Since its publication almost 150 years ago, The Idea of a University has had an extraordinary influence on the shaping and goals of higher education. The issues that John Henry Newman raised--the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science--have provoked discussion from Newman's time to our own. This edition of The Idea of (...) a University includes the full text of "University Teaching" and four selections from "University Subjects," together with five essays by leading scholars that explore the background and the present day relevance of Newman's themes. In the essays Martha Garland discusses the character and organization of the early nineteenth-century English universities upon which Newman based much of his vision; Frank M. Turner traces the impact of Newman's influence during the vast expansion of higher education since World War II; George Marsden investigates how the decreasing emphasis on religion has affected higher education; Sara Castro Klaren examines the implications of Newman's views on education and literature for current debates between proponents of a curriculum based on western civilization and one based on multiculturalism; and George Landow considers what the advent of electronic communication will mean to university teaching, research, and community. To aid accessibility, the edition also includes an analytical table of contents, a chronology and biographical sketch of Newman's life, questions for discussion, expanded notes, and a glossary of names, all of which will help make this the standard teaching text for Newman's work. (shrink)

This book for the first time brings together Professor Pring's thoughts on the philosophy of education and is his first global treatment of the subject. His writings reflect a consistency of thought about educational theory and educational aims—and the consequence of both for the nature and practice of educational research. Professor Pring draws together the different themes, providing a distinctively philosophical perspective on educational theory and practice. This perspective challenges many of the ideas, which underpin government policy, impoverish educational practice (...) and weaken educational research in a way unacknowledged even by the research's most ardent critics. (shrink)

'The men of culture are the true apostles of equality.' Matthew Arnold's famous series of essays, which were first published in book form under the title Culture and Anarchy in 1869, debate important questions about the nature of culture and society that are as relevant now as they have ever been. Arnold seeks to find out 'what culture really is, what good it can do, what is our own special need of it' in an age of rapid social change and (...) increasing mechanization. He contrasts culture, 'the study of perfection', with anarchy, the mood of unrest and uncertainty that pervaded mid-Victorian England. How can individuals be educated, not indoctrinated, and what is the role of the state in disseminating 'sweetness and light'? This edition reproduces the original book version and enables readers to appreciate its immediate historical context as well as the reasons for its continued importance today, in the face of the challenges of multi-culturalism and post-modernism. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more. (shrink)

Qualities of personal character would appear to play a significant role in the professional conduct of teachers. It is often said that we remember teachers as much for the kinds of people they were than for anything they may have taught us, and some kinds of professional expertise may best be understood as qualities of character After (roughly) distinguishing qualities of character from those of personality, the present paper draws on the resources of virtue ethics to try to make sense (...) of the former. In the course of this, it is argued that while the key virtue ethical concept of phronesis orpractical wisdom has been widely deployed to account for aspects of professional teacher expertise, it has also been subject to rather un-Aristotelian interpretation as a kind of situation specific productive reasoning. The present paper seeks to show that it is better employed for understanding character in general and character in teaching in particular. The paper concludes with some observations about the professional education or cultivation of character. (shrink)