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Efraim Podoksik

generations after generations of students (this was true of many other public intellectuals of the time), but they also were self-reflecting teachers who thought much and deeply on the meaning of the activity of education. Many of their essays deal directly with this subject (Oakeshott, 1989; Shils, 1997c). They considered the modern university to be the place of liberal education and the cornerstone of free civilization. And liberal education, in their view, was impossible except by the combination of liberal and conservative principles. For it presupposes initiation into

in The calling of social thought
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The Universities’ Bureau and the expansive nation
Tamson Pietsch

. However, the war did not herald the unbridled turn to science and to America that both contemporaries and some historical accounts tend to suggest. 6 Although the war had very much been a war of science, it had also been hugely destructive. In this context, the congress delegates saw the universities and the liberal education they traditionally offered as holding a renewed importance

in Empire of scholars
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Matt Cole

, personal diary 1932, Wainwright papers File 1/7. 19 Williams, Across the Straits, p. 71; Inglis, Downstart, p. 46. 14 Cole_01_Ch1.indd 14 29/01/2011 12:07 Early life 20 Le Quesne, L., Introduction to McEachran, F., A Cauldron of Spells (Wells: The Greenbank Press 1992), p. xxvi. 21 Peterson, A.D.C., Liberal Education for All (London: Liberal Party 1973). This reference is on the opening page. 22 Music Room, St John’s College, Friday, 5 March 1937. The title of the lecture was ‘Socialism Debunked (by Scientific Economics)’. 23 Wainwright, R., Reviews, New

in Richard Wainwright, the Liberals and Liberal Democrats
Brett L. Shadle

not adopt the manner towards Europeans that is so objectionable in the averaged [ sic ] mission trained boy’. 38 For many years liberal education would be inappropriate. Educated Africans, it was said, believed themselves too good for real, physical labour. H. Ryle Shaw of Ruiru considered that ‘A smattering of reading and writing generally gives savages insufferable conceit

in The souls of white folk
Eoin Daly and Tom Hickey

’s Constitutionalism’, Jurisprudence, 2 (2013). 41 Robert Jubb, ‘Rawls and Rousseau: Amour-Propre and the Strains of Commitment’, Res Publica 17 (2011), p. 256. 42 John Rawls, A Theory of Justice (Cambridge, MA: Harvard University Press, 1971), p. 176. 43 Robert Goodin, ‘Folie Républicaine’, Annual Review of Political Science, 6 (2003), p. 63. 44 Ibid., p. 72. 45 Honohan, Civic Republicanism, p. 5. 46 Nomi M. Stolzenberg, ‘“He Drew a Circle that Shut Me Out”: Assimilation, Education and the Paradox of Liberal Education’, Harvard Law Review, 106 (1993), p. 581; Stephen Macedo

in The political theory of the Irish Constitution
Art schools and art education
James Moore

design education was seen as essential for the development of Britain’s design- and craft-related industries. It is important to stress, however, that demands for artistic education came from a number of sources, many of which were unconnected with industry or government.2 For many in the upper middle classes, art education formed a central part of liberal education. It was also regarded as an important polite art, especially for ladies, to be pursued as part of a sophisticated leisured lifestyle. Thus some of the earliest art schools were developed not in industrial

in High culture and tall chimneys
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Politeness, sociability and the culture of medico-gentility
Michael Brown

served as a potent tool of social and cultural distinction, one whose attributes were regarded as the preserve of the social elite.59 Some practitioners stood closer to the values of politeness and gentility than others. Physicians were at a particular advantage in having attended university. Even at Edinburgh, where specifically medical forms of instruction were more common than at Oxford and Cambridge, medical students would have received a broad liberal education and would be expected to have a reasonably thorough knowledge of the liberal arts and the classics

in Performing medicine
Open Access (free)
Johan Östling

European debate. In American sociology and history of the 1950s and 1960s, ‘the German university’ had been branded a hotbed of reactionism – anti-democratic and illiberal, dedicated to metaphysics, and a forum for social preservation. Brandser argues that a reinterpretation occurred during the following decades: Humboldt was combined with a tradition of Anglo-Saxon liberal education at a time of an accelerating market adaptation of the university; and it was in this form that Humboldt’s ideas returned to Europe. As in all such processes of circulation, the transfer from

in Humboldt and the modern German university
Anna Killick

-income people have – it is a lack of understanding. Some commentators argue education is becoming more important than economic circumstances in explaining why people vote the way they do (Kaufmann 2017 ). For Inglehart and Norris, education is significant, in part because it affects socialisation. Since World War II, increasing proportions of young people have gone to university. They argue that receiving a university-level education makes people more liberal; ‘education is consistently associated with attitudes that are more tolerant toward out-groups, including ethnic

in Rigged
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Cognition as recognition
James Simpson

general; the force of the recognition is reformist and very particular. The old, the dying and the general are, that is, the very conditions of the revivification, the reform and unique application. An abiding literary canon is never therefore obsolete, since it remains fresh for every generation of new readers. Informed conversation with a recognised past, central to the entire tradition of liberal education since Antiquity – and, in my view, for our undergraduate pedagogy (as distinct from our research operation) – is the ­condition of reformist movement into the

in Contemporary Chaucer across the centuries