DOCSLIB.ORG

THE COLLEGE St

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
THE COLLEGE St THE COLLEGE St. John's College Annapolis, Maryland Santa Fe, New Mexico October 1973 THE COLLEGE Vol. XXV October, 1973 No.3 IN THE OCTOBER ISSUE: The Liberal Arts Movement: From Ideas to Practice, by Amy Apfel Kass Report of the President, 1972-73 . 9 News on the Campuses . 27 Alumni Activities . 3 0 Editor: Beate Ruhm von Oppen Managing Editor: Thomas Parran, Jr. Editorial Advisory Board: William B. Dunham, Michael W. Ham, Paul D. Newland, Barbara Brunner Oosterhout '55, E. Malcolm Wyatt, Robert S. Zelenka. THE COLLEGE is published by the Development Office of St. John's College in Annapolis, Maryland. Richard D. Weigle, President, Paul D. Newland, Provost. Published four times a year, in January, April, July and October. Second class postage paid at Annapolis, Maryland, and at other mailing places. THE LIBERAL ARTS MOVEMENT: FROM IDEAS TO PRACTICE by Amy Apfel Kass On the morning of November 19, 1929, the number of new buildings. We urge that the following editorial appeared in The Daily Maroon, the new administration take heed of its primary student newspaper of the University of Chicago: responsibility and its greatest opportunity­ Today amid scenes of academic grandeur, the progressive guidance of educational Robert Maynard Hutchins will be inaugu­ policies. ratedas the fifth president of the University The students got their wish, with interest. of Chicago. It is an occasion of vast moment Hutchins' ideas rapidly became common knowledge in the history of the University and we as and the entire campus became a place of debate and undergraduates are inspired with its signifi­ conflict, sometimes verging on open· warfare. cance. We are confident of the progressive Mortimer Adler's cryptic note to Hutchins on the eve ~pirit and the sympathetic understanding of of his inauguration had been more knowingly the new administration. We are further prophetic: "I trust that the University's funds are convinced that the program of educational securely invested. Otherwise they may have to pawn emancipation which has distinguished the the crown jewels before your inauguration. But you University in American college circles will will probably wear the crown lightly in either not be neglected. ·circumstance.. '' In a consideration of the occasion's whole significance one aspect appears to us most The Department of Philosophical StudieS distasteful. The functions and duties of a college administrator have changed radically As soon as Hutchins was appointed President of in the course of recent years. He is no longer the University of Chicago, he invited Mortimer Adler an educator, but a salesman and extortioner to join him as his philosophical guide. Although Adler ne plus ultra. The planning and execution of did not move to Chicago until the Fall of 1930, by the Spring of 1930,;the end of Hutchins' first year at educational policies is no longer his prime consideration. He must secure donations and the University, a scheme had been hatched by Adler endowments; he must acquire funds for the to institutionalize work he had begun at the People's University's physical expansion. The Institute in New York with Scott Buchanan and importance of this mercenary and unsavory Richard McKeon. function of the administrator is particularly Adler proposed that Hutchins create a new depart­ evident here where the grey towers continue ment in the University, a Department of Philosoph­ to rise on a Gargantuan scale. ical Studies. Adler thought that such a department would provide by example a way to integrate learning It is to be hoped that the pressure of this within the University. The proposed Department of work will not require the whole devotion of PhilosophiCal Studies would be independent of but President Hutchins. We feel that he, like related· to all existing departments in the University. former President Max Mason, possesses "It would have no more or less to do with the regular educational ideals which if given Department of Philosophy," Adler said, "than it opportunity for development, will place the would have to do with the Law School, Medical University of Chicago in far greater School, or the Departments of Physics or Fine Arts." prominence than the addition of any The members of the Department would be "student- 1 The College professors," "a third class of professors along side of McKeon. the already recognized classes of teaching-professors Though the "student-professors" were to be and research-professors." Their work would be to vagabonds within the University, they were to be analyze and evaluate the principles and methods of appointed to a separate official department in order the various subject matters and to relate these to each to· make it possible to get an endowment and thus other. insure their financial independence from other "First of all," Adler suggested, the student­ departments. Adler innocently thought that if his professors department had its own