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Medieval Education
This volume offers original studies on the subject of medieval education, not only in the formal academic sense typical of schools and universities but also in a broader cultural sense that includes law, liturgy, and the new religious orders of the high Middle Ages. Its essays explore the transmission of knowledge during the middle ages in various kinds of educational communities, including schools, scriptoria, universities, and workshops.
From Factories to Palaces
WINNER, THE VICTORIAN SOCIETY NEW YORK, 2022 BOOK AWARD How a prolific yet little-known architect changed the face of education in New York City As Superintendent of School Buildings from 1891 to 1922, architect Charles B. J. Snyder elevated the standards of school architecture. Unprecedented immigration and Progressive Era changes in educational philosophy led to his fresh approach to design and architecture, which forever altered the look and feel of twentieth-century classrooms and school buildings. Students rich or poor, immigrant or native New Yorker, went from learning in factory-like schools to attending classes in schools with architectural designs and enhancements that to many made ...
Fordham
“A detailed institutional history that charts both triumphs and setbacks.” —Catholic Herald Based largely on archival sources in the United States and Rome, this book documents the evolution of Fordham from a small diocesan commuter college into a major American Jesuit and Catholic university with an enrollment of more than 15,000 students from sixty-five countries. This is honest history that gives due credit to Fordham for its many academic achievements, but also recognizes that Fordham shared the shortcomings of many Catholic colleges in the United States in the nineteenth and early twentieth centuries. Covering struggles over curriculum and the change of ownership in recent decades from the Society of Jesus to a predominantly lay board of trustees, this book addresses the intensifying challenges of offering a first-rate education while maintaining Fordham’s Catholic and Jesuit identity. Exploring more than a century and a half of Fordham’s past, this comprehensive history of a beloved and renowned New York City institution of higher learning also contributes to our debates about the future of education.
Fordham
Fordham University is the quintessential American-Catholic institution—and one now looked upon as among the best Catholic universities in the country. Its story is also the story of New York, especially the Bronx, and Fordham’s commitment to the city during its rise, fall, and rebirth. It’s a story of Jesuits, soldiers, alumni who fought in World Wars, chaplains, teachers, and administrators who made bold moves and big mistakes, of presidents who thought small and those who had vision. And of the first women, students and faculty, who helped bring Fordham into the 20th century. Finally it’s the story of an institution’s attempt to keep its Jesuit and Catholic identity as it strives for leadership in a competitive world. Combining authoritative history and fascinating anecdotes, Schroth offers an engaging account of Fordham’s one hundred thirrty-seven years—here, updated, revised, and expanded to cover the new presidency of Joseph M. McShane, S.J., and the challenges Fordham faces in the new century.
Beyond the Mother Tongue
Monolingualism-the idea that having just one language is the norm is only a recent invention, dating to late-eighteenth-century Europe. Yet it has become a dominant, if overlooked, structuring principle of modernity. According to this monolingual paradigm, individuals are imagined to be able to think and feel properly only in one language, while multiple languages are seen as a threat to the cohesion of individuals and communities, institutions and disciplines. As a result of this view, writing in anything but one's "mother tongue" has come to be seen as an aberration.
Stanley Cavell and the Education of Grownups
What could it mean to speak of philosophy as the education of grownups? This book takes Cavell's enigmatic phrase as a provocation to explore the themes of education that run throughout his work-from his response to Wittgenstein, Austin, and ordinary-language philosophy, to his readings of Thoreau and of the moral perfectionism he identifies with Emerson, to his discussions of literature and film. Hilary Putnam has described Cavell as not only one of the most creative thinkers of today but as one of the few contemporary philosophers to explore philosophy as education. Cavell's sustained examination of the nature of philosophy cannot be separated from his preoccupation with what it is to teach and to learn. This is the first book to address theimportance of education in Cavell's work and its essays are framed by two new pieces by Cavell himself.Together these texts combine to show what it means to read Cavell, and simultaneously what it means to read philosophically, in itself a part of our education as grownups.
Breaking Resemblance
In recent decades curators and artists have shown a distinct interest in religion, its different traditions, manifestations in public life, gestures and images. Breaking Resemblance explores the complex relationship between contemporary art and religion by focusing on the ways artists re-work religious motifs as a means to reflect critically on our desire to believe in images, on the history of seeing them, and on their double power— iconic and political. It discusses a number of exhibitions that take religion as their central theme, and a selection of works by Bill Viola, Lawrence Malstaf, Victoria Reynolds, and Berlinde de Bruyckere—all of whom, in their respective ways and media, recycle religious motifs and iconography and whose works resonate with, or problematize the motif of, the true image.
New York After 9/11
An estimated 2 billion people around the world watched the catastrophic destruction of the World Trade Center. The enormity of the moment was immediately understood and quickly took on global proportions. What has been less obvious is the effect on the locus of the attacks, New York City, not as a seat of political or economic power, but as a community; not in the days and weeks afterward, but over months and years. New York after 9/11 offers insightful and critical observations about the processes set in motion by September 11, 2001 in New York, and holds important lessons for the future. This interdisciplinary collection brings together experts from diverse fields to discuss the long-term ...
Giving an Account of Oneself
What does it mean to lead a moral life? In her first extended study of moral philosophy, Judith Butler offers a provocative outline for a new ethical practice—one responsive to the need for critical autonomy and grounded in a new sense of the human subject. Butler takes as her starting point one’s ability to answer the questions “What have I done?” and “What ought I to do?” She shows that these question can be answered only by asking a prior question, “Who is this ‘I’ who is under an obligation to give an account of itself and to act in certain ways?” Because I find that I cannot give an account of myself without accounting for the social conditions under which I emerge, ...
Public Things
In the contemporary world of neoliberalism, efficiency is treated as the vehicle of political and economic health. State bureaucracy, but not corporate bureaucracy, is seen as inefficient, and privatization is seen as a magic cure for social ills. In Public Things: Democracy in Disrepair, Bonnie Honig asks whether democracy is possible in the absence of public services, spaces, and utilities. In other words, if neoliberalism leaves to democracy merely electoral majoritarianism and procedures of deliberation while divesting democratic states of their ownership of public things, what will the impact be? Following Tocqueville, who extolled the virtues of “pursuing in common the objects of com...
