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Does history matter any more? In an era when both the past and
memory seem to be sources of considerable interest and, frequently,
lively debate, has the academic discipline of history ceased to
offer the connection between past and present experience that it
was originally intended to provide? In short, has History become a
bridge to nowhere, a structure over a river whose course has been
permanently altered? This is the overarching question that the
contributors to The River of History : Trans-national and
Trans-disciplinary Perspectives on the Immanence of the Past seek
to answer. Drawn from a broad spectrum of scholarly disciplines,
the authors tackle a wide range of more specific questions touching
on this larger one. Does history, as it is practised in
universities, provide any useful context for the average Canadian
or has the task of historical consciousness-shaping passed to
filmmakers and journalists? What can the history of Aboriginal and
non-Aboriginal conceptions of land and property tell us about
contemporary relations between these cultures? Is there a way to
own the past that fosters sincere stock-taking without proprietary
interest or rigid notions of linearity? And, finally, what does the
history of technological change suggest about humanity's ability to
manage the process now and in the future? The philosopher
Heraclitus once likened history to a river and argued for its
otherness by stating that "No man can cross the same river twice,
because neither the man nor the river is the same." This collection
reconsiders this conceptualization, taking the reader on a journey
along the river in an effort to better comprehend the ways in which
past, present, and future are interconnected. With Contributions
By: Jeffrey Scott Brown A.R. Buck Carol B. Duncan Peter Farrugia
James Gerrie Leo Groarke Stephen F.Haller John S. Hill John McLaren
M. Carleton Simpson Robert Wright Nancy E. Wright
What particular form of liberal education should a college or
university institute? Reform in general liberal education is an
inevitable reality for faculty and the administration. Core texts
are at the heart of that reform debate. Establishing an
institution's core texts requires extensive research and
discussion. At the 2002 Association for Core Texts and Courses
conference over 100 institutions explored the relevance and role of
the core texts to a 21st century education. This collection of
essays captures the excitement of this debate and allows serious
thinkers and practitioners of liberal arts education to see what
other colleagues and institutions are developing.
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