budget it would require minimal co-operation from other departments, and would study a subject-matter maturely therefore, that his plan would not be viewed as a and critically. Secondly, they would threat or a challenge. actively participate in the work of the department, in class and out. And lastly, The "Chicago Fight" and Its Consequences after they had trained themselves and educated themselves sufficiently, and if Many faculty members were, however, they had achieved a critical re-organiza­ immediately wary of the plan and became increas­ tion or approach to the subject matter, ingly suspicious of its proponents. Members of the they might give others the benefits of this Philosophy Department were especially alarmed, insight by giving a course which might be seeing in the plan the seeds of a revolution against equally profitable to undergraduates, their kind of philosophizing. Others saw the plan as a graduate students, and professors of the "power conspiracy on the part of the administration, other two varieties. which was pictured as a 'baby president,' aided by Savonarola and Richelieu" (Buchanan, Poetry and In practice, the student-professors would go from Mathematics, page 23). They regarded Hutchins as a one department of the University to another, staying radical upstart against the revered "Chicago School,'' in one place only as long as they_ found it useful to as a man in search of a new religion. Still others saw themselves. (Adler assumed that when they ceased to Hutchins as dangerously conservative, as a man learn from a given department, they would no longer seeking to resurrect beliefs and practices of less be useful to that department.) As the student­ enlightened ages. professors passed from one department to another, United by a common enemy, these various groups they would create "new lines of inquiry into border­ joined forces and prepared themselves for a long and line areas and promote integration by offering inter­ bitter crusade. Their battle cries became "Facts vs. disciplinary courses. For example, as students of Ideas," "Empiricism vs. Speculation," "Science vs. philosophy they could bring philosophy to the Law Dogma." The "Chicago Fight" was quickly over­ School; after immersing themselves in the study of shadowing the "Chicago School." One can better law they would offer a course in the philosophical understand the severity of the faculty reaction if one foundations of law. They ·could then bring appreciates the long-standing and pervasive influence philosophy and law to the next department in which of the "Chicago School." they decided to study, and so on. In addition, The "Chicago School" was originally identified because they were continuing their own education in with the names of John Dewey, George Herbert different fields, these student-professors would be Mead, James R. Angell, and James H. Tufts. In a unusually well-suited to offer courses in the great review of some of the early philosophical papers by books, an additional means of promoting the "integra­ these men, William James wrote, shortly after 1900: tion of learning. Moreover, Adler thought that these courses would educate good undergraduates "in such The rest of the world has made merry a way that they might be recruited for the work of over the Chicago man's legendary saying the Department of Philosophical Studies." Thus, that 'Chicago hasn't had time to get round Adler's scheme provided for its own perpetuation as to culture yet, but when she does strike well as a congenial home for himself and his fellow her, she'll make her hum!' Already the "liberal artists," Buchanan and McKeon. For Adler prophecy is fulfilling itself in a dazzling insisted to Hutchins that the success of his and manner. Chicago has a School of Hutchins' plans for the University required the Thought!-a school of thought which, it is reunion of the "triune," Adler, Buchanan, and safe to predict, will figure in literature as 2 October 1973 the School of Chicago for twenty-five 1904. Dedicated to their separate disciplines, the · years to come. faculty correctly perceived Hutchins' animus against specialization, They made it impossible for Hutchins . to create the Department of Philosophical Studies by He concluded with the comment that the work of going through the normal academic channels. Also, it Dewey and his colleagues and disciples presented "a became exceedingly difficult for him to find a home view of the world, both theoretical and practical, for Mortimer Adler anywhere at the University which is so simple, massive, and positive that, in spite outside of the President's office. of the fact that many parts of it yet need to be Hutchins' negotiations with the Philosophy Depart­ worked out, it deserves the title of a new system of ment on Adler's behalf were doomed from the philosophy." beginning. Prior to coming to Chicago, Adler sub­ John ·Dewey had come to the University of mitted a list of the courses that he was interested in Chicago in 1894 as Professor of Philosophy.
