perspectives, and outcomes from culturally and geographically diverse business schools. This research provides insights into how business ethics educators are responding to the growing diversity in student populations, and the dual crises of environmental destruction and lack of ethical stewardship. The book also discusses alternative discourses within business schools and makes recommendations for future improvements. (shrink)

Using Australia to illustrate the case, in this paper it is argued that the transformation of universities into businesses and the undermining of the liberal arts is motivated by either contempt for or outright hostility to democracy. This is associated with a global managerial revolution that is enslaving nations and people to the global market and the corporations that dominate it. The struggle within universities is the site of a struggle to reverse the gains of the Radical Enlightenment, (...) the tradition of Enlightenment that, committed to upholding and developing the civic humanism of the Renaissance, strove for liberty, understood as democratic self-governance. The central place the liberal arts had in upholding this liberty is shown. Inspired by the Ancient Greek notion of paideia, the liberal arts, which originated in republican Rome, was the form of education required designed for free people, in opposition to the specialist education appropriate for slaves, to inspire them to maintain their liberty and enable them to govern themselves. While not always upholding this ideal, it is argued in this paper that the liberal arts always kept alive this quest for liberty, bequeathing this quest to the Renaissance philosophers and to the proponents of the Radical Enlightenment. With managerialism and the undermining of democracy, such education and the questioning, creative people it produced, are now seen as a threat to the new global corporatocracy who, to achieve cultural hegemony, have coöpted university managers and academics to impose their agenda to cripple the liberal arts. Their goal, never fully articulated as such but successfully prosecuted, is a dumbed-down population. (shrink)

In this paper, I critically examine Myles Brand’s criticisms of what he calls the Standard View of the role and value of intercollegiate athletics. According to Brand, the Standard View, held by most faculty members, undervalues college sports and should be replaced by the Integrated View that properly stresses the educational value of participating in athletics. I claim that Brand’s analogical argument has a variety of problems. I show that Brand’s conclusion, derived from his attempt to compare the experiences (...) of student-musicians and student-athletes is unpersuasive, yet his argument forces us to confront persistent and important questions about liberal arts education and the role and value of the arts, especially music, in higher education. (shrink)

Mixing methods is a well-known innovative meth- odologic proposal for research in the second half of the 20th century social sciences. Reading literature about it, I observed the aspect that justifies this paper: Authors of theoretical contributions on mixing methods recognized that this was known to be a practice already in use many centuries ago. Some of them even have re-examined the whole history of the scientific method to search precedents. They are however individual and theoretical precedents. I add in (...) this paper the practical projection of these and other methodological theories on people’s training from Greek classical times. My hypothesis is that liberal arts was the basic syllabus in Western -and westernized- educaion for more than a millennium in such a way that results of their training precisely involved to mixing methods. In return, to understand the liberal arts in the light of mixing methods shows new aspects of their historical interest. I study the theoretical basis of this syllabus from Cicero to Alcuin. More important for future research, I conclude that Alcuin’s thesis about the correspondence between the gifts of the Holy Spiritu and the seven liberal arts can be extended to the Aristotelian dianoethics habits and to Dilthey’s 20th-century sciences of mind. (shrink)

Myles Brand offered a provocative defense of Intercollegiate Athletics (IA) by arguing that it is substantively similar to traditional performing arts, such as art or music, and so should be accepted by faculty as a legitimate part of university's educational mission. Randolph Feezell characterized Brand’s analogical argument as ‘sophistic’ and defended the reasonableness of what Brand termed the ‘Standard View’ of athletics whereby it is peripheral to a liberal arts education. I contend that Brand did not (...) bring his persuasive analogical argument to its logical conclusion: IA should contribute to a new, first-of-its kind academic major in Competitive Sport. Feezell’s criticisms of Brand’s analogical argument were unpersuasive, and his conception of a liberal arts education was outdated. As a result, I defend the legitimacy of a Competitive Sport major comparable to a Music Performance major and give a detailed description of its rigorous, liberal-arts based curriculum that integrates faculty and coaching instruction through shared learning objectives and outcomes. I conclude by identifying, and responding to, several practical issues if such a major were to be implemented in a US university. (shrink)

