Relevant bibliographies by topics / Liberal education

Academic literature on the topic 'Liberal education'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Liberal education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Liberal education"

1

Springsted, Eric O. "LIBERAL INDIVIDUALS AND LIBERAL EDUCATION." Religious Education 86, no. 3 (June 1991): 467–78. http://dx.doi.org/10.1080/0034408910860312.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Baumann, Fred E. "Liberal Education and Liberal Democracy." Perspectives on Political Science 42, no. 4 (October 2013): 201–6. http://dx.doi.org/10.1080/10457097.2013.829340.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gillespie, Michael Allen. "Liberal education and liberal democracy." Academic Questions 3, no. 4 (December 1990): 65–68. http://dx.doi.org/10.1007/bf02682904.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Staines, Richard. "Liberal Education." Musical Times 140, no. 1867 (1999): 3. http://dx.doi.org/10.2307/1193882.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stevens, Richard G. "Liberal Education." Perspectives on Political Science 19, no. 3 (July 1990): 133–35. http://dx.doi.org/10.1080/10457097.1990.9944466.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Weaver, Frederick S. "Teacher Education, Liberal Education and the Liberal Arts." Action in Teacher Education 9, no. 1 (March 1987): 1–8. http://dx.doi.org/10.1080/01626620.1987.10519327.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Clotfelter, Charles T. "Liberal education: Luxury education?" New Directions for Higher Education 1994, no. 85 (1994): 65–70. http://dx.doi.org/10.1002/he.36919948510.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Crannell, Annalisa. "Liberal Education in the Liberal Sense." Humanistic Mathematics Network Journal 1, no. 8 (July 1993): 50–52. http://dx.doi.org/10.5642/hmnj.199301.08.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hadzigeorgiou. "Reclaiming Liberal Education." Education Sciences 9, no. 4 (October 31, 2019): 264. http://dx.doi.org/10.3390/educsci9040264.

Full text
Abstract:
The main purpose of this paper is to articulate and defend an updated concept of liberal education. To achieve this purpose, the paper has attempted two things. First, to provide a meaning for the notion of liberal education by drawing upon, and discussing briefly, the ideas of three British philosophers, namely, Paul Hirst, Richard Stanley Peters, and Michael Oakeshott. And second, to discuss the need for an updated concept of liberal education, by pointing out the shortcomings of the traditional/classical concept of liberal education, in the context of contemporary reality. The implications of an updated notion of liberal education are also pointed out. The discussion highlights the fact that there is a need to reclaim the value of liberal learning not only in higher education but at all levels of education.
APA, Harvard, Vancouver, ISO, and other styles
10

Roth, Michael S. "Pragmatic Liberal Education." New Literary History 44, no. 4 (2013): 521–38. http://dx.doi.org/10.1353/nlh.2013.0036.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Liberal education"

1

Duffy, Hugh. "Liberal education and Catholic theology." Thesis, University of Hull, 1989. http://hydra.hull.ac.uk/resources/hull:5719.

Full text
Abstract:
The purpose of this thesis is to analyse and explain the intimate connection that exists between liberal education and Catholic theology. This is done by analysing the changing patterns of interconnections in the historical and on-going relationship between both. The thesis comprises nine chapters. The first two chapters outline the general principles governing the study. The next two chapters deal with the history of the relationship between liberal education and Catholic theology, beginning with the early apologists via Augustine and culminating in Aquinas' scholastic synthesis. This part of the study describes the synthesis which took place from early Christianity until the fifteenth century. The second part of the thesis deals with the separation of liberal education and Catholic theology, which began during the Reformation, and is discussed in Chapters Five and Six. The consequences of this separation which led to the establishment of a secular system of liberal education, divorced from theology, during the Enlightenment, is analysed in Chapter Seven. The final two chapters of the thesis (Chapters Eight and Nine) deal with the 'Catholic Reaction' to the reformed rational system of liberal education, and the 'Rediscovery' of the comprehensive tradition of liberal education, brought about by the historic revival of Catholic scholarship, initiated by Pope Leo XIII.
APA, Harvard, Vancouver, ISO, and other styles
2

Stockden, Eric W. A. "Democracy, civic virtue and liberal education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0032/NQ38509.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hwang, Kyu-ho. "Liberal education in a multicultural society." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338483.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Treasure, Ian Clements. "The Liberal Education Bills : conflict and compromise in religious issues and Liberal Party educational policies, 1906-1908." Thesis, Open University, 1993. http://oro.open.ac.uk/57427/.

