At the close of the Civil War the United States was forced to grapple with the tremendous challenge of what to do with the millions of newly freed men, women, and children who, for more than three centuries, had been denied basic human rights, including learning how to read and write. During Reconstruction, several educational institutions were…

Discusses Leo Tolstoy's philosophy of art and shows how he expressed that philosophy in the books he wrote for children. (MKM)

This volume examines the way individuals think about objects and events in the world. These thoughts specify a priori assumptions that indicate what will be considered beautiful, valuable, and good. Decisions made about these matters determine what actions will be taken in regard to them. The continuous change that historically characterizes art…

The concept of ideological influences on education is reformulated in terms other than those of the Marxist/liberal dichotomy. Four ideal types are outlined: the academic ideology, ideology of economic renewal, egalitarianism, and the ideology of consensus. The influence of these in the development of higher education since 1945 is outlined.…

Earl S. Johnson is discussed as a teacher, philosopher, and author. While not disguising his debt to the Judeo-Christian tradition, Johnson devoted his professional career to translating pragmatic principles into social studies practice. (PN)

This textbook is a course on philosophy of natural history. The book is arranged arranged under general heads; that, in each of these divisions, the known facts, as well as reasonings, should be collected and methodized in the form of regular discourses; that as few technical terms as possible should be employed; and that all the useful and…

Modern disillusionment with rationalistic and mechanistic creeds increases the relevance of the thought of Giambattista Vico, an eighteenth century thinker. Vico's "New Science" dealt with the origins of human consciousness and society, and with the development of human nature, knowledge, and institutions in ways that anticipate modern…

This narrative chronicles the life of the nationally-known but controversial teacher educator, historian, and philosopher of education William E. Drake. Drake was the author of "American Education in Transition"; "The Intellectual Foundations of Modern Education"; and numerous articles and monographs. He taught for 50 years at…

The philosophical roots of the concept of lifelong learning are considered in relation to the views of Socrates, Plato, and Aristotle. They pioneered in their analyses of intellectual development and in the importance of the use of the mind throughout the life span. Plato and Aristotle added metaphysical arguments to support their systems of…

This book is both a personal memoir of the author and a history of adult education in Western Canada during the first half of the twentieth century. The memoirs cover Robert England's three years as a teacher of Slawa Rural School (1920-23) in northern Saskatchewan; his cooperation with the Masonic Memorial Scholarship Scheme for fifty teachers in…

The article considers the contributions to aesthetics and philosophy of Irwin Edman, who was a professor of philosophy at Columbia University for 35 years. (SJL)

This appreciative portrait of John William Miller, a professor of philosophy at Williams College, 1924-1960, was written by one of his former students. An essay by Miller is appended. (SJL)

Considers the idea of ignorance of ignorance in the scientific culture. Topics discussed include a historical background of ignorance in science, including the ideas of Socrates, Galileo, Descartes, and Bacon; teaching and practice; and philosophical reconstruction and the relationship between knowledge and ignorance. (Contains six references.)…

This essay draws together various ideas on education that appear in the works of Georg Wilhelm Friedrich Hegel and demonstrates how these ideas relate to Hegel's total philosophy. Education, by retracing the path of the mind's self-realization, raises the individual's subjective consciousness to recognition of the rationality underlying social…

This textbook aims not to teach natural history, technically speaking, but to present such views of it as would be intelligible to the young student and to the general reader, and prepare them for, and lead them to engage in, a more extended study of the subject as it is presented in treatises more strictly scientific and in the works of nature.