Translated by Herbert Donald Morton The central theme of this history is the Free University as a private institution founded to provide Christian higher education. At its founding in 1880, the Vrije University had only five professors and five students. Among the other public universities, it struck an odd figure and seemed destined for failure. Yet founder Abraham Kuyper never wavered in his determination to build a special Reformed, Calvinist university. Arie van Deursen here recounts the engrossing history of this unique university in its 125th year, using fully documented archival sources to detail the school's ups and downs over the years.

Das Gebäude der Freien Universität Berlin (Candilis, Josic, Woods, Schiedhelm, 1963-73) ist ein bahnbrechendes Werk in der Tradition der heroischen Moderne. Dieses wird in der vorliegenden Untersuchung anhand einer Fülle bisher unpublizierten Quellenmaterials zum ersten Mal umfassend untersucht. So werden nicht nur die bei diesem Gebäude umgesetzten technischen Innovationen, sein utopischer Charakter und sein Einfluss auf die internationale Entwicklung im Hochschulbau der sechziger Jahre des zwanzigsten Jahrhunderts untersucht, sondern auch die (personellen, politischen und mentalen) Ursachen für die Vielzahl der technischen Probleme, die die Ausführung des Gebäudes kompromittierten und schließlich einen dunklen Schatten auf seine Reputation legten. Das in jüngster Zeit wiedererwachte Interesse an der FU Berlin und den Architekten Candilis, Josic, Woods und Schiedhelm zeigt, wie die Relevanz dieses Gebäudes mit seiner kompakten Synthese von komplexer Konzeption und tektonischer Innovation in Verbindung mit differenzierten baugeschichtlichen Bezügen jenseits von nostalgischen Formen für Architekten, Lehrende, Studenten und Theoretiker fortdauert.

Beyond Free College outlines an audacious national agenda—consistent with, but far more comprehensive than, the current “free college” movement—that builds on the best of US higher education’s populist history such as the G.I. Bill and the community college transfer function. The authors align a wide constellation of higher education trends—online learning, prior learning assessment, competency-based learning, high school college-credit— with a rapidly shifting student transfer environment that privileges college credit as the pivotal educational catalyst to boost access and completion. The book’s agenda seeks greater productive investment in postsecondary education by privileging a single metric—lower-cost-per-degree-granted—as the animating driver of a transfer pathway that will fulfill the potential of its historical, progressive innovators. Beyond Free College’s goal is as simple as it is urgent: To galvanize higher education advocates in an effort to reorganize, reorient, and reignite the transfer function to serve the needs of a neotraditional student population that now constitutes the majority of college-goers in America; and in ways that advance completion, not just access to higher education.

Universities tend to be judged by the test scores of their incoming students and not on what students actually learn once they attend these institutions. While shared tests and surveys have been developed, most schools refuse to publish the results. Instead, they allow such publications as U.S. News & World Report to define educational quality. In order to raise their status in these rankings, institutions pour money into new facilities and extracurricular activities while underfunding their educational programs. In Why Public Higher Education Should Be Free, Robert Samuels argues that many institutions of higher education squander funds and mislead the public about such things as average class size, faculty-to-student ratios, number of faculty with PhDs, and other indicators of educational quality. Parents and students seem to have little knowledge of how colleges and universities have been restructured over the past thirty years. Samuels shows how research universities have begun to function as giant investment banks or hedge funds that spend money on athletics and administration while increasing tuition costs and actually lowering the quality of undergraduate education. In order to fight higher costs and lower quality, Samuels suggests, universities must reallocate these misused funds and concentrate on their core mission of instruction and related research. Throughout the book, Samuels argues that the future of our economy and democracy rests on our ability to train students to be thoughtful participants in the production and analysis of knowledge. If leading universities serve only to grant credentials and prestige, our society will suffer irrevocable harm. Presenting the problem of how universities make and spend money, Samuels provides solutions to make these important institutions less expensive and more vital. By using current resources in a more effective manner, we could even, he contends, make all public higher education free.

The first historical account of the free school movement of the 1960s.

During the fifteen years of Herman L. Donovan's presidency (1941-56), the University of Kentucky entered a new era of maturity as an educational institution. The period was characterized by many administrative crises, such as those arising from the flood of veteran students following World War II, the rapidly rising costs of maintenance and expansion, and the apathy or active opposition of many Kentuckians to the concept of a free and developing university. Nevertheless, during this same period tremendous advances, both in material assets and in the less tangible qualities of academic life, were made. Realizing that evaluation of his administration must wait for the perspective of future historians, Mr. Donovan has not undertaken a history of the University during his presidency. He has chosen, instead, to give his readers something which only he could give—an intimate view of the president's personal, day-to-day struggles during this crucial period of the University's history. Mr. Donovan's account of the problems and satisfactions of being a university president is humorous and sincere. His story will be of absorbing interest to college administrators who face similar problems, and to all friends of the University of Kentucky. In addition, President Donovan has included a valuable appendix of statistical material which will be useful to the historian of higher education, and he has compiled a reading list of works of special interest to the college administrator.

Introduction -- American dreams : access, mobility, fairness -- Free minds : educating democratic citizens -- Hard facts : knowledge creation and checking power -- Purposeful pluralism : dialogue across difference on campus -- Conclusion.

Everywhere today, we are urged to “connect.” Literary critics celebrate a new “honesty” in contemporary fiction or call for a return to “realism.” Yet such rhetoric is strikingly reminiscent of earlier theorizations. Two of the most famous injunctions of twentieth-century writing—E. M. Forster’s “Only connect . . .” and Fredric Jameson’s “Always historicize!”—helped establish connection as the purpose of the novel and its reconstruction as the task of criticism. But what if connection was not the novel’s modus operandi but the defining aesthetic ideology of our era—and its most monetizable commodity? What kind of thought is left for the novel when all ideas are acceptable as long as they can be fitted to a consumer profile? This book develops a new theory of the novel for the twenty-first century. In the works of writers such as J. M. Coetzee, Rachel Cusk, James Kelman, W. G. Sebald, and Zadie Smith, Timothy Bewes identifies a mode of thought that he calls “free indirect,” in which the novel’s refusal of prevailing ideologies can be found. It is not situated in a character or a narrator and does not take a subjective or perceptual form. Far from heralding the arrival of a new literary genre, this development represents the rediscovery of a quality that has been largely ignored by theorists: thought at the limits of form. Free Indirect contends that this self-awakening of contemporary fiction represents the most promising solution to the problem of thought today.

Free will is a key but contested concept in the work of Jean-Jacques Rousseau: while the famed philosopher is known to have asserted that free will distinguishes human beings from animals, several interpreters have argued that he merely pretends to have this belief for the sake of healthy politics and to avoid persecution by religious authorities. Through careful readings of key texts and letters, The Free Animal offers a new and original exploration of Rousseau’s views on free will. Lee MacLean shows that Rousseau needs and uses the idea of human consciousness of free will to explain the development of morality, convention, and vice. MacLean bases her argument on a broad range of texts, from canonical works to Rousseau’s untranslated letters and drafts. Featuring careful analyses and an extensive engagement with the secondary literature, The Free Animal offers a novel interpretation of the changing nature and complexity of Rousseau’s intention.