Augustine’s discussion of our memoria of the liberal arts in Confessions X poses a series of challenging questions which are best tackled in the broader context of his ideas on teaching, learning, understanding and the acquisition of knowledge. The contents of the liberal arts are stored in our memory (a non-physical and non-spatial receptacle often meta­phorically depicted through spatial imagery) by themselves, and not through images (like the objects of sense-perception) or ‘notions’ (like the affections of (...) the soul). When we learn the disciplinae liberales, actually we do not absorb new information from our teachers, but we are triggered by their words to retrieve from the most remote ‘caves’ of our memory contents already present in a latent form since birth (I address the question of what exactly these con­tents might be). In the Confessions, unlike in earlier writings, Augustine cautiously eschews expressions which might suggest full-blown Platonic recollection of things known in previous lives and subsequently forgotten, and thus presuppose the pre-existence and reincarnation of the soul (not even the claim that cogitare is, literally, ‘re-collecting’ involves recalling forgotten knowledge). I argue that for Augustine divine illumination (as presented, e.g., in the De magistro and the De Trinitate) and recollection are not two rival and incompatible theo­ries, but two different and yet consistent sets of metaphors meant to illustrate the same family of ideas and intuitions (sometimes underdetermined in their details); I also explain why the illumination metaphor ultimately appears more appropriate. (shrink)

The Liberal Arts model of undergraduate education within small, internationally-focused University Colleges is becoming increasingly popular in Europe. This trend is most notable in the Netherlands, where the liberal arts model is acclaimed as filling a gap in Dutch undergraduate education at conventional research universities. This paper explores the status of the Dutch University College as simultaneously continuing the liberal arts tradition of the US, with its civic and pedagogic values, and providing a truly (...) modern education preparing students to find innovative and inter-disciplinary solutions to the complex problems which define contemporary society. It concludes that the traditional role of a liberal arts education in cultivating intellectual rather than vocation skills does not have to exclude its appeal as providing the skills necessary for professional success in global sectors of the 21 st century knowledge economy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Clear Division of Labor Within Environmental Philosophy?William M. Throop (bio)In discussions about the future of environmental philosophy, I have found myself supporting two positions that are in tension with one another. The first, which has been well explored in the last decade, is that environmental philosophy should have a more dramatic impact outside of academic circles. It should affect policy and guide the behavior of non-philosophers, which usually (...) requires that it deeply engage the empirical details of problems it addresses. The second is that environmental philosophy needs to improve its status within the larger philosophical community, which requires its practitioners to use methods that dominate mainstream philosophy and to be conversant with contemporary work in ethical theory, epistemology, metaphysics, and continental philosophy. Some have argued that this tension places a double burden on those training to be environmental philosophers; they must demonstrate both theoretical and practical excellence. I fear that such a standard will limit [End Page 147] the growth of environmental philosophy. It will be daunting to new environmental philosophers and achieved by only a few.With respect to this tension, I suggest that environmental philosophy should support a robust division of labor. Many new environmental philosophers should be recruited from cohorts trained primarily in core areas of philosophy. Most of these thinkers will probably focus on highly theoretical issues—issues that anyone in the field would recognize as philosophical.Their knowledge of environmental problems may be superficial and their audience likely will consist primarily of other philosophers. Their impact beyond philosophy may be quite limited (except for their students). I come from this tradition, and I am still delighted by the purely intellectual puzzles that our field generates. Work of this sort should be honored, but our field will be sterile if it is dominated by this kind of thought.I hope that many other new environmental philosophers will be trained in interdisciplinary environmental graduate programs or "applied" philosophy Ph.D. programs where they will acquire the interdisciplinary expertise necessary to address practical problems and to effectively engage non-philosophical audiences. This group of "practical" environmental philosophers should also include a host of practitioners in other fields who contribute to philosophical dialogue. I suspect that much work in this area will be case-based, empirically sophisticated and, where it addresses non-philosophical audiences, more reliant on compelling metaphors than on tight arguments. I doubt that it is fruitful to view this group as applying the work of the former group. The aims, the sources of insight and the standards of quality for the two groups are categorically different. For practical philosophers, the political feasibility of a proposal matters, and the arguments must have the capacity to move relevant stakeholders. The results of this work may appear to be philosophy-lite to those in the first group, but only if judged by standards that are inappropriate if we accept a division of labor in the field.This division of labor cannot be an apartheid. Many promising innovations in environmental philosophy will come from the interface between these groups. And unfortunately, a good bit of questionable work done in each group may result from a failure to understand progress that has been made by the other group. For example, philosophers focused only on theory may draw implications for action that fail to accord with current empirical information. Practical philosophers may [End Page 148] critique simplified metaethical positions that have long been abandoned in favor of more sophisticated versions. A healthy dialogue and a mutual respect should diminish these dangers. Such a division of labor has significant implications for graduate education, hiring and evaluation of faculty, and allocation of prestige within the field. The health and growth of environmental philosophy will depend on part on how we address these implications.William M. Throop Bill Throop is provost and professor of philosophy at Green Mountain College, an environmental liberal arts college in Poultney, VT. His background is in epistemology and philosophy of science, but in the last decade his work has focused on conceptual and ethical issues in ecological restoration and wilderness preservation. E-mail: [email protected] © 2007 Indiana University Press... (shrink)

