Sean Meehan's book reclaims three important but critically neglected aspects of the late Emerson's "mind": first, his engagement with rhetoric, conceived as the organizing power of mind and, unconventionally, characterized by the trope "metonymy"; second, his public engagement with the ideals of liberal education and debates in higher education reform early in the period (1860-1910) that saw the emergence of the modern university; and third, his intellectual relation to significant figures from this age of educational transformation: Walt Whitman, William James, Harvard president Charles W. Eliot, and W.E.B. Du Bois, Harvard's first African American PhD. Meehan argues that the late Emerson educates through the "rhetorical liberal arts," and he thereby rethinks Emerson's influence as rhetorical lessons in the traditional pedagogy and classical curriculum of the liberal arts college.

Contentious debates over the benefits—or drawbacks—of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism—often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student’s capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America’s long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.

CNN host and best-selling author Fareed Zakaria argues for a renewed commitment to the world’s most valuable educational tradition. The liberal arts are under attack. The governors of Florida, Texas, and North Carolina have all pledged that they will not spend taxpayer money subsidizing the liberal arts, and they seem to have an unlikely ally in President Obama. While at a General Electric plant in early 2014, Obama remarked, "I promise you, folks can make a lot more, potentially, with skilled manufacturing or the trades than they might with an art history degree." These messages are hitting home: majors like English and history, once very popular and highly respected, are in steep decline. "I get it," writes Fareed Zakaria, recalling the atmosphere in India where he grew up, which was even more obsessed with getting a skills-based education. However, the CNN host and best-selling author explains why this widely held view is mistaken and shortsighted. Zakaria eloquently expounds on the virtues of a liberal arts education—how to write clearly, how to express yourself convincingly, and how to think analytically. He turns our leaders' vocational argument on its head. American routine manufacturing jobs continue to get automated or outsourced, and specific vocational knowledge is often outdated within a few years. Engineering is a great profession, but key value-added skills you will also need are creativity, lateral thinking, design, communication, storytelling, and, more than anything, the ability to continually learn and enjoy learning—precisely the gifts of a liberal education. Zakaria argues that technology is transforming education, opening up access to the best courses and classes in a vast variety of subjects for millions around the world. We are at the dawn of the greatest expansion of the idea of a liberal education in human history.

In his 1837 speech "The American Scholar," Ralph Waldo Emerson noted, "life is our dictionary," encapsulating a body of work that reached well beyond the American 19th century. This comprehensive study explores Emerson as a preacher, poet, philosopher, lecturer, essayist and editor. There are nearly 100 entries on individual texts and their personal, historical and literary contexts. Emerson's work is placed within his relationships with family members, fellow Transcendentalists and transatlantic friends, and his commitment to ethics, self-culture and social change. This book provides the fullest possible exploration of Emerson's writing and philosophy. Far ahead of his own time, the man enthusiastically questioned institutions, communities, friendships, history, individuality and contemporaneous approaches to environmental stewardship.

Drawing primarily from previously unpublished manuscripts in the Ralph Waldo Emerson Memorial Association Collection in the Houghton Library at Harvard University, recent editions of Emerson's correspondence, journals and notebooks, sermons, and early lectures have provided authoritative texts that inspire readers to consider Emerson's place in American culture afresh. The two-volume Later Lectures of Ralph Waldo Emerson, 1843–1871, presents the texts of forty-eight complete and unpublished lectures delivered during the crucial middle years of Emerson's career. They offer his thoughts on New England and “Old World” history and culture, poetic theory, education, the history and uses of intellect—as well as his ideas on race relations and women's rights, subjects that sparked many debates. These final volumes contain some of Emerson's most timelessly relevant work and are sure to engage and inform any reader interested in discovering one of our country's greatest intellectuals. The following sections, although appearing only in the volume designated, contain information that pertains to both volumes and are available on the University of Georgia Press website. Volume 1: 1843–1854 contains: Preface Works Frequently Cited Historical and Textual Introduction Volume 2: 1855–1871 contains: Manuscript Sources of Emerson's Later Lectures in the Houghton Library of Harvard University Index to Works by Emerson General Index

We live in an era defined by a sense of separation, even in the midst of networked connectivity. As cultural climates sour and divisive political structures spread, we are left wondering about our ties to each other. Consequently, there is no better time than now to reconsider ideas of unity. In The Ethics of Oneness, Jeremy David Engels reads the Bhagavad Gita alongside the works of American thinkers Ralph Waldo Emerson and Walt Whitman. Drawing on this rich combination of traditions, Engels presents the notion that individuals are fundamentally interconnected in their shared divinity. In other words, everything is one. If the lessons of oneness are taken to heart, particularly as they were expressed and celebrated by Whitman, and the ethical challenges of oneness considered seriously, Engels thinks it is possible to counter the pervasive and problematic American ideals of hierarchy, exclusion, violence, and domination.

The full texts of four seminal works by Emerson are presented in this volume: 'Nature, ' 'The American Scholar, ' 'The Divinity School Address, ' and 'The Transcendentalist.' Edward Ericson assesses that impact in his helpful introduction and evaluates anew Emerson's continuing influence on American culture in our century.

This fascinating cultural and intellectual history focuses on education as practiced by the imperial age Romans, looking at what they considered the value of education and its effect on children. W. Martin Bloomer details the processes, exercises, claims, and contexts of liberal education from the late first century b.c.e. to the third century c.e., the epoch of rhetorical education. He examines the adaptation of Greek institutions, methods, and texts by the Romans and traces the Romans’ own history of education. Bloomer argues that whereas Rome’s enduring educational legacy includes the seven liberal arts and a canon of school texts, its practice of competitive displays of reading, writing, and reciting were intended to instill in the young social as well as intellectual ideas.

More than a century after his death, Walt Whitman remains a fresh phenomenon. Startling discoveries and massive transcription efforts are enabling new insights into his life and achievements. In the past few years new breakthroughs have proliferated, including the publication of a long-lost Whitman novel, Jack Engle, along with a hitherto unknown health guide for urban men and previously undiscovered poems. Myriad other documents have become more readily available, including largely unmined troves of journalism, narrative and documentary prose, and experimental note-keeping. Leaves of Grass and Whitman's literary life as a whole are thus ripe for reconsideration. The Oxford Handbook of Walt Whitman embraces this expanded view of Whitman and charts new pathways in Whitman Studies by bringing in new perspectives, methods, and contexts.

The chapters in this volume foreground the ambivalent role of religion and culture when it comes to African women’s health and well-being. Reflecting on the three major religions in Africa, i.e. African Indigenous Religions, Christianity, and Islam, the authors illustrate how religious beliefs and practices can either enhance or hinder women’s holistic progress and development. With a specific focus on Zimbabwean women’s experiences of religion and culture, the volume discusses how African Indigenous Religions, Christianity, and Islam tend to privilege men and understate the value of women in Africa. Adopting diverse theological, ideological, and political positions, contributors to this volume restate the fact that the key teachings of different religions, often suppressed due to patriarchal influences, are a potent resource in the quest for gender justice. In sync with the goals for gender justice and women empowerment envisioned in the United Nations’ Agenda 2030 and Africa Agenda 2063, the contributors advocate for gender-inclusive and life-enhancing interpretations of religious and cultural traditions in Africa.