General Education in the Social Sciences

Autor: John J. MacAloon

Język:

Oprawa: Twarda

Wydawca: University of Chicago Press

Dostępność: Dostępna u dostawcy w małych ilościach

Wysyłamy za 13-18 dni

479.95 zł

Higher education's most vibrant and contentious issues--common and specialized learning in the curri...

Informacje o książce

Autor

John J. MacAloon

Język

Angielski

Oprawa

Książka - Twarda

Data wydania

1992

strony

304

EAN

9780226500027

Enbook ID

04547115

Wydawca

University of Chicago Press

Waga

566

Wymiary

161 x 300 x 27

Pełny opis

Higher education's most vibrant and contentious issues--common and specialized learning in the curriculum, conceptions of general and liberal education, the design of common core sequences, the merits of classic texts and contemporary research, Western and non-Western course materials, the place of undergraduate teaching in scholarly careers--have for decades been debated by the faculty of the College of the University of Chicago. At the College, they have become embodied in educational programs of sufficient historical depth to reveal patterns of intellectual and pedagogical continuity amidst changing social and institutional circumstances. Social Science 2 holds the place of honor among these educational projects. For more than half a century, Soc 2 has been one of the most influential courses in American undergraduate education. This unique, year-long course, the oldest and most distinguished of its kind at any American university, has served as an ongoing experiment in how the social sciences can be taught and learned in the general education context. In this collection John MacAloon has gathered essays by fourteen eminent social scientists--such as David Riesman, Michael Schudson, and F. Champion Ward--who as either teachers or students were profoundly shaped by Soc 2. Their multifarious and selective memories--full of dissonances and harmonies of recollection, judgment, and voice--create a compelling biography of a course and a college that have survived tumultous change through sustained and committed argument. This book will be of great interest to anyone interested not only in the theory but the practice of higher education.

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