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Journal articles on the topic 'Liberal education'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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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.

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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.

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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.

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4

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

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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.

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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.

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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.

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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.

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9

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

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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.

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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.

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11

Boyle, Mary-Ellen. "Liberal Education Unmoored?" Comparative Education Review 63, no. 1 (February 2019): 127–31. http://dx.doi.org/10.1086/701183.

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12

Hubbard, J. Macoubrey. "On Liberal Education." Logos: A Journal of Catholic Thought and Culture 4, no. 2 (2001): 178–200. http://dx.doi.org/10.1353/log.2001.0018.

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13

Twigg, Carol A. "Unbounded Liberal Education." About Campus: Enriching the Student Learning Experience 3, no. 4 (September 1998): 2–3. http://dx.doi.org/10.1177/108648229800300402.

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14

Carbone Jr., Peter F. "Liberal Education (Book)." Educational Studies 27, no. 3 (September 1996): 217–27. http://dx.doi.org/10.1207/s15326993es2703_2.

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15

Beneke, Chris. "America's Liberal Education." Reviews in American History 29, no. 3 (2001): 338–45. http://dx.doi.org/10.1353/rah.2001.0041.

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16

Kurland, Stuart M., Nicholas H. Farnham, Adam Yarmolinsky, and Robert Orrill. "Rethinking Liberal Education." Academe 82, no. 6 (1996): 59. http://dx.doi.org/10.2307/40251544.

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17

Holsinger, Donald C. "Revitalizing Liberal Education." Teaching History: A Journal of Methods 10, no. 2 (May 4, 1985): 63–70. http://dx.doi.org/10.33043/th.10.2.63-70.

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18

DeBrew, Jacqueline Kayler, and Connie Rankin. "A Liberal Education." Nurse Educator 34, no. 3 (May 2009): 103–4. http://dx.doi.org/10.1097/nne.0b013e31819fb333.

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19

Parker, J. "Editorial: Liberal Education." Arts and Humanities in Higher Education 5, no. 1 (February 1, 2006): 5–6. http://dx.doi.org/10.1177/1474022206061197.

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20

Arnhart, Larry. "Darwinian liberal education." Academic Questions 19, no. 4 (December 2006): 6–18. http://dx.doi.org/10.1007/s12129-006-1032-6.

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21

BAILEY, CHARLES. "Lifelong Education and Liberal Education." Journal of Philosophy of Education 22, no. 1 (July 1988): 121–26. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00184.x.

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22

McCabe, David. "Liberal Education Is Moral Education." Social Theory and Practice 21, no. 1 (1995): 83–96. http://dx.doi.org/10.5840/soctheorpract199521119.

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23

Smith, Ralph A. "Arts Education as Liberal Education." Journal of Education 175, no. 3 (October 1993): 1–14. http://dx.doi.org/10.1177/002205749317500301.

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24

Nesteruk, Jeffrey. "Liberal education as moral education." National Civic Review 93, no. 1 (2004): 68–72. http://dx.doi.org/10.1002/ncr.43.

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25

Kautz, Steven. "The Postmodern Self and The Politics of Liberal Education." Social Philosophy and Policy 13, no. 1 (1996): 164–89. http://dx.doi.org/10.1017/s0265052500001564.

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Richard Rorty is one of the principal architects of a new way of thinking about liberalism. He calls his way “liberal ironism”: it is a postmodern liberalism, without Enlightenment rationalism, without the hopeless and finally enervating aspiration to discover an a historical philosophical foundation (“natural rights”) for liberal principles and practices. The postmodern liberal ironist, unlike the classical liberal rationalist, “faces up to the contingency of his or her own most central beliefs and desires,” says Rorty, including the characteristic liberal belief that “cruelty is the worst thing we do.” Such postmodern liberals frankly admit the apparently unhappy consequence of that essential “contingency,” that “there is no neutral, noncircular way to defend” liberal ways, no good argument to deploy against “Nazi and Marxist enemies of liberalism”; but no such argument is needed, says Rorty, since loyalty to one's own community is morality enough, even where that loyalty is without foundation. Here, I begin with a few words about Rorty's postmodern liberalism, as preface to a discussion of the effects of postmodern doctrines on liberal moral psychology.

