The Knowledge Most Worth Having represents the essence of education at the University of Chicago—faculty and students grappling with key intellectual questions that span the humanities, while still acknowledging the need to acquire a depth of knowledge in one’s chosen field. The papers collected here were delivered during an often-heated conference at the university in 1966, and include contributions from such scholars as Northrop Frye, Richard McKeon, and, of course, the dean of the college, Wayne Booth himself. Taken as a whole, they present a passionate defense of liberal education, one that remains highly relevant today.

Professionals who are on the cutting edge of educational computing discuss, in this provocative new book, one of the most exciting prospects of the field--harnessing the power of the computer to enhance the development of problem-solving abilities. Here is everything that educators will need to know to use computers to improve higher level skills such as problem solving and critical thinking. Current aspects of problem-solving theory, a philosophical case for including programming languages in the curriculum, state-of-the-art research on computers and problem solving, and a look at problem-solving software are included in this comprehensive volume. The research and its application to instruction are grounded in problem-solving theory--making this book a unique and critical addition to the existing literature.

Drawing upon two decades of extensive research and practice, and using a variety of illuminating case studies, the authors offer a stimulating and thorough examination of mentoring.

"a rich inter-weaving of carefully articulated critical stances... It is impossible, in a short review, to do justice to the quality and variety of all these perspectives... The result is strong coverage of the territory set out in the title, in ways that many working in the field will find valuable." (Phil Hodkinson, Journal of Education for Teaching) Universities are undergoing a series of profound changes. One of the more pronounced of these involves the partnerships that are now being formed between business enterprises and higher education. The emergence of these partnerships has much to do with the changing economy, which is increasingly based around knowledge and information - the traditional stock-in-trade of the university. Knowledge capitalism has given a renewed impetus to higher education. One expression of this is work-based learning, which challenges the scope and site of the university curriculum. This book analyses this development from a number of perspectives: critical, historical, philosophical, sociological and pedagogical. Its various contributors argue that work-based approaches contain much that is challenging to the university, and also much that could help to create new frameworks of learning and new roles for academics. Working Knowledge offers a comprehensive examination of the new vocationalism in higher education.

What new ideas and ways of thinking can educational leaders learn from great world leaders who have moved their societies to greater equity and expanded educational opportunity? In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and contributions of a wide range of outstanding historical and contemporary leaders from the United States and across the globe. This rich collection of brief biographical commentaries profiles leaders like Wangari Mathaai, John Tippeconic III, Fannie Lou Hamer, Saul Alinsky, Antonia Pantoja, Jimmy Carter, Golda Meir, Sun Yat Sen, José Rizal, and Jesus Christ. Each profile focuses on a single individual and includes (1) an introduction and biographical sketch, (2) a discussion of their context and activities as a leader, (3) a list of the key lessons we can learn from their leadership, and (4) an explanation of how these lessons are relevant for today. This unique collection bridges cultures, professions, and callings to help American education leaders create more just and equitable schools. Book Features: Profiles of a wide range of world leaders. Insights from leading educational scholars and practitioners. A diversity of international location, gender, race, and conceptual focus. An engaging style that bridges theory and practice—perfect for courses and training programs. Lessons school leaders can use to improve their practice.

Nietzsche, Epistemology, and Philosophy of Science, is the second volume of a collection on Nietzsche and the Sciences, featuring essays addressing truth, epistemology, and the philosophy of science, with a substantial representation of analytically schooled Nietzsche scholars. This collection offers a dynamic articulation of the differing strengths of Anglo-American analytic and contemporary European approaches to philosophy, with translations from European specialists, notably Carl Friedrich von Weizsäcker, Paul Valadier, and Walther Ch. Zimmerli. This broad collection also features a preface by Alasdair MacIntyre. Contributions explore Nietzsche's contributions to the philosophy of language and epistemology, and include essays on the social history of truth and the historical and cultural analyses of Serres and Baudrillard, as well as new contributions to the philosophy of science, including theological and hermeneutical approaches, history of science, the philosophy of medicine, cognitive science, and technology.

First published in 1987. The author argues that information-processing psychology has come to dominate the experimental study of complex human behaviour. Such rapid success suggests that the approach will have as much of an impact on psychology in the field as it has had on psychology in the laboratory. The chapters in this volume indicate the extent to which this potential has already begun to be realized. The book is divided into four parts. The first three parts include sets of research contributions followed by discussions, and the fourth part contains three chapters that offer critiques, syntheses, and evaluations of various aspects of the preceding papers.

Articles, speeches, and journal entries challenge popular notions about the teaching of English, rhetoric, and what a liberal education can be.

Surveying spiritual and philosophical traditions, this volume revives the search for wisdom for modern times. What is wisdom and how is it cultivated? These are among the most important questions we can ask, but questions that have been routinely ignored in modern times. In the twentieth century, the search for wisdom was replaced by a search for knowledge as science and technology promised answers to life’s ills. However, along with scientific achievements came disasters, particularly the devastation of the planet through the accelerating use of modern technology. In an era drenched in data, a desire for wisdom has been reborn. Where can we go to learn about wisdom? The answer is clear: to the world’s great religions and their accompanying philosophies and psychologies. The World’s Great Wisdom makes these treasuries available. Practitioners from each of the great religions—as well as from Western philosophy and contemporary research—provide summaries of their traditions’ understandings of wisdom, the means for cultivating it, and its implications for the modern world. This book offers distillations of the world’s accumulated wisdom—ancient and modern, religious and scientific, philosophical and psychological. It is a unique resource that for the first time in history brings together our collective understanding of wisdom and the ways to develop it.