Load more

Recommended publications
  • SOCRATES in the CLASSROOM Rationales and Effects of Philosophizing with Children Ann S
    SOCRATES IN THE CLASSROOM Rationales and Effects of Philosophizing with Children Ann S. Pihlgren Socrates in the Classroom Rationales and Effects of Philosophizing with Children Ann S. Pihlgren Stockholm University ©Ann S. Pihlgren, Stockholm 2008 Cover: Björn S. Eriksson ISSN 1104-1625-146 ISBN (978-91-7155-598-4) Printed in Sweden by Elanders Sverige AB Distributor: Stockholm University, Department of Education To Kjell with love and gratitude. Contents Contents ........................................................................................................ vii Preface ............................................................................................................ 1 1 Introduction ............................................................................................ 3 1.1 Philosophizing and teaching ethics ..................................................................... 4 1.2 Some guidance for the reader ............................................................................ 5 1.3 Considerations ................................................................................................... 8 2 Research Goals and Design .................................................................. 9 2.1 Classroom interaction ......................................................................................... 9 2.2 Studying Socratic interaction ............................................................................ 10 2.3 Research questions .........................................................................................
    [Show full text]
  • Robert Maynard Hutchins, 1899-1977
    The Yale Law Journal Volume 86, Number 8, July 1977 Robert Maynard Hutchins, 1899-1977 Herbert Brownellt Robert Maynard Hutchins, who died at Santa Barbara, California, on May 15, 1977, was Dean of the Yale Law School in 1928-29. He had served as Secretary of Yale University from 1923 to 1927. Upon his graduation from the Yale Law School in 1925, he joined the Law School's faculty as a Lecturer, a position he held from 1925 to 1927. He was Acting Dean of the Law School during the academic year 1927-28. Dean Hutchins was thirty years old when he left the Law School to become President and later Chancellor of the University of Chicago. Dean Hutchins' active leadership in the field of legal education during this brief span of years was notable for the innovations he sponsored in the Law School's curriculum and in particular for the establishment of the Institute of Human Relations. His erudition, his inquisitive mind, and his theories of proper relationships among law, economics, political science, and psychology left an indelible im- print upon the Yale Law School of his time. His initiatives, more- over, led to fruitful interdisciplinary research programs that have had lasting effects upon legal education in this country. The main endeavors of Dean Hutchins' career, and his publicly known achievements, came in later years while he was a founder, Chief Executive Officer, and President of the Center for the Study of Democratic Institutions, based in California. But many of the in- gredients of his brilliant intellectual success first came to light during his deanship at the Yale Law School.
    [Show full text]
  • Unrestrained Growth in Facilities for Athletes: Where Is the Outrage?
    Unrestrained Growth in Facilities for Athletes: Where is the Outrage? September 17, 2008 By Frank G. Splitt "It requires no tabulation of statistics to prove that the young athlete who gives himself up for months, to training under a professional coach for a grueling contest, staged to focus the attention of thousands of people, and upon which many thousands of dollars will be staked, will find no time or energy for serious intellectual effort. The compromises that have to be made to keep such a student in the college and to pass them through to a degree give an air of insincerity to the whole university-college regime." 1 —Henry Smith Pritchett, Former MIT President (1900-1906) and President of the Carnegie Foundation for the Advancement of Teaching (1906-1930). Sol Gittleman, a former provost at Tufts University, wrote to me with reference to Brad Wolverton’s recent article, “Rise in Fancy Academic Centers for Athletes Raises Questions of Fairness,”2 saying: "This would be a joke, if it weren't for articles that state how public universities are losing out in hiring to the well-heeled privates. So, while faculty flee to the private sector, the public universities build these Xanadus for athletes. Have we lost our minds? Where are the presidents?” Re: Dr. Gittleman’s first question: Have we lost our minds?—Based on the sad state of affairs in America’s system of higher education, it would certainly seem so, but there is no way to prove it as yet. However, taking a queue from Henry Pritchett, it requires no tabulation of statistics to prove that America’s system of higher education has been reeling under the negative impact of over commercialized college sports.
