Founded in 1868, the Overland Monthly was a San Francisco–based literary magazine whose mix of humor, pathos, and romantic nostalgia for a lost frontier was an immediate sensation on the East Coast. Due in part to a regional desire to attract settlers and financial investment, the essays and short fiction published in the Overland Monthly often portrayed the American West as a civilized evolution of, and not a savage regression from, eastern bourgeois modernity and democracy. Stories about the American West have for centuries been integral to the way we imagine freedom, the individual, and the possibility for alternate political realities. Reading for Liberalism examines the shifting literary and narrative construction of liberal selfhood in California in the late nineteenth century through case studies of a number of western American writers who wrote for the Overland Monthly, including Noah Brooks, Ina Coolbrith, Bret Harte, Jack London, John Muir, and Frank Norris, among others. Reading for Liberalism argues that Harte, the magazine’s founding editor, and the other members of the Overland group critiqued and reimagined the often invisible fabric of American freedom. Reading for Liberalism uncovers and examines in the text of the Overland Monthly the relationship between wilderness, literature, race, and the production of individual freedom in late nineteenth-century California.

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Moving boldly between literary analysis and political theory, contemporary and antebellum US culture, Arthur Riss invites readers to rethink prevailing accounts of the relationship between slavery, liberalism, and literary representation. Situating Nathaniel Hawthorne, Harriet Beecher Stowe, and Frederick Douglass at the center of antebellum debates over the person-hood of the slave, this 2006 book examines how a nation dedicated to the proposition that 'all men are created equal' formulates arguments both for and against race-based slavery. This revisionary argument promises to be unsettling for literary critics, political philosophers, historians of US slavery, as well as those interested in the link between literature and human rights.

"The Liberalism Trap identifies a methodological problem in contemporary political theory: focus on liberalism has become an interpretive custom directing engagements with politics. Though scholars have long analysed the meaning, merits, successes or failings of liberalism, little attention is paid to how such preoccupations shape the way we study political questions and texts. Evaluating the effects of these preoccupations is what motivate the book. To interrogate those effects, Philips turns to John Stuart Mill-the so-called father of modern liberalism. As she argues, Mill's canonical status as a liberal is habitually substituted for his political arguments such that the now standard association of Mill with liberalism conditions how and why he is read. Offering a comparative reading of Mill's proposals concerning gender, class, and empire, Philips instead recovers a thinker motivated not by ideological certainties, but by a politics of uncertainty. In so doing, she draws into view the complex strategies that Mill employs across his work on domestic and imperial questions, strategies obscured by his liberal mantle. Her recovery of Mill's uncertain politics sets into relief the interpretive costs of reading through liberalism. That even the paradigmatic liberal is unduly constrained by this label ought to give us pause. Taking a break from liberalism, Philips shows that we gain a more nuanced account of Mill's politics, and critical and evaluative distance from our own customs of interpretation. With these interventions, The Liberalism Trap integrates an innovative reading of a canonical thinker with a methodological critique of interpretive practices in contemporary political theory"--

The book provides an original analysis of the central philosophical differences between liberal and postliberal theology. Knight argues that important developments in philosophy of language reveal serious problems with the central methodological commitments of liberalism and postliberalism and suggest ways in which the divide can be bridged.

Our democracy is in crisis. Both political trust and a shared standard of truth are broken. In this book, Walter Parker shows why and how a civic education can help. Offering a centrist approach suitable for a polarized society, Parker focuses on two linked curriculum objectives: disciplinary knowledge and voice. He illustrates how classroom discussion, alongside concept formation and deep reading, expand students’ minds while developing their ability to speak with others and form opinions. When children come to school, they emerge from the private chrysalis of babyhood and kin to interact with a diverse student body along with teachers, curriculum, instruction, and the school’s unique mission: education. Parker argues that these assets make school the ideal place to teach young people the liberal arts of studying and discussing public issues and academic controversies, both in and beyond school. The chapters in this collection, spanning 20 years and coming from one of civic education’s most influential scholars, show that voice can be taught right alongside disciplinary knowledge. Drawing students into dialogue with one another on the curriculum’s central questions is a teacher’s most ambitious goal and, when it happens, teachingÕs greatest accomplishment. Book Features: Argues that the proper aim of civic education in schools is to shore up liberal democracy.Shows how discussion can be a main course, and not a side dish, of classroom instruction. Demonstrates how to use discussion to develop voice, defined as the freedom to make and express uncoerced decisions, and disciplinary knowledge, defined as the knowledge that results from a public process of error-seeking, contestation, and validation.Explains why students need to learn both disciplinary knowledge and voice if they are to take their place on the public stage and hold the “office of citizen” in a democracy.Treats subject-centered and student-centered instruction as partners, not opponents.