Full text
Abstract:
This study follows the religious and educational issues which formed the background to the Education Bills of the Liberal Government in the period 1906-08. The role of the churches and their place in society in the 19th and early 20th Centuries is outlined. The problems of educational provision and lack of resources through the voluntary agencies is reviewed and the impact of the Education Act of 1870 during the period of the School Board era is considered. The position of the Church of England is outlined alongside the provisions of the Education Act of 1902 and an assessment is made of the working of that Act. The claims and grievances of the Nonconformists are reviewed. The political consequences of the Conservative Government's defeat and the return of a Liberal Government to power in 1906 is outlined together with a review of that Election. The role of the newspapers and the demands of the various bodies with a declared interest in religion and education are considered. A detailed examination of the negotiations undertaken between the Liberal Government and the various denominational interests in their attempts to remedy the Nonconformist grievances over the 1902 Education Act during the period 1906-08 is included. The work of the Archbishop of Canterbury on behalf of the Established Church is closely followed to draw the distinction between those working at the highest level of negotiation and those at grass roots level. The Liberal Government's social reforms and the decline in popularity of the Liberal Party as a vehicle for political Nonconformism is reviewed alongside the stalemate in educational legislation affecting religious issues. The growth of that Government's intervention into the field of social welfare and the lessening impact of religion in the overall life of the Nation is also considered together with a review of changes in attitudes towards religion and its part in educational provision in more recent times.
APA, Harvard, Vancouver, ISO, and other styles
5

Rhyn, Heinz. "Allgemeine Bildung und liberale Gesellschaft : zur Transformation der Liberal Education in der angelsächsischen Aufklärung /." [S.l : s.n.], 1995. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McNamee, Blaise. "Education as fairness locating Rawlsian liberalism in liberal education theory /." Diss., Online access via UMI:, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bevan, Ryan. "Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103678.