    [Show full text]
  • THE PHILOSOPHY of GENERAL EDUCATION and ITS CONTRADICTIONS: the INFLUENCE of HUTCHINS Anne H. Stevens in February 1999, Universi
    THE PHILOSOPHY OF GENERAL EDUCATION AND ITS CONTRADICTIONS: THE INFLUENCE OF HUTCHINS Anne H. Stevens In February 1999, University of Chicago president Hugo Sonnen- schein held a meeting to discuss his proposals for changes in un- dergraduate enrollment and course requirements. Hundreds of faculty, graduate students, and undergraduates assembled in pro- test. An alumni organization declared a boycott on contributions until the changes were rescinded. The most frequently cited com- plaint of the protesters was the proposed reduction of the “com- mon core” curriculum. The other major complaint was the proposed increase in the size of the undergraduate population from 3,800 to 4,500 students. Protesters argued that a reduction in re- quired courses would alter the unique character of a Chicago edu- cation: “such changes may spell a dumbing down of undergraduate education, critics say” (Grossman & Jones, 1999). At the meet- ing, a protestor reportedly yelled out, “Long live Hutchins! (Grossman, 1999). Robert Maynard Hutchins, president of the University from 1929–1950, is credited with establishing Chicago’s celebrated core curriculum. In Chicago lore, the name Hutchins symbolizes a “golden age” when requirements were strin- gent, administrators benevolent, and students diligent. Before the proposed changes, the required courses at Chicago amounted to one half of the undergraduate degree. Sonnenschein’s plan, even- tually accepted, would have reduced requirements from twenty- one to eighteen quarter credits by eliminating a one-quarter art or music requirement and by combining the two-quarter calculus re- quirement with the six quarter physical and biological sciences requirement. Even with these reductions, a degree from Chicago would still have involved as much or more general education courses than most schools in the country.
    [Show full text]
  • Guide to the Robert Maynard Hutchins Papers 1884-2000
    University of Chicago Library Guide to the Robert Maynard Hutchins Papers 1884-2000 © 2014 University of Chicago Library Table of Contents Descriptive Summary 4 Information on Use 4 Access 4 Restrictions on Use 4 Citation 4 Biographical Note 5 Scope Note 7 Related Resources 9 Subject Headings 10 INVENTORY 11 Series I: Personal 11 Subseries 1: General 11 Subseries 2: Biographical 13 Series II: Correspondence 15 Series III: Subject Files 208 Series IV: Yale University 212 Series V: University of Chicago 213 Subseries 1: General 213 Subseries 2: Publicity 218 Series VI: Encyclopædia Britannica 228 Subseries 1: General 228 Subseries 2: Correspondence 235 Subseries 3: Board of Editors 241 Subseries 4: Content Development 244 Series VII: Commission on Freedom of the Press 252 Series VIII: Committee to Frame a World Constitution 254 Series IX: Ford Foundation, Fund for the Republic, and Center for Study of Democratic256 Institutions Subseries 1: Administrative 256 Subseries 2: Programs and Events 261 Series X: Writings 267 Subseries 1: General 269 Subseries 2: Books 270 Subseries 3: Articles 275 Sub-subseries 1: Articles 275 Sub-subseries 2: Correspondence 294 Subseries 4: Speeches 297 Subseries 5: Engagements 339 Series XI: Honors and Awards 421 Series XII: Audiovisual 424 Series XIII: Books 436 Series XIV: Oversize 439 Series XV: Restricted 440 Subseries 1: Financial and Personnel Information 441 Subseries 2: Student Information 441 Descriptive Summary Identifier ICU.SPCL.HUTCHINSRM Title Hutchins, Robert Maynard. Papers Date 1884-2000 Size 238.5 linear feet (465 boxes) Repository Special Collections Research Center University of Chicago Library 1100 East 57th Street Chicago, Illinois 60637 U.S.A.
