具體描述
本書齣版於原是哈佛大學針對整體美國通識教育所做的研究，報告隨後付梓即為本書，是當代討論通識教育的必讀經典之作。由於美國在1940年前後中學生數量暴增，使得學生素質變得復雜，以及都市化造成的城鄉差異，造成過去做為大學預備課程的中學校增加教學科目，並強化其社會功能，以適應社會的多樣性，並為維係民主社會的統一性，學校有必要強化通識教育。相同地，齣現在高等教育中的專業化傾嚮，也有賴通識教育來培養學生共同知識。本書主張統閤民主社會的歧異性，應針對自然科學、社會科學與人文學科等三大知識領域，為學校規劃一套通識教育課程，以建立有共識的文化，並發展個人天賦，培養品格優良的人民。本書共分六章，前三章乃是有關美國教育的曆史，詳細地討論民主社會的教育精神、社會變遷所引發的弊病，並於第四章提齣詳細的通識教育計劃，因此作者稱本書亦可名為《美國教育研究》；第五章則深入探討哈佛大學的教育製度與通識教育；第六章在說明學校以後的小區教育，以及新教育媒介的應用。
作者簡介
作者簡介
由一群哈佛大學通識教育委員會的委員編撰而成，並由柯南特(James Bryant Conant)撰寫導論。
譯者簡介
謝明珊
國立颱灣大學政治研究所碩士
譯有《傳統與創新》、《身體社會學》、《身體三麵嚮》、《身體與社會理論》、《人類與環境的權利》、《後殖民的挑戰》、《社會科學的邏輯》等書，皆由韋伯文化齣版。
目錄資訊
《自由社會的通識教育》導讀
提交信
謝詞
導論
1. Education in the United States 美國的教育
(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 通識教育的理論
(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 多樣性的問題
(1) Kinds of Difference
(2) Unity Conditioned by Difference
(3) Basic Plan for the Schools
4. Areas of General Education; The Secondary Schools 通識教育的領域；中等學校
(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 哈佛學院的通識教育
(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 社區中的通識教育
(1) Distrations and Obstacles
(2) Adults as Learners
(3) New Media of Education
· · · · · · (收起)
讀後感
評分
評分
評分
評分
用戶評價
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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