This book fills a void in the scholarly treatment of Alain Locke by providing the reader with a comprehensive view of Locke’s vision of mass, and adult, education as instruments for social change. It is representative of the remarkable optimistic manifesto of 1925 in which the “New Negro,” by virtue of a cosmopolitan education emphasizing value pluralism, would become a full participant in American culture. This text delineates Locke’s crucial contribution to the philosophy of adult education and provides insights into how he expected others to use his aesthetic, literary, and anthropological theories as instruments for social and political transformation.
Drawing on the philosopher's writings as well as the recollections of several people who knew him, Cain (education, State U. of New York) examines Locke's philosophy of cultural pluralism and the impact of his grounding in philosophy as he became immersed in the adult education movement of the 1920s to the 1940s. The study looks at how Locke expected others to use his aesthetic, literary, and anthropological theories as instruments for social and political transformation, and discusses the links and contrasts between Locke's thinking and the work of Booker T. Washington and W.E.B. DuBois. Seven b&w photos follow the text. Annotation : 2004 Book News, Inc., Portland, OR (booknews.com).
This book fills a void in the scholarly treatment of Alain Locke by providing the reader with a comprehensive view of Locke’s vision of mass, and adult, education as instruments for social change. It is representative of the remarkable optimistic manifesto of 1925 in which the “New Negro,” by virtue of a cosmopolitan education emphasizing value pluralism, would become a full participant in American culture. This text delineates Locke’s crucial contribution to the philosophy of adult education and provides insights into how he expected others to use his aesthetic, literary, and anthropological theories as instruments for social and political transformation.
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