| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LIBERAL EDUCATION": |
|
|
Liberal Education, 2002.
An overview of the history and relevance of liberal education.
2,518 words (approx. 10.1 pages), 9 sources, MLA, $ 76.95
»
Click here to show/hide summary
Abstract
Because of its lengthy history, beginning in the Middle Ages, the concept of liberal education has included many philosophies over the centuries. In order to arrive at a current theory of liberal education, and in order to determine the relevance of liberal education in contemporary society, the various concepts attached to this ideal are considered in this paper.
Table of Contents
The Origin of Liberal Education
Current Concepts in Liberal Education
The Relevance of Liberal Education
Bibliography
From the Paper
"Some may argue that liberal education is no longer relevant to contemporary society, since the rapid development of new technologies preclude the inclusion of classical knowledge in the curriculum. Also, the time scale does not allow for including as many subject fields in the curriculum, as was the case before the information age. There is continued pressure to assimilate new knowledge. This imposes on the time that a student has available for subject matter that is not truly ?relevant? to his or her chosen career."
| |
|
Liberal Education and Technical Careers, 2002.
A discussion on the importance of liberal educations for those seeking technical careers.
900 words (approx. 3.6 pages), 3 sources, $ 35.95
»
Click here to show/hide summary
Abstract
This paper focuses on the significance of liberal education and debates whether or not it adds value to a person with a technical career. It is more important to understand what liberal education offers, because the importance of this field of education lies in the role that it plays in the development of mind. Liberal education is not intended to open professional doors for someone; instead its main purpose is to enrich the mind and allow students to choose from a vast range of exciting opportunities.
| |
|
Liberal Education, 2002.
A review of the history of liberal education and the current state of this educational philosophy today.
2,548 words (approx. 10.2 pages), 7 sources, MLA, $ 77.95
»
Click here to show/hide summary
Abstract
This paper explores the concept of liberal education, showing that it has included many philosophies over the centuries. In order to arrive at a current theory of liberal education, and in order to determine the relevance of liberal education in contemporary society, the various concepts attached to this ideal are briefly considered.
From the Paper
"Liberal education, originating in concept as ?liberal arts?, was made up of two parts during its existence in the medieval curriculum (Adler, 2003). These parts were known as trivium and quadivium. Trivium included reading and writing, of listening, speaking, and sound thinking. Arithmetic, geometry, astronomy, and music were taught as part of quadivium. In order to renew this concept of liberal education, new sciences have been added. According to this concept then the traditional arts are taught in liberal education today, as well as the newer sciences that have arisen as a result of human development over the centuries. Thus it is argued that the best of knowledge is included in this ideal. Adler (2003) further stresses the importance of liberal education to scientific creativity. In fact, he cites the example of 19th-century German scientist who took Greek, Latin, logic, philosophy, and history with mathematics, physics, and other sciences as part of their education. "
| |
|
"A Liberal Education", 2004.
A discussion of the article "A Liberal Education is Key to a Civil Society", author unknown.
1,336 words (approx. 5.3 pages), 4 sources, MLA, $ 44.95
»
Click here to show/hide summary
Abstract
This paper discusses an article of unknown penmanship, "A Liberal Education is Key to a Civil Society". The paper examines the writer's ideas that the current state of the ethics curricula in business schools leaves much to be desired. The paper provides examples from the Harvard Business School as well as the Oregon State University, to illustrate the poor state of education towards ethical business behavior.
From the Paper
"In regard to providing a liberal education, the author of "A Liberal Education is Key to a Civil Society" proposes that specialized disciplines such as engineering may be doing a better job of creating a well-educated graduate than the liberal arts disciplines. To that author, well-educated means well-versed in great thoughts by great thinkers, arguably those thoughts that, applied to the conduct of everyday life, would prevent the plethora of egregious failures of ethics currently rampant in U.S. life, from tiled halls of Enron and its like to the marble halls of Congress, to the carpeted halls of the White House. Whether the author of "A Liberal Education..." is correct or not, in some small and narrow way, one conclusion is beginning to be unavoidable: there is no honesty nor wisdom nor even knowledge of the foundations of our republic in academia. Without those things existing there, and existing there in robust form, it is highly unlikely that the erosion of American life and liberty will cease any time soon."
| |
|
Paulo Freire and Walker Percy?s ?Liberal Method? of Education, 2002.
This paper discusses the work of Paulo Freire and Walker Percy who revolutionized the traditional view of educational thought.