    [Show full text]
  • Great Books, Poetry and Mathematics
    Bridges 2017 Conference Proceedings Great Books, Poetry and Mathematics Emily Grosholz Department of Philosophy Sparks Building The Pennsylvania State University University Park PA 16801 [email protected] Abstract I have just finished writing a book on poetry and mathematics, entitled Great Circles: The Transits of Mathematics and Poetry. When it is published in early 2018, it will help launch a new series of books published by Springer, “Mathematics, Culture and the Arts,” edited by Marjorie Senechal (Editor of the Mathematical Intelligencer), Jed Buchwald at the California Institute of Technology, and Jeremy Gray at the Open University. The first part of the book is autobiographical, and this excerpt explains how the Great Books Program at the University of Chicago encouraged me to think and write about poetry and mathematics in tandem, over half a century. Although I am a philosopher, and teach in the Philosophy Department at the Pennsylvania State University, when I applied to university fifty years ago, I didn’t say I wanted to study philosophy, but rather that I wanted to study poetry and mathematics. This odd conjunction made sense at the University of Chicago because undergraduate education there was still steered by the star of Robert Maynard Hutchins’ College, a pedagogical structure built on the Great Books program. Because of a scholarship, during my freshman year I was enrolled in ‘Liberal Arts I,’ a special series of lectures organized by the classicist James Redfield. These lectures were also a conduit to my undergraduate major, ‘Ideas and Methods,’ created by Richard McKeon. (He was terrifying, by the way; to see why, re-read Robert Pirsig’s Zen and the Art of Motorcycle Maintenance, where he is depicted as The Chairman [10].) There I first discovered Scott Buchanan’s Poetry and Mathematics [3].
    [Show full text]
  • Academic Faculty Address-2017
    A Ressourcement Vision for Graduate Theological Education Academic Faculty Address-2017 Thomas A. Baima Mundelein Seminary August 11, 2017 I want to welcome everyone to the first of our Academic Faculty meetings for the 2017- 2018 school year. I hope all of you had a refreshing summer. This meeting is the result of comments by some of you that the academic department did not have the same opportunity as the formation department for planning and interaction. It is for this reason that I added this morning to the meetings at the opening of the school year. We do need time to work together as a group on the common project of seminary education. Those of you who are more senior will remember that we used to meet for two full days at the opening of the school year and again at the opening of the beginning of the new year. Without those meetings, we have lost much of the time we used to work together. So, I hope this morning will restore some of that, and at the same time not wear everyone out. Here is my plan for the morning. First, I’m going to do some introductions of our new members. Next, I want to offer some remarks about the vision of higher education. I do this because the academic department is entrusted with the responsibility for the intellectual pillars and shares responsibility for the pastoral pillar 1 with Formation. As such, we are part of the larger higher education enterprise both of this country and of the Catholic Church internationally.