Full text
Abstract:
This dissertation explores the relationship between liberal/secular and religious educations. I begin by tracing what I believe to be the source of tension between liberal/secular and religious educations to two highly influential liberal theories that have affected civic education in particular. I begin with an analysis of John Dewey's naturalistic approach to metaphysics and religion, arguing that Dewey's attitude to religious traditions, when used as a basis for civic education, is insufficient. Specifically, I argue that in Dewey's conception, religious doctrines, principles, ideals, beliefs, and ultimately religious traditions as a whole, are important only instrumentally. Furthermore, I conclude that the only possible outcome once one accepts a prior commitment to Dewey's metaphysics (or anti-metaphysics) is that reflection and deliberation on the 'religious' will denude it of its distinctively religious character. My major conclusion is that such a view of religion and the religious is egregiously deficient when evaluated in light of the liberal principle of respect for religion and religious diversity. I then move to a critical examination of the second highly influential liberal theory, political liberalism. The conclusion that I highlight in my critique of Rawlsian political liberalism is that a civic education based on the political ideals of political liberalism can pretty much ignore religious conceptions without detriment to the development of young citizens' deliberative capacities. I strongly challenge this conclusion, because I see engagement with religious conceptions as valuable – even necessary – for good citizenship, and for enabling citizens of diverse societies to do justice to/for each other. In the second half of the dissertation, I propose a theoretical framework for this supplemental dimension which is based on virtue epistemology. I focus specifically on the recent work of James Montmarquet, particularly his notion of subjective justification, which I incorporate as an ideal basis for engagement which focuses on reason-giving and validates the role that religious traditions can play in moral and civic deliberation.
Cette thèse explore la relation entre l'éducations libérale/séculiers et religieux. Je commence par tracer ce que je crois être la source de tension entre éducations libérale/laïques et religieux à deux théories libérales très influent qui ont affecté l'éducation civique en particulier. Je commence par une analyse de l'approche naturaliste John Dewey à la métaphysique et la religion, en faisant valoir que l'attitude de Dewey aux traditions religieuses, lorsqu'il est utilisé comme une base pour l'éducation civique, est insuffisante. Plus précisément, je soutiens que dans la conception de Dewey, les doctrines religieuses, les principes, les idéaux, les croyances et traditions religieuses en fin de compte dans leur ensemble sont importants purement instrumentale. En outre, je conclus que la seule issue possible une fois que l'on accepte un engagement préalable à la métaphysique de Dewey (ou anti-métaphysique) - est que la réflexion et de délibération sur le «religieux»-t-elle priver de son caractère nettement religieux. Ma conclusion majeure est que ce point de vue de la religion et religieux est flagrante carence lorsqu'ils sont évalués à la lumière du principe libéral de respect pour la religion et de la diversité religieuse. Je passe ensuite à un examen critique de la seconde théorie libérale très influent, le libéralisme politique. La conclusion que je souligne dans ma critique du libéralisme politique rawlsien est que l'éducation civique sur la base des idéaux politiques du libéralisme politique ne peut ignorer à peu près les conceptions religieuses sans porter préjudice au développement des capacités des jeunes citoyens de délibération. Je conteste fermement cette conclusion, parce que je vois son engagement avec les conceptions religieuses aussi précieux - voire nécessaire - de civisme, et pour permettre aux citoyens de diverses sociétés de rendre justice à / pour l'autre. Dans la seconde moitié de la thèse, je propose un cadre théorique de cette dimension supplémentaire qui est basé sur l'épistémologie vertu. Je me concentre plus particulièrement sur les travaux récents de James Montmarquet, en particulier sa notion de la justification subjective, que je déclare constituer comme une base idéale pour un engagement qui met l'accent sur la raison qui donne et valide le rôle que les traditions religieuses peuvent jouer dans la délibération morale et civique.
APA, Harvard, Vancouver, ISO, and other styles
8

Yoo, Jae-Bong. "Education as initiation into social practices : an alternative to liberal education." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019154/.

Full text
Abstract:
This thesis aims at examining the possibility of education as initiation into social practices as an alternative to liberal education. To this end, the main arguments run as follows. Firstly, I argue that liberal education, as both the pursuit of rationality and the promotion of personal autonomy, does not give a satisfactory explanation of educational phenomena because of several internal and external criticisms. Both versions of liberal education have limitations for different reasons: in dealing with human practices and practical matters which are raised by vocationalists and in meeting a variety of social or communal demands that are addressed by communitarians, respectively. Secondly, I analyse the notion of 'social practices' as a basis for understanding 'education as initiation into social practices' by examining a conventional conception and some recent influential conceptions. A conventional usage of 'practice' as opposed to 'theory' is inappropriate in terms both of the Greek notion of 'praxis' and of Ryle's 'knowing how' and Wittgenstein's 'language-games', and is also inappropriate from an educational perspective. On the other hand, positively, I establish my conception of social practices as a modified Maclntyrean conception by analysing MacIntyre's conception of 'a practice' in its various dimensions and discussing Miller's and Schatzki's crucial distinctions within social practices. Lastly, I draw the overall picture of 'education as initiation into social practices' by comparing MacIntyre's, Hirst's and Langford's views and by applying them to teaching as education writ small, and I examine its possibility as an alternative to liberal education. I suggest that 'education as initiation into social practices' should be understood in a 'substantial'(prescriptive) sense and, on the basis of this, I tackle curriculum issues and teaching process. I conclude that social practices-based education could be an alternative to liberal education by taking a middle way between liberal education as the pursuit of rationality and as the promotion of personal autonomy.
APA, Harvard, Vancouver, ISO, and other styles
9

Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

Full text
Abstract:
Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
APA, Harvard, Vancouver, ISO, and other styles
10

Pleshakova, Victoria. "The Importance of Teaching Humanities in Higher Education Institutions: in Defense of Liberal Arts Education." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/182.

