Perhaps not since Ralph Tyler's (1949) Basic Principles of Curriculum and Instruction has a book communicated the field as completely as Understanding Curriculum. From historical discourses to breaking developments in feminist, poststructuralist, and racial theory, including chapters on political theory, phenomenology, aesthetics, theology, international developments, and a lengthy chapter on institutional concerns, the American curriculum field is here. It will be an indispensable textbook for undergraduate and graduate courses alike.
This final volume of The Works of William James provides a full record of James's teaching career at Harvard from 1872-1907. It includes working notes for lectures in more than 20 courses. Because his teaching was closely involved with the development of his thought, this material adds a new dimension to our understanding of his philosophy.
The first professional classicist of African American descent, William Sanders Scarborough rose from slavery to become president of Wilberforce University in Ohio. Excelling at Latin and Greek, he crossed the color line both socially and intellectually with his entry into a field of study commonly seen as elitist and dominated by white men. Although unknown to classicists today, Scarborough had a distinguished career in the field and held membership in many learned societies and had an active publication record. His life as an engaged intellectual, public citizen, and concerned educator was admired and emulated by W. E. B. Du Bois. This collection, which spans a half a century from the end of Reconstruction through the vagaries of World War I and the rise of Jim Crow, gives us window we have not had before into the challenges and ambiguities of this period. As a committed intellectual, concerned educator and loyal citizen, he served as an ambassador to and for his race to several generations of people both in the U.S and abroad. In Scarborough's writings we have a portrait of a man whose struggle for physical and intellectual freedom can inform us all.
Donald Capps and John Capps's James and Dewey on Belief and Experience juxtaposes the key writings of two philosophical superstars. As fathers of Pragmatism, America's unique contribution to world philosophy, their work has been enormously influential, and remains essential to any understanding of American intellectual history. In these essays, you'll find William James deeply embroiled in debates between religion and science. Combining philosophical charity with logical clarity, he defended the validity of religious experience against crass forms of scientism. Dewey identified the myriad ways in which supernatural concerns distract religious adherents from pressing social concerns, and sought to reconcile the tensions inherent in science's dual embrace of common sense and the aesthetic. James and Dewey on Belief and Experience is divided into two sections: the former showcases James, the latter is devoted to Dewey. Two transitional passages in which each reflects on the work of the other bridge these two main segments. Together, the sections offer a unique perspective on the philosophers' complex relationship of influence and interdependence. An editors' introduction provides biog
Essays in Philosophy brings together twenty-one essays, reviews, and occasional pieces published by James between 1876 and 1910. They range in subject from a concern with the teaching of philosophy and appraisals of philosophers to analyses of important problems. Several of the essays, like "The Sentiment of Rationality" and "The Knowing of Things Together," are of particular significance in the development of the views of James's later works. All of them, as John McDermott says in his Introduction, are in a style that is "engaging and personal...witty, acerbic, compassionate, and polemical." Whether he is writing an article for the Nation of a definition of "Experience" for Baldwin's Dictionary or "The Mad Absolute" for the Journal of Philosophy, James is always unmistakably himself, and always readable.
A growing number of educators are beginning to believe that as we move into a different kind of world with different possibilities, the traditional approach to teaching is no longer the most productive. They are beginning to understand that if we are to continue progressing as a nation, we need to place more emphasis on the development of each stud
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