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The Demands of Liberal Education

2 customer reviews
ISBN-13: 978-0199250448
ISBN-10: 0199250448
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Editorial Reviews


" The Demands of Liberal Education is an intellectually stimulating work that provides aesthetic pleasure through the incisive subtlety of its arguments and the elegant clarity of its prose. Levinson has given educators, policymakers, and political philosophers a book that will serve as an invaluable resouce in research and teaching."-- Educational Researcher

About the Author

Dr. Meira Levinson is a teacher at the Atlanta Public Schools

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Product Details

  • Paperback: 256 pages
  • Publisher: Oxford University Press (April 18, 2002)
  • Language: English
  • ISBN-10: 0199250448
  • ISBN-13: 978-0199250448
  • Product Dimensions: 6.1 x 0.6 x 9.1 inches
  • Shipping Weight: 1 pounds (View shipping rates and policies)
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #2,299,085 in Books (See Top 100 in Books)

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5 of 9 people found the following review helpful By A Customer on March 25, 2000
Format: Hardcover
This book forces educators to consider what it is we do - and whether or not we are on the right path. Of course, most academic books will find fault with American education, but this does a great service by questioning the basic foundation of American education. She does this by asking whether or not we offer a truly liberal education and then, to double the blow she lays out what we must do if we hope to get there.
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3 of 7 people found the following review helpful By G. Pollack on July 31, 2012
Format: Paperback
This book takes a radical approach to the task of devising a liberal education. Its author, Meira Levinson, a professor in Harvard's School of Education, is not much interested in liberal education as classically conceived. Classically, liberal education has connoted acquainting students with the best in literature, affording them an opportunity to broaden their horizons through exposure to the fascinating themes developed in the literary specimens comprising the corpus and to the artfully engaging styles of their composition. The ideas and modes of presentation displayed have traditionally been thought of as liberating, as possessing ingredients necessary for liberating the untutored mind from the impeding shackles of the ordinary and mundane. They have been credited with the efficacy to enable the student to exercise his critical faculties to great benefit, and to pronounce on the commendableness or otherwise of these works' contents and suggestions. But this conception of liberal education is no part of Levinson's concoction.

Instead, she takes her cue from a string of moral and political philosophers who have, since the dawn of modernity, identified liberation with possession of self-autonomy. In some instances, they have begun insisting on the responsibility to take measures to assure that people populating the grounds are indeed outfitted with the touted autonomy and self-determination. With this understanding dominating her thinking, Levinson has blithely shed any pretense to reasonableness and developed a doctrine to the effect that the school system imposed on us by the powers that be should ignore parental predilection and enforce uniformity upon the entire conglomerate of students.
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