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By Donald N. Levine

It is something to lament the monetary pressures wear universities, really one other to resist the poverty of assets for wondering what universities should still do once they purport to supply a liberal schooling. In Powers of the Mind, former collage of Chicago dean Donald N. Levine enriches these assets through featuring clean how you can take into consideration liberal studying with rules extra suited for our times.  He does so via defining uncomplicated values of modernity after which contemplating curricular rules pertinent to them. the foundations he favors are powers of the mind—disciplines understood as fields of analysis outlined no longer by way of material yet by means of their embodiment of specified highbrow capacities. to demonstrate, Levine attracts on his personal life of educating and academic management, whereas offering a wonderful precis of exemplary academic thinkers on the college of Chicago who proceed to inspire.  Out of this important culture, Powers of the Mind constructs a paradigm for liberal arts this day, such as all views and appropriate to all settings within the glossy international.

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This image changed the construction of liberal elite culture to incorporate historically unprecedented levels of personal freedom. 12 By the middle of the twentieth century, this notion had so thoroughly eroded the traditional liberal curriculum that one educator concluded that it did not matter what contents were included in the liberal arts curriculum, “so long as their pursuit frees the individual to develop as his inclinations and his capacities may direct” (Sack 1962, 222). The evolving types of educational programs described in this chapter can be represented schematically as in figure 1.

8. For Simmel’s writings on individualism, see Simmel 1971, esp. chaps. 15–18 and 20; see also Simmel [1890] 1989 and Levine 1981 and 1991c. Other analysts of modernity have interpreted individualization in different ways. Durkheim’s cult of the individual and W. I. Thomas’s description of “individualization of behavior” as a process of “evolution” also emphasized individuation. , [whereby] the family and community influences have been weakened and the world in general has been profoundly changed in content, ideals, and organization” (1923, 70).

Under Harry Pratt Judson, a dean under Harper and the University’s president from 1906 to 1923, the prioritizing of graduate instruction and research reached its zenith. After World War I, Judson complained publicly about siphoning funds from graduate teaching and research into undergraduate instruction. Soon after, the University Senate affirmed: “[Since] State Universities are able and obliged to provide for the great mass of college students, the time has come to base our policy more definitely upon the obvious truth that this University can perform its most distinctive service to education through its graduate and professional schools.

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