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Monstrous markets – neo-liberalism, populism and the demise of the public university
John Holmwood and Jan Balon

Afterword: monstrous markets – neo-liberalism, populism and the demise of the public university John Holmwood, Jan Balon There is a crisis in the idea of the university. It has emerged from the application of neo-liberal policies which have reduced the public values of the university to instrumental purposes. This poses a considerable threat to liberal education (Brown, 2015, Collini, 2012; Ginsberg, 2011; Holmwood, 2011; Nussbaum, 2010). In the UK, government ministers and policy advisers seek a ‘cultural’ change directing academic research and student

in Science and the politics of openness
Open Access (free)
Pleasantville and the textuality of media memory
Paul Grainge

conservative attack on educational and artistic standards, represented in Bloom’s 1987 jeremiad on American liberal education, The Closing of The American Mind, and in Kramer’s various media pronouncements on political correctness in the arts. 19 Troubled by the so-called ‘politicisation of the academy

in Memory and popular film
The educational vision of John McGahern
Kevin Williams

vision of education and of the shaping of identity to be found in his writing is not an idiosyncratic one – it is consistent with much of the best thought within the tradition of liberal education. Indeed, his view of schooling is very close in spirit to that of Michael Oakeshott, one of the most notable philosophers of education of the twentieth century.5 McGahern also shows that not all learning takes place with school or within institutions of formal education, and the following are some distinctions that may help us to understand his educational journey. These are

in John McGahern
Abstract only
Tim Shaw

Inns and music derives from Fortescue’s accounts of the recreations of the Inns’ members, where a ‘smattering of a liberal education’ could be gained. It was, Fortescue maintained, ‘like a school of all manners that nobles learn. There they learn to sing and exercise themselves in every kind of harmony. They also practice dancing and all games proper to noblemen, just as those in the king’s household

in Gentry culture in late-medieval England
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The Veda as an alternative to the Bible
Dorothy Figueira

, India, What Can It Teach Us? , p. 112: ‘I maintain that to everybody who cares for himself, for his ancestors, for his history, or for his intellectual development, a study of Vedic literature is indispensable; and that, as an element of liberal education, it is far more important and far more improving than the reigns of Babylonian and Persian kings, yea even, than the dates and deeds of many of the kings of Judah and Israel.’ 64

in Chosen peoples
Abstract only
Carolyn Steedman

to Thucydides. In 1742, Thomas Broughton high-handedly insisted that ‘She is usually represented under the form of a young woman, crowned with laurels, holding a trumpet in her right hand, and a book in her left, with the name of Thucydides written in it.’77 In her 1792 book for the girls’ educational market, Mrs Taylor of Manchester said the same.78 Taylor had done well, thought the Critical Review, in providing ‘a general knowledge of objects subservient to liberal education … particularly useful to young ladies, 76 Thucydides, The History of the Peloponnesian

in Poetry for historians
Emily J. Manktelow

situation in these Islands, could you be more effectually accomplishing your Mission’. 39 The Directors also joined in these assurances. The good, resulting from an Institution like this … may be expected … not only to be visible in the further progress of the Mission, but also felt in the effects of a systematic and liberal education, upon civil society throughout the islands. We therefore strongly recommend, that … you will continue to make the superintendence of the Academy your chief business; and

in Missionary families
Abstract only
Andrew Ginger

, Poetics of Character: Transatlantic Encounters 1700–1900 (Cambridge: Cambridge University Press, 2013), xi–xii. 13 Martha Nussbaum, Cultivating Humanity: A Classical Defence of Reform in Liberal Education (Cambridge, MA: Harvard University Press, 1997), 67. 14 David Cannadine, The Undivided Past: History Beyond Our Differences (London: Penguin, 2013), Kindle edition, loc. 4716. 15 The title of a recent, major study of Krausism in Spain underlines how the emphasis tends to stray to nation building even where general philosophical ambitions are carefully considered

in Spain in the nineteenth century
Joe Earle, Cahal Moran, and Zach Ward-Perkins

economics curricula and the CORE syllabus are. In the next chapter, we argue that the answer to the problems of economics lies in the idea of a liberal education and outline the challenges of achieving meaningful reform. Notes  1 This quote comes from a letter that Tirole wrote in response to interesting developments in France that are similar to ones in the UK that we discuss in this chapter. In France there are a very different set of institutional pressures on universities but there has been a similar homogenisation of economics education. In reaction to this, and to

in The econocracy
Brian Elliott

subordination of popular education to economic imperatives made one thing abundantly clear: the working class could not expect to be indulged in any desire for intrinsic self-development. The injury thereby inflicted upon the British working class has been as profound as it has been lasting. Coming on the heels of the 1867 Reform Act which expanded the franchise, the 1870 Education Act created from the first a highly divisive image of national education. On the one hand, the middle and upper classes could aspire to a ‘liberaleducation; on the other, the lower classes would

in The roots of populism