A modern reframing of Friedrich Hayek’s most famous work for the 21st century. Friedrich Hayek’s The Road to Serfdom was both an intellectual milestone and a source of political division, spurring fiery debates around capitalism and its discontents. In the ensuing discord, Hayek’s true message was lost: liberalism is a thing to be protected above all else, and its alternatives are perilous. In Liberalism’s Last Man, Vikash Yadav revives the core of Hayek’s famed work to map today’s primary political anxiety: the tenuous state of liberal meritocratic capitalism—particularly in North America, Europe, and Asia—in the face of strengthening political-capitalist powers like China, Vietnam, and Singapore. As open societies struggle to match the economic productivity of authoritarian-capitalist economies, the promises of a meritocracy fade; Yadav channels Hayek to articulate how liberalism’s moral backbone is its greatest defense against repressive social structures.

Redesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible. The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell College, Northeastern University, Rollins College, Smith College, Susquehanna University, and the University of Wisconsin–Green Bay. Chapters about these institutions consider the vast spectrum of opportunities and challenges currently faced by students, faculty, staff, and administrators, while also offering "radical visions" of the future of liberal education in the United States. Accompanying vision chapters written by some of the foremost leaders in higher education touch on a wide array of subjects and themes, from artificial intelligence and machines to the role that human dispositions, mindsets, resilience, and time play in how we guide students to ideas for bringing playful concepts of creativity and openness into our work. Ultimately, Redesigning Liberal Education reveals how humanizing forces, including critical thinking, collaboration, cross-cultural competencies, resilience, and empathy, can help drive our world. This uplifting collection is a celebration of the innovative work being done to achieve the promise of a valuable, engaging, and practical undergraduate liberal education. Isis Artze-Vega, Denise S. Bartell, Randy Bass, John Bodinger de Uriarte, Laurie Ann Britt-Smith, Jacquelyn Dively Brown, Phillip M. Carter, Nancy L. Chick, Michael J. Daley, Maggie Debelius, Janelle Papay Decato, Peter Felten, Ashley Finley, Dennis A. Frey Jr., Chris W. Gallagher, Evan A. Gatti, Lisa Gring-Pemble, Kristína Moss Gudrún Gunnarsdóttir, Anthony Hatcher, Toni Strollo Holbrook, Derek Lackaff, Leo Lambert, Kristin Lange, Sherry Lee Linkon, Anne M. Magro, Maud S. Mandel, Jessica Metzler, Borjana Mikic, William Moner, Phillip Motley, Matthew Pavesich, Uta G. Poiger, Rebecca Pope-Ruark, Michael Reder, Michael S. Roth, Emily Russell, Heather Russell, Ann Schenk, Michael Shanks, Susan Rundell Singer, Andrea A. Sinn, Christina Smith, Allison K. Staudinger, William M. Sullivan, Connie Svabo, Meredith Twombly, Betsy Verhoeven, David J. Voelker, Scott Windham, Mary C. Wright, Catherine Zeek

Winner of the Frank S. and Elizabeth D. Brewer Best First Book Prize of the American Society of Church History Society for U. S. Intellectual History Notable Title in American Intellectual History The story of liberal religion in the twentieth century, Matthew S. Hedstrom contends, is a story of cultural ascendency. This may come as a surprise-most scholarship in American religious history, after all, equates the numerical decline of the Protestant mainline with the failure of religious liberalism. Yet a look beyond the pews, into the wider culture, reveals a more complex and fascinating story, one Hedstrom tells in The Rise of Liberal Religion. Hedstrom attends especially to the critically important yet little-studied arena of religious book culture-particularly the religious middlebrow of mid-century-as the site where religious liberalism was most effectively popularized. By looking at book weeks, book clubs, public libraries, new publishing enterprises, key authors and bestsellers, wartime reading programs, and fan mail, among other sources, Hedstrom is able to provide a rich, on-the-ground account of the men, women, and organizations that drove religious liberalism's cultural rise in the 1920s, 1930s, and 1940s. Critically, by the post-WWII period the religious middlebrow had expanded beyond its Protestant roots, using mystical and psychological spirituality as a platform for interreligious exchange. This compelling history of religion and book culture not only shows how reading and book buying were critical twentieth-century religious practices, but also provides a model for thinking about the relationship of religion to consumer culture more broadly. In this way, The Rise of Liberal Religion offers both innovative cultural history and new ways of seeing the imprint of liberal religion in our own times.

This book applies Augustine's thought to current questions of teaching and learning. The essays are written in an accessible style and is not intended just for experts on Augustine or church history.