    [Show full text]
  • DOCUVENT RESUME ED 286 394 HE 020 596 AUTHOR Mcarthur, Benjamin Revisiting Hutchins and "The Higher Learning in America.&Qu
    DOCUVENT RESUME ED 286 394 HE 020 596 AUTHOR McArthur, Benjamin TITLE Revisiting Hutchins and "The Higher Learning in America." PUB DATE Apr 87 NOTE 31p.; Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987). Several pages may not reproduce well because they contain light print. PUB TYPE Historical Materials (060) -- Speeches/Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Citizenship; *Civil Liberties; *College Presidents; College Role; *Educational Change; *Educational History; Higher Education; *Liberal Arts IDENTIFIERS *Hutchins (Robert) ABSTRACT The career of Robert Maynard Hutchins and hiz 1936 book, "The Higher Learning in America," which addressed the college liberal arts curriculum, are discussed. Hutchins was a controversial university president in the 1930s and 1940s. He is normally remembered as an Aristotelian and a champion of civil liberties, the Great Books, and adult education. Hutchins's undergraduate work was done at Oberlin College and Yale University, and he received his law degree from Yale. He served as a lecturer and dean of the Yale Law School and was a successful fund raiser in a number of posts. He was an administrator at age 21 and at age 30 he became president of the University of Chicago, where he had a 22-year tenure. During Hutchin's second career, he served at the Ford Foundation's Fund for the Republic, which was devoted to the study of American freedom and civil liberties. He was the founder of the Center for the Study of Democratic Institutions at Santa Barbara. His book, "The Higher Learning in America," advocated that college learning should be pervasively intellectual rather than a means to develop character or prepare for a vocation.
    [Show full text]
  • The Way Forward: Educational Leadership and Strategic Capital By
    The Way Forward: Educational Leadership and Strategic Capital by K. Page Boyer A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education (Educational Leadership) at the University of Michigan-Dearborn 2016 Doctoral Committee: Professor Bonnie M. Beyer, Chair LEO Lecturer II John Burl Artis Professor M. Robert Fraser Copyright 2016 by K. Page Boyer All Rights Reserved i Dedication To my family “To know that we know what we know, and to know that we do not know what we do not know, that is true knowledge.” ~ Nicolaus Copernicus ii Acknowledgements I would like to thank Dr. Bonnie M. Beyer, Chair of my dissertation committee, for her probity and guidance concerning theories of school administration and leadership, organizational theory and development, educational law, legal and regulatory issues in educational administration, and curriculum deliberation and development. Thank you to Dr. John Burl Artis for his deep knowledge, political sentience, and keen sense of humor concerning all facets of educational leadership. Thank you to Dr. M. Robert Fraser for his rigorous theoretical challenges and intellectual acuity concerning the history of Christianity and Christian Thought and how both pertain to teaching and learning in America’s colleges and universities today. I am indebted to Baker Library at Dartmouth College, Regenstein Library at The University of Chicago, the Widener and Houghton Libraries at Harvard University, and the Hatcher Graduate Library at the University of Michigan for their stewardship of inestimably valuable resources. Finally, I want to thank my family for their enduring faith, hope, and love, united with a formidable sense of humor, passion, optimism, and a prodigious ability to dream.
    [Show full text]
  • Boyer Is the Martin A
    II “BROAD AND CHRISTIAN IN THE FULLEST SENSE” WILLIAM RAINEY HARPER AND THE UNIVERSITY OF CHICAGO J OHN W. B OYER OCCASIONAL PAPERS ON HIGHER XVEDUCATION XV THE COLLEGE OF THE UNIVERSITY OF CHICAGO William Rainey Harper, 1882, Baldwin and Harvey Photographic Artists, Chicago. I I “BROAD AND CHRISTIAN IN THE FULLEST SENSE” William Rainey Harper and the University of Chicago INTRODUCTION e meet today at a noteworthy moment in our history. The College has now met and surpassed the enrollment W goals established by President Hugo F. Sonnenschein in 1996, and we have done so while increasing our applicant pool, our selectivity, and the overall level of participation by the faculty in the College’s instructional programs. Many people—College faculty, staff, alumni, and students—have contributed to this achievement, and we and our successors owe them an enormous debt of gratitude. I am particularly grateful to the members of the College faculty—as I know our students and their families are—for the crucial role that you played as teachers, as mentors, as advisers, and as collaborators in the academic achievements of our students. The College lies at the intellectual center of the University, an appropriate role for the University’s largest demographic unit. We affirm academic excellence as the primary norm governing all of our activities. Our students study all of the major domains of human knowledge, and they do so out of a love of learning and discovery. They undertake general and specialized studies across the several disciplines, from the humanities to the natural sciences and mathematics to the social sciences and beyond, This essay was originally presented as the Annual Report to the Faculty of the College on October 25, 2005.
