Powers of the Mind
The Reinvention of Liberal Learning in America
It is one thing to lament the financial pressures put on universities, quite another to face up to the poverty of resources for thinking about what universities should do when they purport to offer a liberal education. In Powers of the Mind, former University of Chicago dean Donald N. Levine enriches those resources by proposing fresh ways to think about liberal learning with ideas more suited to our times.
He does so by defining basic values of modernity and then considering curricular principles pertinent to them. The principles he favors are powers of the mind—disciplines understood as fields of study defined not by subject matter but by their embodiment of distinct intellectual capacities. To illustrate, Levine draws on his own lifetime of teaching and educational leadership, while providing a marvelous summary of exemplary educational thinkers at the University of Chicago who continue to inspire. Out of this vital tradition, Powers of the Mind constructs a paradigm for liberal arts today, inclusive of all perspectives and applicable to all settings in the modern world.
“Powers of the Mind will become an instant landmark in the history and analysis of education in the liberal arts. Donald Levine understands that liberal education is more than the content of a curriculum; liberal education is a set of pedagogies, an approach to assessment and evaluation, and a conception of intellectual and moral development that transcends particular authors and works. He does not stop at description and analysis; he courageously offers a compelling proposal for the reinvention of the pedagogies of the liberal arts for the future. I love this book and look forward to savoring it repeatedly.”
“A truly significant book—both timely and timeless. Liberal education is challenged by the commercialism and indeed commodification of the university, exacerbated by growing aimlessness. In Powers of the Mind, Donald Levine recenters the necessary conversation about the reconstruction of liberal education by reflecting on its best traditions in the context of its present situation and mission. It’s hard to say which is more thrilling: the sweep and originality of Levine’s narrative about the history of liberal education at the University of Chicago or his own pedagogical and curricular prescriptions, based on a lifetime of engaged teaching, learning, and administrative leadership.”--Mark D. Jacobs, George Mason University
"What does it mean to be liberally educated in 21st-century America, and what is the role of liberal education in a democracy? . . . . Levine . . . focuses on defining a curricular structure for liberal education (rooted primarily in the evolution of undergraduate programs at Chicago, which he calls exemplary). . . . [It] will appeal to those with an interest in higher education. . . . Levine provides a historical analysis of the development of undergraduate education at Chicago and a proposal for a contemporary model of liberal learning. . . . [This book] will help create balance between conservative and liberal volleys in the 'culture wars' in higher education and will appeal to many readers."
Preface
Acknowledgments
Prologue: Missing Resources in Higher Education
Part I. Crises of Liberal Learning in the Modern World
1. The Place of Liberal Learning
Sites of Secondary Enculturation
The Modernity Revolutions
Liberal Education Encounters Modernity
2 The Movement for General Education
Fallout from the Modernity Revolutions
Quest for a New Common Learning
Part II. Enter Chicago
3. The Making of a Curricular Tradition
Enter Chicago
Forming and Nurturing a Tradition
Themes of the Chicago Tradition
The Chicago Tradition of Liberal Learning
4. Dewey and Hutchins at Chicago
Dewey as Educator
Hutchins as an Unwitting (?) Deweyan
The Hutchins-Dewey Debate
5. Richard McKeon: Architecton of Human Powers
Entering the Fray
Changing the Humanities Course
Reconfiguring the Liberal Curriculum
The Return in the 1960s
McKeon as Teacher
6. Joseph Schwab's Assault on Facile Teaching
Genesis of an Educator
Transforming the Natural Science Curriculum
Transforming Classroom Pedagogy
Transforming Pedagogy through Examinations
Transforming Educational Systems
Pluralistic Thoughtways and Communal Practice
Schwab and the Chicago Tradition
7. What Is Educational about the Study of Civilizations?
"Civilization" in Educational Discourse
Civilizational Studies at Chicago
So, What Is Educational about the Study of Civilizations?
Part III. Reinventing Liberal Education in Our Time
8. New Goals for the Liberal Curriculum
Contested Principles for the Liberal Curriculum
Choosing a Path
9. Goals for the Liberal Curriculum I: Powers of Prehension
Audiovisual Powers
Kinesthetic Powers
Understanding Verbal Texts
Understanding Worlds
10. Goals for the Liberal Curriculum II: Powers of Expression
Forming a Self
Inventing Statements, Problems, and Actions
Integrating Knowledge
Communicating
11. New Ways of Framing Pedagogy
Modalities of Teaching and Learning
From "Teaching" to Teaching Powers
A Repertoire of Teaching Forms
Approaches to Testing
12. My Experiments in Teaching Powers
Searching for Disciplines
Basic Practice
Disciplines as Ways of Getting into Conversations
Disciplines as Ways of Connecting Conversations
Epilogue: The Fate of Liberal Learning
Appendix: Three Syllabi for Teaching Powers at Chicago
References
Index
Education: Higher Education | Philosophy of Education
Sociology: Occupations, Professions, Work | Theory and Sociology of Knowledge
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