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Newman, John Henry (Cardinal)
Taking its cue from Plato, Cicero, and St. Augustine, the medieval university asserted the primacy of a liberal education in the formation of the educated person. Little was added to this view until it was engaged by John Henry Newman (1801–1890) in the mid-19th century when liberal education and the classical ideals it represented came under severe criticism. This criticism was rooted in large part in the Industrial Revolution and the belief that studying the classics provided little preparation for social and economic progress in the new age of science and technology. Newman’s Idea of a University, first published in 1852 and one of the most celebrated books ever written on university education, stemmed the flood of criticism.
There are three reasons why Newman supported liberal ...
- Aims of Education
- Bildung
- Adler, Mortimer, and the Paideia Program
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- Arnold, Matthew
- Autonomy
- Cardinal Principles of Secondary Education
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- Creative and Lateral Thinking: Edward de Bono
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- Happiness
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- Moral Education
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- Paideia
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- Phronesis (Practical Reason)
- Plato
- Rationality and Its Cultivation
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- Scheffler, Israel
- Utopias
- Vocational Education
- Whitehead, Alfred N.
- Classic Premodern Philosophers, Theories, and Theorists
- Curriculum
- Accountability and Standards-Based Reform
- Adler, Mortimer, and the Paideia Program
- Apple, Michael
- Bruner, Jerome
- Cardinal Principles of Secondary Education
- Common Curriculum
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- Curriculum, Construction and Evaluation of
- Dalton Plan
- Dewey, John
- Disciplinarity
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- Knowledge, Structure of: From Aristotle to Bruner and Hirst
- Laboratory School, University of Chicago
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- Little Commonwealth: Homer Lane
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- Neill, A. S., and Summerhill
- Plato
- Schwab, Joseph: The Practical
- Service-Learning
- Spencer, Herbert
- Technology and Education
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- Waldorf Education: Rudolf Steiner
- Educational Research, Evaluation, and Testing
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- Dialogue
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- Teaching Machines: From Thorndike, Pressey, and Skinner to CAI
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- Aquinas and Thomism
- Aristotle
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- Buber, Martin
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- Cavell, Stanley
- Character Development
- Gandhi, Mahatma
- Indian Religious and Philosophical Traditions and Education
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- Makiguchi, Tsunesaburo
- Maritain, Jacques
- Moral Development: Lawrence Kohlberg and Carol Gilligan
- Moral Education
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- Muslim Educational Traditions
- Noddings, Nel
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- Values Education
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- Gender and Education
- Identity and Identity Politics
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- Sexual Orientation and Gender Identity
- Organization of Schooling
- Deschooling Society: Ivan Illich
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- Laboratory School, University of Chicago
- Little Commonwealth: Homer Lane
- Montessori Education
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- Peters, R. S.
- Rationality and Its Cultivation
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- Scheffler, Israel
- Virtue Ethics
- Wittgenstein, Ludwig
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- Castoriadis, Cornelius
- Continental/Analytic Divide in Philosophy of Education
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- Foucault, Michel
- Greene, Maxine
- Hegel, Georg Wilhelm Friedrich
- Heidegger, Martin
- Herbart, Johann F.
- Hermeneutics
- Kant, Immanuel
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- Maritain, Jacques
- Nietzsche, Friedrich
- Pestalozzi, Johann H.
- Phenomenological Pedagogy
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- Schleiermacher, Friedrich
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- Beauvoir, Simone de
- Feminist Epistemology
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- Gender and Education
- Greene, Maxine
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- Citizenship and Civic Education
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- Deliberative Democracy
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- Equality of Educational Opportunity
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- Experimental and Quasi-Experimental Designs for Research: Campbell and Stanley
- Feminist Standpoint Theory
- Hermeneutics
- Kuhn, Thomas S.
- Lakatos, Imre
- Locke, John
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- Popper, Karl
- Positivism
- Postmodernism
- Postpositivism
- Social Constructionism
- Validity, Types of
- Value-Free Ideal for Research: Controversies
- Progressive Education
- Dewey, John
- Du Bois, W. E. B.
