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Liberal education: A dimension of de...

University of California, Berkeley.

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Liberal education: A dimension of depth. A Tillichian ontological analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Liberal education: A dimension of depth. A Tillichian ontological analysis./
Author:	Sperber, Robert Norman.
Description:	245 p.
Notes:	Chair: James Jarrett.
Contained By:	Dissertation Abstracts International49-11A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8902277

Liberal education: A dimension of depth. A Tillichian ontological analysis.
Sperber, Robert Norman.

Liberal education: A dimension of depth. A Tillichian ontological analysis. - 245 p.

Chair: James Jarrett.

Thesis (Ph.D.)--University of California, Berkeley, 1988.

The idea of liberal education is initially discussed within the context of the educational implications of the epistemology of The Technological Society. A survey of the main contours of values and programs constituting liberal education from the Colonial period through the impact of the Age of the University reveals that despite its many forms and institutional settings, liberal education has taken three fundamental modes: philosophical, oratorical, and characterological. Selected undergraduate experiments between the wars depict basic themes of educational intent, most of which were varying expressions of the "Great Conversation" of the Western Intellectual and Cultural tradition.Subjects--Topical Terms:

783746
Education, Philosophy of.

Liberal education: A dimension of depth. A Tillichian ontological analysis.
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035 $a (UMI)AAI8902277
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100 1 $a Sperber, Robert Norman. $3 1032311
245 1 0 $a Liberal education: A dimension of depth. A Tillichian ontological analysis.
300 $a 245 p.
500 $a Chair: James Jarrett.
500 $a Source: Dissertation Abstracts International, Volume: 49-11, Section: A, page: 3298.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 1988.
520 $a The idea of liberal education is initially discussed within the context of the educational implications of the epistemology of The Technological Society. A survey of the main contours of values and programs constituting liberal education from the Colonial period through the impact of the Age of the University reveals that despite its many forms and institutional settings, liberal education has taken three fundamental modes: philosophical, oratorical, and characterological. Selected undergraduate experiments between the wars depict basic themes of educational intent, most of which were varying expressions of the "Great Conversation" of the Western Intellectual and Cultural tradition.
520 $a Those examined were the Contemporary Civilization Course at Columbia University, Alexander Meikeljohn's Experimental College at Wisconsin, the curricular reforms at the University of Chicago under Chancellor Robert M. Hutchins, the Great Books approach at St. Johns College at Annapolis and the Comprehensive Examination system at Hampshire College, Massachussetts. All fell into the Carnegie Council's definition of liberal general education: "education rooted in our common heritage." The views on liberal education of Henry Cardinal Newman, Matthew Arnold, Aldous Huxley and Karl Jaspers are compared and contrasted to discover how each thinker reflected in whole or in part one of the three typologies.
520 $a Finally, an enhanced conception of Reason is identified as the central educative responsibility of liberal education. Reason is defined in terms of the classical concept of the "Logos." The malaise and incoherence of much higher education is discussed in terms of the fragmentation of Reason and the tyranny of "technical reason." The epistemological limitation of the academic commitment to "enlightenment fundamentalism" and the secular cul de sac is explored. Paul Tillich's formulation of ontological Reason as discussed in The Courage To Be, The Protestant Era, The Systematic Theology and his other works provides a theoretical basis for a new definition of liberal education that will integrate the high academic culture with the existential "dimension of depth" as developed by Paulo Tillich.
590 $a School code: 0028.
650 4 $a Education, Philosophy of. $3 783746
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710 2 $a University of California, Berkeley. $3 687832
773 0 $t Dissertation Abstracts International $g 49-11A.
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791 $a Ph.D.
792 $a 1988
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8902277