Redesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible. The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell College, Northeastern University, Rollins College, Smith College, Susquehanna University, and the University of Wisconsin-Green Bay. Chapters about these institutions consider the vast spectrum of opportunities and challenges currently faced by students, faculty, staff, and administrators, while also offering "radical visions" of the future of liberal education in the United States. Accompanying vision chapters written by some of the foremost leaders in higher education touch on a wide array of subjects and themes, from artificial intelligence and machines to the role that human dispositions, mindsets, resilience, and time play in how we guide students to ideas for bringing playful concepts of creativity and openness into our work. Ultimately, Redesigning Liberal Education reveals how humanizing forces, including critical thinking, collaboration, cross-cultural competencies, resilience, and empathy, can help drive our world. This uplifting collection is a celebration of the innovative work being done to achieve the promise of a valuable, engaging, and practical undergraduate liberal education. Isis Artze-Vega, Denise S. Bartell, Randy Bass, John Bodinger de Uriarte, Laurie Ann Britt-Smith, Jacquelyn Dively Brown, Phillip M. Carter, Nancy L. Chick, Michael J. Daley, Maggie Debelius, Janelle Papay Decato, Peter Felten, Ashley Finley, Dennis A. Frey Jr., Chris W. Gallagher, Evan A. Gatti, Lisa Gring-Pemble, Kristina Moss Gudrun Gunnarsdottir, Anthony Hatcher, Toni Strollo Holbrook, Derek Lackaff, Leo Lambert, Kristin Lange, Sherry Lee Linkon, Anne M. Magro, Maud S. Mandel, Jessica Metzler, Borjana Mikic, William Moner, Phillip Motley, Matthew Pavesich, Uta G. Poiger, Rebecca Pope-Ruark, Michael Reder, Michael S. Roth, Emily Russell, Heather Russell, Ann Schenk, Michael Shanks, Susan Rundell Singer, Andrea A. Sinn, Christina Smith, Allison K. Staudinger, William M. Sullivan, Connie Svabo, Meredith Twombly, Betsy Verhoeven, David J. Voelker, Scott Windham, Mary C. Wright, Catherine Zeek

Intellectual historian Michael S. Roth has spent more than two decades exploring the way we make meaning out of the past. This collection features his most influential essays, in which he uses psychoanalysis to build a richer understanding of history, and then takes a more expansive conception of history to decode the cultural construction of memory.

His collection consists of five sections. The first examines the development in nineteenth-century France of professional criteria for diagnosing memory disorders--criteria that signal fundamental changes in the understanding of present and past. The second section explores links between historical consciousness and issues relating to the psyche, including trauma and repression and hypnosis and therapy. Roth next examines the work of postmodern theorists in light of the philosophy of history. Then he considers photography and its capturing of traces of the past, which propose connection while acknowledging otherness. Roth focuses on piety and how it turns us to the past, or how we strive to be faithful to the past without necessarily getting it right or using it well. Roth concludes with essays on the promises and risks of liberal education, calling for a pragmatic and reflexive approach to thinking and learning. Drawing on his vast experiences as a teacher and academic leader, Roth speaks of living with the past without being dominated by it and of remaining open to the possibility of sharing our lives with others.

From the president of Wesleyan University, a compassionate and provocative manifesto on the crises confronting higher education In this bracing book, Michael S. Roth stakes out a pragmatist path through the thicket of issues facing colleges today to carry out the mission of higher education. With great empathy, candor, subtlety, and insight, Roth offers a sane approach to the noisy debates surrounding affirmative action, political correctness, and free speech, urging us to envision college as a space in which students are empowered to engage with criticism and with a variety of ideas. Countering the increasing cynical dismissal-from both liberals and conservatives-of the traditional core values of higher education, this book champions the merits of different diversities, including intellectual diversity, with a timely call for universities to embrace boldness, rigor, and practical idealism.

From the president of Wesleyan University, an illuminating history of the student, spanning from antiquity to Zoom   In this sweeping book, Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very different contexts, from the sixth century BCE to the present.   Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom.   In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them.

"On Tyranny" is Leo Strauss' classic reading of Xenophon's dialogue Hiero, or Tyrannicus, in which the tyrant Hiero and the poet Simonides discuss the advantages and disadvantages of exercising tyranny. Included are a translation of the dialogue from its original Greek, a critique of Strauss' commentary by the French philosopher Alexandre Kojeve, and the complete correspondence between the two. This corrected and expanded edition introduces important revisions throughout and expands Strauss' restatement of his position in light of Kojeve's commentary to bring it into conformity with the text as it was originally published in France.

Intellectual historian Michael S. Roth has spent more than two decades exploring the way we make meaning out of the past. This collection features his most influential essays, in which he uses psychoanalysis to build a richer understanding of history, and then takes a more expansive conception of history to decode the cultural construction of memory.

His collection consists of five sections. The first examines the development in nineteenth-century France of professional criteria for diagnosing memory disorders--criteria that signal fundamental changes in the understanding of present and past. The second section explores links between historical consciousness and issues relating to the psyche, including trauma and repression and hypnosis and therapy. Roth next examines the work of postmodern theorists in light of the philosophy of history. Then he considers photography and its capturing of traces of the past, which propose connection while acknowledging otherness. Roth focuses on piety and how it turns us to the past, or how we strive to be faithful to the past without necessarily getting it right or using it well. Roth concludes with essays on the promises and risks of liberal education, calling for a pragmatic and reflexive approach to thinking and learning. Drawing on his vast experiences as a teacher and academic leader, Roth speaks of living with the past without being dominated by it and of remaining open to the possibility of sharing our lives with others.

In a rich, thought-provoking work, Roth explores central questions in the philosophy of history. "The Ironist's Cage" asks why we are interested in having a past, why we try to recollect it, and what desires we hope to satisfy through this recollection.

This book, offering the state-of-the-art in cultural/intellectual history today, examines some of the major problems and themes critical to the historical study of European culture. It explores the limits and capacities of historical consciousness in modernity and shares a concern with the ways in which cultural productions are connected to self and society.