本书出版于原是哈佛大学针对整体美国通识教育所做的研究，报告随后付梓即为本书，是当代讨论通识教育的必读经典之作。由于美国在1940年前后中学生数量暴增，使得学生素质变得复杂，以及都市化造成的城乡差异，造成过去做为大学预备课程的中学校增加教学科目，并强化其社会功能，以适应社会的多样性，并为维系民主社会的统一性，学校有必要强化通识教育。相同地，出现在高等教育中的专业化倾向，也有赖通识教育来培养学生共同知识。本书主张统合民主社会的歧异性，应针对自然科学、社会科学与人文学科等三大知识领域，为学校规划一套通识教育课程，以建立有共识的文化，并发展个人天赋，培养品格优良的人民。本书共分六章，前三章乃是有关美国教育的历史，详细地讨论民主社会的教育精神、社会变迁所引发的弊病，并于第四章提出详细的通识教育计划，因此作者称本书亦可名为《美国教育研究》；第五章则深入探讨哈佛大学的教育制度与通识教育；第六章在说明学校以后的小区教育，以及新教育媒介的应用。
具体描述
作者简介
作者简介
由一群哈佛大学通识教育委员会的委员编撰而成，并由柯南特(James Bryant Conant)撰写导论。
译者简介
谢明珊
国立台湾大学政治研究所硕士
译有《传统与创新》、《身体社会学》、《身体三面向》、《身体与社会理论》、《人类与环境的权利》、《后殖民的挑战》、《社会科学的逻辑》等书，皆由韦伯文化出版。
目录信息
《自由社会的通识教育》导读
提交信
谢词
导论
1. Education in the United States 美国的教育
(1) The Problem
(2) Growth of the Schools
(3) The Impact of Scial Change
(4) Jeffersonianism and Jacksonianism
(5) The Search for Unity
2. Theory of General Education 通识教育的理论
(1) Heritage and Change
(2) Genaral and Special Education
(3) Areas of Knowledge
(4) Traits of Mind
(5) The Good Man and the Citizen
3. Problems of Diversity 多样性的问题
(1) Kinds of Difference
(2) Unity Conditioned by Difference
(3) Basic Plan for the Schools
4. Areas of General Education; The Secondary Schools 通识教育的领域；中等学校
(1) Mark Hopkins and the Log
(2) The Humanities
(3) The Social Studies
(4) Science and Mathematics
(5) Education and the Human Being
5. General Education in Harvard College 哈佛学院的通识教育
(1) Types of Collegiate Institutions
(2) General Education in Liberal Colleges
(3) The Present College
(4) Proposed Requirements in General Education
(5) Adiministration
(6) Proposed Courses in General Education
(a) The Humanities
(b) The Social Sciences
(c) Science and Mathematics
(7) Tutorial and Advising
(8) Harvard as a University College
6. General Education in the Community 社区中的通识教育
(1) Distrations and Obstacles
(2) Adults as Learners
(3) New Media of Education
· · · · · · (收起)
读后感
评分
评分
评分
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用户评价
General education must consciously aim at these abilities: effective thinking, communication, making of relevant judgment and discrimination of values. The fruit of education is intelligence in action, to interpret at all stages both the general and the particular - both the common sphere of truth and the specific avenues of growth and change. M
评分General education must consciously aim at these abilities: effective thinking, communication, making of relevant judgment and discrimination of values. The fruit of education is intelligence in action, to interpret at all stages both the general and the particular - both the common sphere of truth and the specific avenues of growth and change. M
评分General education must consciously aim at these abilities: effective thinking, communication, making of relevant judgment and discrimination of values. The fruit of education is intelligence in action, to interpret at all stages both the general and the particular - both the common sphere of truth and the specific avenues of growth and change. M
评分General education must consciously aim at these abilities: effective thinking, communication, making of relevant judgment and discrimination of values. The fruit of education is intelligence in action, to interpret at all stages both the general and the particular - both the common sphere of truth and the specific avenues of growth and change. M
评分General education must consciously aim at these abilities: effective thinking, communication, making of relevant judgment and discrimination of values. The fruit of education is intelligence in action, to interpret at all stages both the general and the particular - both the common sphere of truth and the specific avenues of growth and change. M
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