I taught for 8 years at a moderate evangelical liberal arts college. At one faculty meeting the topic turned to the challenge of dealing with controversial topics in the classroom, a pressing question given that many of our students came from extremely conservative backgrounds. One faculty member commented that he and his colleagues in the sciences avoided problems by never using the word “evolution” in the classroom. A number of us from the humanities immediately expressed shock (...) and dismay. In response, our colleague reassured us that science faculty were indeed teaching evolution, but they had learned they could be spared student resistance and parental phone calls by replacing the word “evolution” with “development.”I was reminded of this while reading Adam Shapiro’s fine book, Trying Biology: The Scopes Trial, Textbooks, and the Antievolution Movement in American Schools. Central to Trying Biology is the argument that the Scopes Trial was not the inevitable result of an eternal con .. (shrink)

The goals of a global liberal arts education, as conjoining both western and eastern sources, focus on ‘virtue first’, i.e. on pursuing human excellence . To determine whether such excellence can be taught online, I turn to contemporary research on Computer-Mediated Communication and online education. Among other factors, important cultural issues as well as the real costs of online education have moderated 1990s enthusiasm for online learning as ‘revolutionary’. I then take up Hubert Dreyfus’ pedagogical taxonomy as it (...) emphasizes the role of embodiment in learning. Expanding on his analysis, I argue that the most important goals of a global liberal arts education–precisely the goals of becoming excellent human beings capable of Aristotelian phroneØsis, a key form of judgment crucial to not only professional success but also ethical and political life–require human teachers who incarnate the skills and judgment students need to acquire. These analyses, finally, support what is in fact a recent turn in online education towards blended classrooms that seek to exploit the distinctive advantages of both embodied and disembodied teaching. (shrink)

This paper summarizes paired courses, a technique that is being used to incorporate the benefits of liberal arts into the business curriculum. This technique pairs a required business course with a liberal arts course that students take concurrently during a semester. The courses have overlapping themes and activities to build specific competencies that are desired by organizations, such as communication, critical thinking and problem solving, emotional intelligence, and organizational professionalism. These competencies are identified by exploring national (...) surveys and conducting a local survey of business professionals. The paired courses utilize a variety of exercises with the ultimate goals of building desired workplace-related skills in students and improving their practical reasoning ability. The exercises do this by strengthening students’ analytical thinking, understanding of multiple framing, and reflective exploration of meaning through various techniques. Many of the activities are explained in detail with some additional resources provided. Teachers can utilize the same activities or adapt them to their classroom. (shrink)