Full text
Abstract:
The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in general and search for answers, how to find meaning, how to know what’s important to them. In general, teaching them how to think. I would like to take different approaches in looking at teaching humanities to college students in this country, drawing from my own experiences in both Russia and US, my graduate courses at UVM, as well as works of those in the academia concerned with the same matter. I will look at how corporate culture of the university and research-driven education dictate the curricula in colleges and universities; how multiculturalism and political correctness that saturated higher education these days can influence the way humanities are presented, and explore the influence of humanities in our students’ making meaning of their lives.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Liberal education"

1

Liberal anxieties and liberal education. New York: Hill and Wang, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Liberal anxieties and liberal education. London: Profile Books, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ruffner, Sara S. A liberal education. Santa Barbara, Calif: Fithian Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Continuing liberal education. New York: National University Continuing Education Association, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

A liberal education. Cambridge, Mass: TidePool Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rex, Gibson, and Cambridge Institute of Education, eds. Liberal education today? Cambridge: Cambridge Institute of Education, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zimmermann, Bernhard. Von artes liberales zu liberal arts. Freiburg: Rombach, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Idealism and liberal education. Ann Arbor: University of Michigan Press, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Nishimura, Mikiko, and Toshiaki Sasao, eds. Doing Liberal Arts Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2877-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Harold, Silver. A liberal vocationalism. London: Methuen, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Liberal education"

1

Mehrens, Patrik. "Liberal Arts Education." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_483-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mehrens, Patrik. "Liberal Arts Education." In Encyclopedia of Educational Philosophy and Theory, 1288–93. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_483.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Meijer, Wilna A. J. "Religious Education,Citizenship Education,Liberal Education." In Moral Education and Development, 209–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Meyer, Max. "Education and Culture Made the Difference." In Liberal Democracy, 49–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47408-9_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pugh, Michael C. "Education: Democratic Accountability and Paper Guarantees." In Liberal Internationalism, 26–47. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137291943_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Neiman, Alven. "Wittgenstein, Liberal Education, Philosophy." In Philosophy and Education, 77–91. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-017-2616-0_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Okano, Ken, Joshua D. John, and Eri Yamamoto. "What is Education?" In Liberal Arts in Japan, 1–7. New York: Jenny Stanford Publishing, 2022. http://dx.doi.org/10.1201/9781003290544-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Marshall, James D. "Liberalism and Liberal Education." In Michel Foucault: Personal Autonomy and Education, 55–81. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8662-7_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kindelan, Nancy. "A Contemporary Liberal Education." In Artistic Literacy, 61–73. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137008510_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jackson, Liz. "Liberal studies." In Contesting Education and Identity in Hong Kong, 75–90. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2020. http://dx.doi.org/10.4324/9781003130611-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Liberal education"

1

Wai Keung and Alpha Lee. "LIBERATE: Virtual education platform for Liberal Studies." In 2008 30th International Conference on Information Technology Interfaces (ITI). IEEE, 2008. http://dx.doi.org/10.1109/iti.2008.4588466.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

De Podestá, Nathan Tejada, and Silvia Maria Pires Cabrera Berg. "New University: liberal education and arts in Brazil." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9514.

Full text
Abstract:
This paper is part of an ongoing research on the issue of music education in Brazilian universities. It aims to identify educational models that structure pedagogical practice at this level of studies. It distinguishes the types of professional and human education promoted in each one of the presented models (French, German and American) as well as liberal education, identified as a global trend. Relating the current socio-cultural political and economic context with education with the support of Godwin (2015), Berg (2012) and Jansen (1999) we argue that liberal education provides a structure can favor the development of competences and skills demanded on the current conjuncture. In this frame, we will analyze, with the help of Paula (2008) and Santos & Filho (2008), the historical dynamics of Brazilian higher education and show how liberal education and post-colonial philosophy is restructuring Brazilian universities. This “new university” allows the implementation of a multicultural, multi-epistemic pedagogy that overcome fragmentary disciplinary views and renders feasible the proposition of new ways of conceiving training, studying, teaching and research in music and arts.
APA, Harvard, Vancouver, ISO, and other styles
3