1,475 words (approx. 5.9 pages), 6 sources, APA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper discusses the methods and observations Freire and Percy use to explain that ?true knowledge? is not measured by good academic standing, but rather by how an individual effectively relates what he learns to real life. The author states that just as the students adjust themselves to material facts and reality, instructors, in the same way, must adapt to the constant change that occurs to his/her student?s learning.
From the Paper
"Walker Percy?s thesis is that people will experience learning if they will not allow themselves to be influenced by preconceived notions and ideas about things that they want to discover and explore. He stated that people do not learn in the real sense because they lack the ?surprise of discovery?, an essential requirement for learning. An example supporting this statement can be found as an example in Percy?s essay."
| |
|
Liberalism, Neo-Liberalism, and International Politics, 2005.
An overview of the relationship between liberal and neo-liberal theories and international politics.
861 words (approx. 3.4 pages), 4 sources, APA, $ 30.95
»
Click here to show/hide summary
Abstract
According to sociologists, since the 1970s, market-based economic policies have been institutionalized as a nearly global policy paradigm embodying first, liberalism, and later, neo-liberalism. The purpose of this report is to discuss the theories of liberalism and neo-liberalism in studying international politics and to identify the limitations of these approaches.
From the Paper
"In neoliberalism, which developed in the final decades of the twentieth century, a set of economic principles became part of the accepted framework for thinking about and acting upon both the economy and the relations of states to one another. Neoliberalism assumed that a positive outcome both economically and politically would be generated through a wave of reforms ? privatizations, dismantling of social welfare programs, the retreat of the state from economic regulation, tax cuts, and the opening of national boundaries."
| |
|
Liberalism and Neo-liberalism, 2005.
This paper discusses theories of liberalism and neo-liberalism in international politics.
1,125 words (approx. 4.5 pages), 4 sources, $ 39.95
»
Click here to show/hide summary
Abstract
In this essay, the writer examines theories of liberalism and neo-liberalism in international politics. The writer discusses neo-liberalism as based in liberal democracy. The writer identifies limits of both theories. Further, the writer discusses major problems and limitations with each theory.
From the Paper
"According to sociologists, market-based economic policies have been institutionalized as a nearly global policy paradigm embodying first liberalism and later neo-liberalism. The purpose of this report is to discuss the theories of liberalism and neo-liberalism in studying international politics and to identify the limitations of these approaches. All such theories in the context of international relations are designed to solve the problems and puzzles of state behavior by offering a causal account of a particular outcome or pattern of behavior in ... "
| |
|
?Liberated Parents, Liberated Children?, 2004.
A review of the book, "Liberated Parents, Liberated Children: Your Guide to a Happier Family", by Adele Faber and Elaine Mazlish.
1,108 words (approx. 4.4 pages), 0 sources, $ 38.95
»
Click here to show/hide summary
Abstract
This paper examines the book, "Liberated Parents, Liberated Children: Your Guide to a Happier Family", by Adele Faber and Elaine Mazlish, which discusses their experiences attending a series of parent workshops given by child psychologist, Dr. Ginott. It looks at how its approach to parenting appears to be very simplistic in nature: do not control your children, but rather respect them for their individuality and uniqueness. It discusses how punishment is not an effective tool for establishing a trusting relationship, nor is a power trip, or being too protective or defensive. It shows how an adversarial relationship with a child will normally escalate or deteriorate as he/she gets older and becomes more defensive and less intimidated.
From the Paper
"Similarly, a child?s autonomy need not threaten a parent. Dr. Ginott saids, ?We help most by not helping.? How many parents are afraid of what will happen if their children fail? If their school project is not perfect or if their hair is sticking up or they wear clothes that are wrinkled? The problem is that the parents? self-esteem is so wrapped up in their children?s success or failure that it is taken as a personal affront. If the son a daughter does not make the team or get invited to a party, it is as if the parent did not make the grade. The child who is better prepared for the future is the one who has to remember to return his/her books to the library, finish a homework assignment or even makes the same mistake over again."
| |
|
?Liberated Parents, Liberated Children?, 2004.
A review of the parenting book, "Liberated Parents, Liberated Children: Your Guide to a Happier Family", by Adele Faber and Elaine Mazlish.
1,460 words (approx. 5.8 pages), 3 sources, MLA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper examines how authors Adele Faber and Elaine Mazlish wrote their counter-cultural book, "Liberated Parents, Liberated Children: Your Guide to a Happier Family", regarding tips and tactics for parents to use as they raised children before the term ?counter-cultural? had become politically correct. It looks at how, in 1974, when the majority of children were being raised under the questionable, permissive advice of Dr. Spock, these authors focused on another aspect of child rearing. It looks at how they were significantly influenced by child psychologist Haim Ginott ,who believed that it was the emotional well-being of the child that would guide his actions.
From the Paper
"This differentiation between giving of ourselves to our children, and giving ourselves over to our children is the delicate line which Mazlish and Faber walk throughout their book as they discuss skills for parents to learn to build emotionally balanced and self-secure children. The approach which encourages parents to remain in their authority role in the child?s life, as well as equips the parent to connect with the child?s feeling is the element of this book which sets it apart from other works. Dr. Spock taught parents to reason with their children rather than correct them. By doing so, the well intentioned doctor instructed parents to abdicate an important role in their children?s development, which is the role of authority to which the child is accountable."
| |
|
Philosophy of Education, 2007.
This paper presents the philosophical arguments for a liberal or specialized education.
881 words (approx. 3.5 pages), 1 source, MLA, $ 31.95
»
Click here to show/hide summary
Abstract
The paper discusses whether universities should endeavor to produce well-rounded graduates with experience in a broad range of disciplines and subjects, or if they should work to produce exacting specialists in specific fields. The author quotes Pascal who argued that the purpose of education as an institution should be to promote a universality of knowledge. This is in contrast to Hegel who believed that society as a whole would be bettered through a complex interdependency of specialization. The author posits that this dependency makes for a weaker society that is more susceptible to sudden change and collapse. Therefore, the paper argues for the liberal education as opposed to the specialized one.
From the Paper
"In this, I have some esteemed company, though too an equally esteemed opponent. On the one side of this debate--my side--sites Pascal. He argued that the purpose education as an institution should be to promote a universality of knowledge, to produce citizens and gentlemen capable of capably understanding and acting within a variety of intellectual and practical disciplines. Of course, ther e are problems with this approach. The old adage, jack of all trades master of none, leaps to mind. In fact, the more one diversifies his or her education, the less that will be known about any one subject."
| |
|
Classical Philosophy Foundations of Vocational Education, 2002.
This paper reviews classical and current philosophy to discover if modern vocational education is fostered by formal education and to discover the ways to establish an equitable system of vocational training.
10,360 words (approx. 41.4 pages), 14 sources, MLA, $ 207.95
»
Click here to show/hide summary
Abstract
This paper asks the most basic philosophical question concerning vocational education, whether or not it is legitimate to educate with the primary goal of preparing an individual for the workplace. After reviewing the words of several philosophers, the author finds three themes: Vocational education is for an inferior breed of man, education is for the edification of the individual and for the benefit of society and the true goal of education is to develop man?s natural talents, affinities, and inclinations. The paper concludes that the review of philosophy has soundly directed the argument towards framing vocational education as based on both definitions of vocation, a preparation for occupation based entirely on the individual student?s actual calling in life and natural inclinations.
Table of Contents
Introduction
Definitions, Questions, and Problems
Defining the Liberal and/or Civic Education
Vocational Education Defined
The Socio-historical Approach to Vocation
Rephrasing the Question.
The Philosopher?s Approach Education and Vocation
Plato on Education and the Socratic Dialogue
Aristotle?s Moral and Vocational Training
Hobbes: Brutish Education for a Better World
Rousseau: The Free Spirited Child and a Liberal Education
Locke: Stifle Poetry and Educate Paupers
Adam Smith
Jefferson?s Meritocratic Education
Neitzsche: Self-Will, the Overman and Vocational Education
Summary of Issues
From the Paper
"It would be a mistake to suggest, as some have done, that the ancients had no parallel to the modern concept of vocational education. Aristotle, for example, seems quite familiar with the idea of training for technical or practical ability. However, he also suggests an important difference between liberating and vocational education. Aristotle seems to be firmly of the opinion that an education that focuses upon practical abilities is limiting and non-conducive to creating a citizen capable of self-rule. His conception of a two-track educating system suggests that some men are born to be slaves and some men are born to rule and that through education these two ought to be nurtured for their respective roles in life. While all humans could theoretically learn to develop leadership, those who were born as slaves are less likely too and need not be trained to do so."
| |
|
Education, 2002.
A comparison between liberal and more conservative forms of education.
1,150 words (approx. 4.6 pages), 9 sources, $ 44.95
»
Click here to show/hide summary
Abstract
This paper professes the advantages of the Liberal form of education while comparing it with the military and vocational forms of education.
| |
|
The American Education System, 2008.
An examination of the tension between liberalism and democracy in the American education system.
1,548 words (approx. 6.2 pages), 4 sources, MLA, $ 50.95
»
Click here to show/hide summary
Abstract
This paper argues that the U.S. education system has dealt with the the tension between liberalism and democracy in the American education system by creating a public school system that embraces as many different cultures as possible via a policy of accommodation. In short, the paper looks at how the American education system earnestly seeks to give private individuals and their families some semblance of choice while pursuing an agenda that satisfies the socialization goals of liberal democracies. The paper then discusses and defines the uneasy relationship between the liberal dimension of political liberalism and the liberal democratic demands of political liberalism and briefly looks at how America has dealt with this schism in general. The paper concludes by exploring the modern-day education system's efforts to privilege tolerance for others in a way that still permits individuals to exercise some autonomy - even if the traditional role of parent has increasingly fallen into the hands of the public school.
From the Paper
"The relationship between liberalism and democracy is undeniably tense in modern American life and this is especially evident in the United States education system. Meira Levinson writes that the "liberal" dimension of political liberalism seeks to keep as much of the individual citizen's life in the private domain as possible; in short, the objective is to shield people from state interference. Conversely, the aforementioned political liberalism also has a democratic dimension wherein the maintenance of liberal democratic institutions is considered of the utmost importance. Consequently, there is a countervailing insistence that citizens identify with the political community and demonstrate the public virtues of critical reflection, mutual respect, and tolerance (Levinson, 333-334)."
| |
|
The Philosophy of Education, 2002.
An in-depth exploration on the origins and development of educational theory, including a thorough literature review.
10,835 words (approx. 43.3 pages), 40 sources, MLA, $ 215.95
»
Click here to show/hide summary
Abstract
This paper explores the philosophical and historical underpinnings of educational theory, also touching on theories about society, leadership, democracy, and personhood. It deals with the socio-political and anthropological significance of modern education and leadership styles, and with comparative styles throughout history. Finally, the paper selects and reviews books which deal with an array of perspectives involving educational methods.
Table of Contents
Introduction
A Philosophical Approach to Education Leadership
Plato?s Counsel on Education & Socratic Education
Descartes, or the cultivation of the intellect
Hobbes: Truth, Publicity, and Public Doctrine
Locke on the Education of Paupers
Leibniz as a Theorist of Education
Rousseau?s Education Experiments
Condorcet and Adam Smith on Education and Instruction
Jeffersonian Ambiguities
Deweyan Pragmatism and American Education
Furtherment of the Will; Nietzsche and Education
?The Philosophy of Childhood?
?Pedagogy of the Oppressed?
Socio-politically Based Analysis of Education and Leadership
Civil Education in the Liberal State
?Dumbing us Down?
?The Stigma of Genius?
Kinderculture and ?Children of the Corn?
?Lying about the Wolf?
?Culture & Pedagogy? and Non-Western Traditions
The Japanese High School
Competing Answers to the Failure of the Modern School System
Creating the Future School
Technology: The Ideal, the Reality, the Devil Inside
The School Choice Debate
Changing Theories of Education
Rebellion and Resistance
Democratic Co-Regulation
Experiments in Democratic Schooling
Conclusion
From the Paper
"Entering the educational section of any decently sized library proves very quickly that the Western world entertains a glut of information regarding problems in modern education, teaching styles, leadership methods and prerogatives, and the politics and power struggles inherent in schools. Considering the availability and abundance of even simple, easy-to-read primers on educational and classroom theory, it is certainly a testament to the inefficiency and apathy created within our school system that there does not exist a more active debate both within the system and between the system and its students and parental figures over choice of theories and practices. Certainly, the populace has every appearance of being aware of the studies and statistics that make up the alarmist cross-cut of research. Many parents, teachers, and children will be able to volunteer the opinion that schools are decaying and inefficient, that America is a global failure in education, and that little learning takes place within schools. (A social cynic would point out that these lessons are often glossed in the evening news, and their alarmist nature requires little research to be believed by a gullible public)."
| |
|
Higher Education, 2002.
An analysis of higher education in relation to the University of Phoenix style approach.
1,150 words (approx. 4.6 pages), 3 sources, $ 44.95
»
Click here to show/hide summary
Abstract
This paper examines higher education in terms of whether it should provide a traditional liberal arts education in addition to specific training, or whether University of Phoenix style approaches are of more value.
|
|
|