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26

Han, Soo young. "How Liberal education makes humans free －Historical review of competence based Liberal education to advocate for Liberal education." Korean Association of General Education 15, no. 6 (December 31, 2021): 11–22. http://dx.doi.org/10.46392/kjge.2021.15.6.11.

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Liberal education has represented the ideal and standard form of education that contains the essential value of education. Liberal education values the exploration of knowledge that holds truth beyond life. This is because knowledge itself has an intrinsic value of being “liberal.” Nonetheless, how being “liberal” actually liberates human beings cannot be explained. This very characteristic of liberal education has been criticized for making knowledge <i>a priori</i> dogma and for distancing people from the fullness of real life.</br>Liberal education, an elite education for liberal citizens, is known to be exclusive and removed from the reality of the working class. While it is concentrated on the input of knowledge, it shows a structural vulnerability that it neglects in the output. Therefore, the demand for a specific curriculum and observable consequences that would liberate humans was bound to appear constantly. Competence-based education grew against this backdrop, and liberal education gradually diminished in importance due to being seen as overly speculative, old fashioned, and disconnected from reality.</br>As the social demand for professional education intensifies, liberal education is being used as a symbolic myth that grants rhetorical justification to vocational education. Efforts to transform liberal education into competency-oriented training may backfire and often weaken the originality of liberal education and produce self-negating outcomes.</br>The cooperation between liberal education and competency-based education should begin again not by meeting half-way, but by acknowledging differences and recognizing potential elements of conflict.

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27

Martin, Jane Roland. "Reforming Teacher Education, Rethinking Liberal Education." Teachers College Record: The Voice of Scholarship in Education 88, no. 3 (March 1987): 406–10. http://dx.doi.org/10.1177/016146818708800312.

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Jane Roland Martin sees the call for a liberal education for teachers as a reflection of the Platonic tradition of emphasis on mind not head, thought not action, production not reproduction, reason not emotion, and asks what kind of education — both for teachers and for our young—does a society with our serious human problems need?

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28

Owa, Takeshi. "Engineering Education and Liberal Arts Education." TRENDS IN THE SCIENCES 10, no. 7 (2005): 34–37. http://dx.doi.org/10.5363/tits.10.7_34.

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29

Son, Dong-Hyun. "Religious Education as Liberal-General Education." Liberal Arts and Sciences Education 1, no. 1 (March 31, 2020): 1–20. http://dx.doi.org/10.37998/le.2020.1.1.1.

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30

Breyfogle, Todd. "Augustine and Liberal Education." Augustinian Studies 34, no. 1 (2003): 121–25. http://dx.doi.org/10.5840/augstudies20033419.

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31

Rowe. "Liberal Education as Adulthood." Journal of General Education 64, no. 1 (2015): 65. http://dx.doi.org/10.5325/jgeneeduc.64.1.0065.

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32

Cuypers. "Opera as Liberal Education." Journal of Aesthetic Education 55, no. 1 (2021): 13. http://dx.doi.org/10.5406/jaesteduc.55.1.0013.

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33

Agresto, John. "Liberal Education and Religion." Academic Questions 35, no. 1 (March 18, 2022): 137–41. http://dx.doi.org/10.51845/35.1.16.

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34

Bolotin, David. "Liberal Education and Politics." Academic Questions 34, no. 4 (December 20, 2021): 19–23. http://dx.doi.org/10.51845/34.4.5.

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St. John’s College tutor emeritus David Bolotin claims that political correctness, with its power to enforce consequences on those who challenge its orthodoxies, has suppressed the reasoned examination of society’s deepest moral convictions.

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35

Weddle, David L. "CHRISTIANS IN LIBERAL EDUCATION." Religious Education 80, no. 1 (January 1985): 141–47. http://dx.doi.org/10.1080/0034408850800111.