    [Show full text]
  • THE NEW PROGRAM at ST
    THE NEW PROGRAM at ST. JOHN'S COLLEGE IN ANNAPOLIS Supplement to the Bulletin ANNAPOLIS, MARYLAND JULY, 1937 Founded as King William's School, 1696 Chartered as St. John's College, 1784 Staff of the New Program, 1937-1938 STRINGFELLOW BARR, President and Fellow of St. John's College B. A. and M. A., University of Virginia M. A. Oxon. Formerly Professor of History at the University of Virginia. Editor of the Virginia Quarterly Review. Member of the Committee on the Liberal Arts at the University of Chicago. SCOTT BUCHANAN, Dean and Fellow of St. John's College B. A., Amherst College Ph. D., Harvard University Formerly Assistant Director of the People's Institute of New York. Professor of Philosophy at the University of Virginia. Chairman of the Committee on the Liberal Arts at the University of Chicago. OWEN E. HOLLOWAY, Tutor of St. John's College M. A. and J3. Lt'rr., Oxon. Formerly Procter Visiting Fellow at Princeton University. Assistant Lecturer at the Royal University of Egypt. R. CATESBY TALIAFERRO, Tutor of St. John's College B. A. and Ph. D., University of Virginia Formerly Student at the University of Lyons and the Sorbonne, Paris. Member of the Committee on the Liberal Arts at the University of Chicago. CHARLES GLENN WALLIS, Tutor of St. John's College B. A., University of Virginia Formerly Member pf the Committee on the Liberal Arts at the University of Chicago. Appointments of Fellows in Mathematics and Laboratory Science will be announced in the near future. SUPPLEMENT TO THE BULLETIN SUPPLEMENT TO THE BULLETIN 5 basic training with which they may enter and successfully pursue study in law schools, medical schools, engineering, theology, Foreword schools of business administration, library schools, schools of by education, schools of journalism, post-graduate work in univer- sities, or with which they can enter directly the fields of business, STRINGFELLOW BARR of social, and of public service.
    [Show full text]
  • The Pride and Prejudice of the Western World: the Iconicity of the Great Books
    Syracuse University SURFACE Languages, Literatures, and Linguistics College of Arts and Sciences January 2010 The Pride and Prejudice of the Western World: The Iconicity of the Great Books Solibakke Ivan Karl Syracuse University Follow this and additional works at: https://surface.syr.edu/lll Part of the German Literature Commons Recommended Citation Karl, Solibakke Ivan, "The Pride and Prejudice of the Western World: The Iconicity of the Great Books" (2010). Languages, Literatures, and Linguistics. 11. https://surface.syr.edu/lll/11 This Article is brought to you for free and open access by the College of Arts and Sciences at SURFACE. It has been accepted for inclusion in Languages, Literatures, and Linguistics by an authorized administrator of SURFACE. For more information, please contact [email protected]. Postscripts 6.1–3 (2010) 261–275 Postscripts ISSN (print) 1743-887x doi: 10.1558/post.v6.1–3.261 Postscripts ISSN (online) 1743-8888 The Pride and Prejudice of the Western World: Canonic Memory, Great Books and Archive Fever KARL IVAN SOL I BA kk E SYRACU S E UNIVERsiTY [email protected] AB S TRACT This article examines controversies arising from the perception of the instru- ments of cultural memory and the logic of their transmissibility. On the one hand, we have a carefully selected, temporally and geographically orches- trated body of texts, the Great Books, which are an enduring testament to the authority of Western intellectual artifacts. On the other hand, Jacques Der- rida’s Archive Fever locates a furtive transformation of collective memory in the informal practices exemplified by oral narrative and public discourse.
    [Show full text]