In fourteen years as a college president-first at Trinity College in Hartford, Connecticut, and then for nine years at Amherst-Tom Gerety taught and worked with some of the nation's finest under-graduate students. During this time he also had an opportunity to regularly address these students, and thousands of others, through public speeches on topics of national, institutional and personal interest. This book collects nearly three dozen of these speeches-on topics ranging from teaching to residential life, from Shakespeare to the liberal arts, from war to love, and loss. Together, these essays offer insight into one of our nation's leading college presidents, and into the lives of American college students.
Regardless of the pressures and problems confronting colleges and universities today, they can ill afford to assume that the only essential qualities of those chosen to be presidents are their abilities to be sound managers, institutional developers, and public relations experts. Nelson argues that college presidents must possess the capacity to use the presidential pulpit as moral leaders. Presidents are profiled as leaders who shape student character, lead campus communities, and are in the forefront of issues critical to education. From this vantage point, we can better examine the moral beliefs at the core of colleges and universities, understand and appreciate moral leadership in higher education, and consider the foundations and future of the presidency.
A Dominican-born academic tells the story of how the Great Books transformed his life—and why they have the power to speak to people of all backgrounds What is the value of a liberal education? Traditionally characterized by a rigorous engagement with the classics of Western thought and literature, this approach to education is all but extinct in American universities, replaced by flexible distribution requirements and ever-narrower academic specialization. Many academics attack the very idea of a Western canon as chauvinistic, while the general public increasingly doubts the value of the humanities. In Rescuing Socrates, Dominican-born American academic Roosevelt Montás tells the story of how a liberal education transformed his life, and offers an intimate account of the relevance of the Great Books today, especially to members of historically marginalized communities. Montás emigrated from the Dominican Republic to Queens, New York, when he was twelve and encountered the Western classics as an undergraduate in Columbia University’s renowned Core Curriculum, one of America’s last remaining Great Books programs. The experience changed his life and determined his career—he went on to earn a PhD in English and comparative literature, serve as director of Columbia’s Center for the Core Curriculum, and start a Great Books program for low-income high school students who aspire to be the first in their families to attend college. Weaving together memoir and literary reflection, Rescuing Socrates describes how four authors—Plato, Augustine, Freud, and Gandhi—had a profound impact on Montás’s life. In doing so, the book drives home what it’s like to experience a liberal education—and why it can still remake lives.
Frustrated by her students’ performance, her relationships with them, and her own daughter’s problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students—people in general—master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."
The popular author and Boston College philosophy professor, Kreeft, presents this introduction to philosophy to help beginners not only to understand philosophy but to fall in love with it. In his forty years of teaching philosophy, Kreeft says the most effective way to accomplish this purpose is to read Socrates. Philosophy means "the love of wisdom." Kreeft uses the dialogues of Socrates in this book to help the reader grow in that love of wisdom. He says that no master of the art of philosophizing has ever been more simple, clear, and accessible to beginners as Socrates. He focuses on Plato's dialogues, the Apology of Socrates, as a model partner for the reader to dialogue with. Kreeft calls it "the Magna Carta of philosophy," a timeless classic that is "a portable classroom."
How people around the world grapple with the great questions posed by Socrates. What is virtue? What is moderation? What is justice? What is courage? What is good? What is piety? Socrates thought that understanding the perspectives of others on these six great questions would help him become a more excellent human being. Following in Socrates's footsteps, Christopher Phillips—"Johnny Appleseed with a master's degree" (Utne Reader)—investigates these same questions, beginning in the marketplace of modern-day Athens. He goes on to investigate the timely responses and outlooks of people from different cultures and backgrounds around the world: from Greece and Spain to Japan and Korea, Mexico City, and Chiapas, where the region's indigenous people struggle for fundamental human rights. Phillips also traveled throughout the United States, holding dialogues in diverse communities from New York City to the Navajo Nation. Introducing us to less familiar thinkers in non-Western traditions who were kindred spirits of Socrates, Phillips enlarges our perspectives on life's fundamental questions, creating an innovative world survey of philosophy.