Luegenbiehl, H. C. "Engineering education and the ideals of liberal education." In Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change. IEEE, 1997. http://dx.doi.org/10.1109/fie.1997.635957.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Baldwin, Doug, Grant Braught, and Amanda Holland-Minkley. "Computing Education in Liberal Arts Colleges." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017806.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yan, Li, and Alex Pak Ki Kwok. "Teaching Liberal Education Using Virtual Reality." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nakajima, Makoto. "Evaluation of Educational Achievement: Comparison of Professional Education and Liberal Arts Education." In 2012 IIAI International Conference on Advanced Applied Informatics (IIAIAAI). IEEE, 2012. http://dx.doi.org/10.1109/iiai-aai.2012.81.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yu, Yihui. "Liberal Arts Education: The Essential Foundation for Vocational Education." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Golovanova, N. Fh. "Crisis Of Liberal Meanings Of Contemporary Education." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mountrouidou, Xenia, Xiangyang Li, and Quinn Burke. "Cybersecurity in liberal arts general education curriculum." In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197091.3197110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rogers, John R., and R. Clayton McVay. "Robotics education in the liberal arts curriculum." In 2014 IEEE Innovations in Technology Conference (InnoTek). IEEE, 2014. http://dx.doi.org/10.1109/innotek.2014.6877368.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Liberal education"

1

Rossman, Daniel, Meagan Wilson, Rayane Alamuddin, Julia Karon, Jenna Joo, and Catharine Bond Hill. Measuring a Liberal Education and its Relationship with Labor Market Outcomes: An Exploratory Analysis. Ithaka S+R, September 2020. http://dx.doi.org/10.18665/sr.313872.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

Full text
Abstract:
Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
APA, Harvard, Vancouver, ISO, and other styles
3

Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

Full text
Abstract:
Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
APA, Harvard, Vancouver, ISO, and other styles
4

Tofaris, Elizabeth, and Mauricio Romero. Outsourcing Primary Education In Liberia Leads To Inadequacies. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii352.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Levine, Ross, and Yona Rubinstein. Liberty for More: Finance and Educational Opportunities. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19380.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Upadhyay, Arjun, and Abeba Taddese. EdTech in Liberia: A Rapid Scan. EdTech Hub, January 2020. http://dx.doi.org/10.53832/edtechhub.0033.

Full text
Abstract:
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
APA, Harvard, Vancouver, ISO, and other styles
7

MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

Full text
Abstract:
This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
APA, Harvard, Vancouver, ISO, and other styles
8

Artis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), March 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.

Full text
Abstract:
For nearly 100 years, American leadership, regardless of political affiliation, has recognized the vital importance of people-to-people international exchange programs in bolstering our nation’s economy, strengthening our national security, and improving America’s status in the world. In today’s interconnected world, where global challenges require global cooperation on solutions, the United States should not retreat from international engagement, but should rather double our efforts to build positive and mutually supportive connections with our neighbors. America must embrace its role in leading international peace and prosperity by facilitating meaningful, safe, educational exchange in all directions – helping more Americans learn firsthand about other people and cultures and helping more foreign students come to America to experience for themselves the principles upon which our country was built - liberty, democracy, capitalism, and basic human freedom. America can and should leverage international education, exchange and public diplomacy programs to plant seeds of peace, regain the world’s trust, and return to our previous role as a respected leader in global affairs. Leading the effort to bring the world together helps America, Americans, and our vital allies.
APA, Harvard, Vancouver, ISO, and other styles
9

Upadhyay, Arjun, and Abeba Taddese. EdTech in Senegal: A Rapid Scan. EdTech Hub, January 2020. http://dx.doi.org/10.53832/edtechhub.0037.

Full text
Abstract:
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Liberal education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography