The Battleground of the Curriculum: Liberal Education and American Experience

The Battleground of the Curriculum: Liberal Education and American Experience

The Battleground of the Curriculum: Liberal Education and American Experience

The Battleground of the Curriculum: Liberal Education and American Experience

Synopsis

"The crisis of liberal education is a reflection of a crisis at the peaks of learning ... an intellectual crisis of the first magnitude, which constitutes the crisis of our civilization". These doomsday words of Allan Bloom in the best-selling The Closing of the American Mind (1987) are among the latest and most politically inflammatory manifestations of a "crisis" that this book demonstrates has been going on for two centuries. In contrast to the heated polemics and hyperbole of current debates concerning the role of higher education in the United States, this eloquent, balanced, and witty book seeks to bring sense to a volatile subject by reminding us that controversy has always surrounded the curriculum of the modern university. It points out where and how contemporary critics of the curriculum are wrong, historically speaking, and it shows how American ideals of "liberal education" are extraordinarily obscure, the product of many different attitudes and historical intentions. The author suggests that we,cannot begin to understand or even think clearly about the present curricular wars without looking back over the past two centuries. From the tangled web of history, he has selected certain threads in the course of liberal education not only to illustrate the past but to gain a sense of what might lie ahead. The moments in history the author analyzes range from the "battle of the books" between Oxford and representatives of the Scottish Enlightenment at the turn of the nineteenth century, to the struggle over "Western Culture" at Stanford that caught the attention of the politically ambitious and of the nation as well. An exemplary figure within the debates over liberal education isshown to be Charles W. Eliot, President of Harvard University from 1869 to 1909. Eliot fought a relentless, controversial, and temporarily successful battle to break down the prescribed curriculum and to install the free ele

Excerpt

If it had not been for six years I spent at the Stanford Humanities Center as its director, I would not have attempted this book. Only the challenge and stimulus of many a conversation with many an acquaintance, old and new, gave me the sense that it might be done--even though my professional life has been largely spent in the environs of the eighteenth century. To the fellows of the Center in those six years, I owe a great deal. But not more than I also owe the Center's staff. Not only was (and is) it the best I have known, it is the best I could imagine. Working with Sue Dambrau and Susan Sebbard, whom I single out because both were at the Center during all my years there, was a rare pleasure. Their skill, energy, patience, and tolerance for foible have been of untold help to many students, to many scholars, and to me. Others to whom I am grateful are Dee Marquez, Margaret Seligson, and Ellen Schwerin. The Center was crucial to the enterprise of this book; to be there was to see new avenues of possibility.

Another debt of long standing is to the staff of the Stanford University Libraries. Too many people have been too helpful for too long for me to name them all here. But Margaret Kimball deserves special thanks for sleuthing that located archival material relating to the history of Stanford's curriculum. Elisabeth Green was particularly helpful in the search for the . . .

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