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In this volume, the Association for Core Texts and Courses has
gathered essays of literary and philosophical accounts that explain
who we are simply as persons. Further, essays are included that
highlight the person as entwined with other persons and examine who
we are in light of communal ties. The essays reflect both the
Western experience of democracy and how community informs who we
are more generally. Our historical position in a modern or
post-modern, urbanized or disenchanted world is explored by yet
other papers. And, finally, ACTC educators model the intellectual
life for students and colleagues by showing how to read texts
carefully and with sophistication -- as an example of who we can
be.
Substance, Judgment and Evaluation: Seeking the Worth of a Liberal
Arts, Core Text Education selectively presents the thoughts of
scholars and teachers of liberal arts, core text education on how
their programs formulate and advance a "value-centered" education.
What emerges from this selection is the wide scope of core text
programs underlying the semantic intention of words such as
"value-centered," "judgment," or even "liberal arts" or
"collegiate" and "colleague." This volume records the cooperation
and thoughtful consideration of faculty from a wide range of higher
education institutions - research universities, comprehensive
universities, colleges, and community colleges - who have chosen to
come together to form such programs across North America. This
volume should be of value to any dean, director, or faculty member
who seeks to work with colleagues and texts across disciplines to
form a coherent undergraduate program of study within general
education.
Throughout its existence, the Association for Core Texts and
Courses (ACTC) has asserted its commitment to the need for humans
to come together to speak about the scientific, the political, and
the artistic in order to live together in an enlightened fashion.
In 2004, ACTC's Tenth Annual Conference convened to re-affirm and
re-examine the value of serious reading and discussion focused
through core texts. Participants articulated the various ways by
which core text education in the liberal arts constructs and
supports different expressions of community on college campuses
around the world. Presenters asked whether it is better to
contemplate the arts simply as expressions of cultures and
traditions or to cultivate them, taking the risk that what is
valued in artistic expressions might be changed by the inventions
of teachers and the students they encourage. The essays collected
here reflect the responses of the diverse group of ACTC's members,
all of whom support the idea of liberal core text education with
the self-conscious awareness of the challenges facing liberal
education in the modern academy.
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