- Laboratory School, University of Chicago
- Lifelong Education
- Little Commonwealth: Homer Lane
- Neill, A. S., and Summerhill
- Play
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- Progressive Education and Its Critics
- Project Method
- Rousseau, Jean-Jacques
- Russell, Bertrand
- Waldorf Education: Rudolf Steiner
- Psychological Orientation in Educational Theory
- Century of the Child, The: Ellen Key
- Abilities, Measurement of
- Achievement Motivation
- Activity Theory
- Adolescent Development
- Advance Organizers
- Analytical Psychology: Carl Jung
- Aptitude–Treatment Interactions: Evolution of Research
- Associationism
- Behavioral Objectives and Operational Definitions
- Behaviorism
- Bell Curve
- Bruner, Jerome
- Childhood, Concept of
- Cognitive Load Theory and Learning
- Cognitive Revolution and Information Processing Perspectives
- Communities of Learners
- Competence
- Conceptual Change
- Distributed Cognition
- Embodiment
- Evolution and Educational Psychology
- Experimental and Quasi-Experimental Designs for Research: Campbell and Stanley
- Faculty Psychology and Mental Discipline
- Freud, Sigmund
- Habits
- Herbart, Johann F.
- Individual Psychology: Alfred Adler
- Insight Learning
- Intelligence: History and Controversies
- Intelligent Tutoring Systems
- James, William
- Language Acquisition, Theories of
- Learning, Theories of
- Locke, John
- Metacognition
- Moral Development: Lawrence Kohlberg and Carol Gilligan
- Motivation
- Multiple Intelligences: Howard Gardner
- Neurosciences and Learning
- Pedagogical Content Knowledge: Lee Shulman
- Piaget, Jean
- Play
- Positive Psychology and Education
- Psychoanalytically Oriented Theories of Child Development
- Radical Constructivism: Ernst von Glasersfeld
- Recapitulation, Theory of
- Rogers, Carl: Freedom to Learn
- Self-Regulated Learning
- Single- and Double-Loop Learning
- Social Cognitive Theory
- Stereotype Effects and Attributions: Inside and Out
- Taxonomy of Educational Objectives
- Teaching Machines: From Thorndike, Pressey, and Skinner to CAI
- Teaching, Concept and Models of
- Theories of Action
- Theory of Mind
- Transfer of Learning
- Youth Culture, Theories of
- Social Sciences Orientation in Educational Theory
- Deschooling Society: Ivan Illich
- Activity Theory
- Actor–Network Theory: Bruno Latour
- Alienation
- Anthropology of Education: Main Traditions and Issues
- At-Risk Children
- Capital: Cultural, Symbolic, and Social
- Childhood, Concept of
- Chomsky, Noam
- Church and State
- Code Theory: Basil Bernstein
- Coleman Report
- Colonialism and Postcolonial Theory
- Communities of Learners
- Competence
- Complexity Theory
- Cost–Benefit and Cost-Effectiveness Analyses
- Critical Race Theory
- Critical Theory
- Discourse Analysis
- Diversity
- Dropouts
- Economic Development and Education
- Edinburgh School of Sociology of Knowledge
- Education Production Functions
- Embodiment
- Ethnicity and Race
- Evaluation of Educational and Social Programs: Models
- Evidence-Based Policy and Practice
- Gender and Education
- Globalization and World Society
- Hermeneutics
- Human Capital Theory and Education
- Identity and Identity Politics
- Ideology
- Immigrants, Education of
- Kuhn, Thomas S.
- Language Acquisition, Theories of
- Literacy and the New Literacy Studies
- Loose Coupling
- Managerialism
- Marx, Karl
- Mead, George Herbert
- Modernization Theory
- Privatization
- Quality of Education
- Racism and Multicultural Antiracist Education
- Reflective Practice: Donald Schön
- Reproduction Theories
- Rhetorical Canons
- School and Classroom Climate
- School Choice
- Semiotics
- Sexual Orientation and Gender Identity
- Social Class
- Social Constructionism
- Social Darwinism
- Social Reconstruction
- Social Systems Theory: Talcott Parsons and Niklas Luhmann
- Socialization
- Technology and Education
- Technology and Society, Critiques of
- Theories of Action
- Topophilia (Love of Place)
- Vygotsky, Lev
- Youth Culture, Theories of
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