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Michael O’Sullivan

, as Harpham, Lloyd and Weber seem to suggest, English literature, what is for Donoghue and F. R. Leavis at the ‘centre’ of a liberal education, cannot be separated from notions of tradition. In his 1969 article ‘T. S. Eliot and the Life of English Literature’, F. R. Leavis argues that the ‘university, conceived as a centre of civilization’, is the ‘only possible organ of the creative effort society has to make’ and that ‘a vital English School’ must be at the ‘centre’ of such a university (1969:18). As Leavis stresses in an article written over twenty years earlier

in The humanities and the Irish university
Michael O’Sullivan

MUP FINAL PROOF – <STAGE>, 09/13/2013, SPi 3 Newman and the origins of the National University Early educational ideals in Ireland: Newman and The Idea of a University John Henry Newman is regarded by many as the most eloquent champion of the liberal education the university must impart. For Newman, ethics and civic virtue are bound up with an education in theology.1 Newman’s The Idea of a University, a series of discourses delivered to mark the inauguration of the Catholic University in Dublin in 1852, is widely regarded as the most influential work ever to

in The humanities and the Irish university
Abstract only
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
Abstract only
Mark Maguire and Fiona Murphy

interests. In such a context there can be no ‘value-free’ economics, and arguably even it a pure form neo-liberalism is not value free and neutral. Indeed, herein we shall show that neo-liberal governing is cultural in its origins, cultural in its operations and cultural in its consequences. For example, we show the ways in which African drivers attempt to earn a living within a liberalised taxi industry, and we describe the ways in which multicultural schools interact with neo-liberal education policies – a troika composed of integration, inclusion and interculturalism

in Integration in Ireland
Michael O’Sullivan

manner that Harpham’s privileging of the rootedness of the humanities in America might not. Collini agrees with Harpham that the winds had changed by the twentieth century and that it was then that the ‘major British and American universities [...] increasingly provided not just the dominant models for emulation elsewhere but also the nearest approximation to the Humboldtian ideal of combining a liberal education with advanced scholarly and scientific research’ (2012:24). Collini is careful to trace the obvious international influence of the American university to its

in The humanities and the Irish university
Orangewomen in Canada, c. 1890–1930
D. A. J. MacPherson

her obituary, did good work for Orange causes, raising money for the orphanage at Indian Head and speaking proudly of her loyalty to the British crown and her Irish Protestant heritage: With the proud strain of the “Dalardic chiefs of Ulster in her veins,” a liberal education, and a clear foresight, she did much to cement loyalty in Canada to the British Crown. She was ever ready to help a good cause, more especially if it was in support of Protestantism. Veneration for the land of her birth, love for her adopted country, and the welfare of mankind was her motto. A

in Women and Irish diaspora identities
Kieran Keohane and Carmen Kuhling

imagine it would) neither would a programme of general education (as contemporary Liberals imagine), for Aristotle is quite explicit that education of a certain sort may very well intensify the desire to get more money, power and honour. The emphasis in contemporary societies on liberal education premised on the cultivation of the individual, and especially on encouraging entrepreneurship, enterprise and innovation, for instance, which Ireland’s secondary, tertiary and ‘fourth level’ education all explicitly promote, all amplify rather than ameliorate pleonexia

in The domestic, moral and political economies of post-Celtic Tiger Ireland
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Science, manufacture and culture in mid-nineteenth-century Manchester
Janet Wolff

’; ‘On the different quantities of rain which fall, at different heights, over the same spot of ground’; ‘A description of a new instrument for measuring the specific gravity of bodies’; ‘On economical registers’; ‘A plan for the improvement and extension of liberal education in Manchester’; ‘Observations on the use of acids in bleaching of linen’; ‘Thoughts on the style and taste of gardening among the ancients’; ‘On the influence of the imagination, and the passions, upon the understanding’; ‘On the comparative merit of the ancients and moderns, with respect to the

in Culture in Manchester
Paromita Chakravarti and Jhelum Roy

growing presence of women, Dalit students and students from historically marginalised north-eastern states is challenging the hegemonies of androcentric, patriarchal and Brahmanical academic structures on which liberal education has been based. In several movements, like Pinjra Tod (Break the Cage), female students have been asserting their right to equal access to libraries, laboratories, canteens and hostels. 12 Dalit students, too, are battling for access to institutional spaces. After Hyderabad Central University suspended

in Intimacy and injury
Michael O’Sullivan

(64 percent) have already been closed’ (1967:93). Stanley Aronowitz reminds us in The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning that the Harvard ‘core philosophy’ for the undergraduate courses in the Faculty of Arts and Sciences ‘purports to balance student interests with the faculty’s conviction that such areas as “moral reasoning” correspond to a well-rounded liberal education’ (2000:137). K. D. O’Connor ‘Ireland – a nation caught in the middle of an identity crisis’, Irish Independent, 20 July, 1985. An OECD report

in The humanities and the Irish university