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36

Kahan, Alan S. "Tocqueville and liberal education." Tocqueville Review/La revue Tocqueville 34, no. 2 (2013): 159–68. http://dx.doi.org/10.1353/toc.2013.0018.

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37

BRIDGES, DAVID. "Enterprise and Liberal Education." Journal of Philosophy of Education 26, no. 1 (July 1992): 91–98. http://dx.doi.org/10.1111/j.1467-9752.1992.tb00267.x.

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38

Storrs, Debbie A., and Michelle Inderbitzin. "Imagining a Liberal Education." Journal of Transformative Education 4, no. 2 (April 2006): 175–89. http://dx.doi.org/10.1177/1541344606287259.

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39

Arndt, Daniel. "Liberal Education in Crisis." Logos: A Journal of Catholic Thought and Culture 19, no. 3 (2016): 59–86. http://dx.doi.org/10.1353/log.2016.0027.

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40

Esquith, Stephen L. "Liberal Education and Citizenship." Perspectives on Political Science 20, no. 2 (April 1991): 69–72. http://dx.doi.org/10.1080/10457097.1991.9944482.

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41

Kaufer Busch, Elizabeth. "Liberal Education Rightly Understood." Perspectives on Political Science 47, no. 1 (November 30, 2017): 14–18. http://dx.doi.org/10.1080/10457097.2017.1399015.

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42

Boyer, Ernest L. "Connectedness through liberal education." Journal of Professional Nursing 5, no. 2 (March 1989): 102–7. http://dx.doi.org/10.1016/s8755-7223(89)80013-4.

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43

Blitz, Mark. "Liberal Education and Liberalism." Good Society 13, no. 3 (2004): 45–48. http://dx.doi.org/10.1353/gso.2005.0014.

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44

Strauss, Leo. "What is liberal education?" Academic Questions 17, no. 1 (March 2004): 31–36. http://dx.doi.org/10.1007/s12129-003-1046-2.

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45

Wallin, Jeffrey D. "Searching for liberal education." Academic Questions 17, no. 1 (March 2004): 73–78. http://dx.doi.org/10.1007/s12129-003-1050-6.

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46

SIM SEONG BO. "Critical Liberal Education through Strengthening Democracy of ‘Civil Society’ and ‘Liberal Education’." Korean Journal of Philosophy of Education 34, no. 1 (March 2012): 125–42. http://dx.doi.org/10.15754/jkpe.2012.34.1.006.

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47

Hill, Barbara A. "Part one: What is liberal education? The nature of liberal education today." New Directions for Higher Education 1994, no. 85 (1994): 5–11. http://dx.doi.org/10.1002/he.36919948503.

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48

Carrig, Joseph. "Liberal Impediments to Liberal Education: The Assent to Locke." Review of Politics 63, no. 1 (2001): 41–76. http://dx.doi.org/10.1017/s0034670500030515.

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Some Thoughts Concerning Education, Locke's treatise on education, has yet to be fully integrated with his more familiar political and philosophical works. On the surface, there seems to be some tension between Locke's advice on how best to educate the young, and his prescriptions for political legitimacy. The emphasis on consent in the Second Treatise of Government seems to require a parallel emphasis on freedom of thought, but it is the possibility of precisely this sort of freedom that Locke calls into question with a theory of education grounded in the external inculcation of mental habits that control behavior throughout life. This surface tension, however, is dispelled by Locke's theory of knowledge, as it is expressed in the Essay Concerning Human Understanding. The Essay's skepticism with regard to an objective and public knowledge makes clear, first, that education is reducible to indoctrination, and second, that liberty therefore requires the rejection or fundamental reconstitution of what has been learned.

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49

NIWA, Takeo. "The True Liberal Education in Higher Education." Journal of JSEE 53, no. 3 (2005): 96–100. http://dx.doi.org/10.4307/jsee.53.3_96.

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50

Arnold, David L. "Moving From General Education To Liberal Education." Change: The Magazine of Higher Learning 38, no. 3 (May 2006): 48–49. http://dx.doi.org/10.3200/chng.38.3.48-49.

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