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Introduction | p. vii |
Liberal Learning | |
Liberal Learning, Chicago Style: Reflections on a Founding Tradition in Liberal Arts Education - Plenary Address | p. 3 |
Plato and the Ideal of Liberal Education | p. 17 |
John Henry Newman on Liberal Learning and Openness to the Mystery of Creation in The Idea of a University | p. 23 |
Learning and Life | |
Identity, Liberal Education, and Vocation - Plenary Address | p. 33 |
Plato on Educating Rulers | p. 49 |
Beatrice and Pearl | p. 55 |
Of Stomachs and Gold Teeth: The Limits of Dehumanization in Elie Wiesel's Night | p. 61 |
Albert Camus's The Plague: Finding Meaning in a Post-Modern World | p. 69 |
Memory is Necessary for Freedom | p. 75 |
Core Texts and Context: Reading Poems of World War I in 2005-2006 | p. 83 |
Expanding the Core Text Canon | |
Non-Canonical Core Texts Reflections from Experience: Liberal Arts Education in a Columbian Technological University - Plenary Address | p. 91 |
Sulwan Al-Muta': The Wisdom of Stories for Leaders | p. 105 |
Core Texts as Critical History: How Studying Works by Dead White Men Can Be Radical | p. 113 |
Reading Bob Dylan's Chronicles as a Required Freshman Text | p. 121 |
"Be Not Afraid of My Body": Whitman's Courageous Corporeality | p. 127 |
The Selective Transformation of Reality in Life of Pi: A Model for Artful Living | p. 133 |
On the Waterfront: Claude McKay's Banjo as a Core Text of African Diasporan Literature | p. 139 |
"I Know Now How History Is Made": Wole Soyinka and the Drama of Existence | p. 145 |
Core Texts in Science | |
Copenhagen, Bohr, & Heisenberg: How Did We Learn to Love the Bomb? | p. 153 |
Galileo in Kansas: The Strange Timeliness of the Letter of the Grand Duchess Christina | p. 161 |
Foundations of the Natural Sciences: "Great Books" Course at Carthage College | p. 167 |
"Analogy to What is Old": Francis Bacon's Four Idols Today | p. 173 |
Arctic Dreams and Nightmares | p. 179 |
Teaching Scientists to See: A Possible Bridge between C.P. Snow's Two Cultures | p. 187 |
"Rocks of Ages: A Critique of Stephen Jay Gould's Thesis on the Relationship Between Science and Religion | p. 193 |
Teach the Science Not the Controversy: Charles Darwin, The Origin of Species, and Intelligent Design | p. 199 |
Pedagogical Models for Teaching Core Texts | |
Michelangelo and the Copernican Revolution | p. 211 |
Teaching Humanities through The Milton Moment | p. 217 |
Using Core Texts to Promote Students' Critical Thinking Skills | p. 227 |
The Rule of St. Benedict as a Business Core Text | p. 233 |
Engaging the Text: Reading the Opening Stanza of Dante's Inferno With Alumni in a "Great Books and Midlife" Weekend Course | p. 241 |
How To Understand A Primary Source: Undergraduates And Ancient Biography: Appraising Athanasius's Life of Antony | p. 247 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.