This book is the result of more than twenty years of work in higher education during which the author talked with thousands of faculty members, administrators, students, and community people about the necessity to transform the curriculum in this country. Drawing also on her years of work with Hannah Arendt and on Dewey, Kant, Plato, and Socrates, Minnich confronts the "dominant meaning system" that perpetuates errors in thinking, particularly faulty generalization and universalization, circular reasoning, mystified concepts, and partial knowledge.
In light of the heated debate in which such critics as William Bennett and Allen Bloom charge that a return to "the classics" is the only acceptable route for education, Transforming Knowledge offers a philosophical analysis of the cultural, intellectual, political tradition behind our curriculum. Minnich warns that it is in and through education that a culture, and polity, not only tries to perpetuate but enacts the kinds of thinking it welcomes, and discards and/or discredits the kinds it fears.
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Ninth Annual Frederic W. Ness Book Award, Association of American Colleges
"A valuable addition to the current critique of the 'canon' in academia."
—Reginald Wilson
"A brilliant book which feminists will find exceedingly useful in our daily struggle with traditionalists, and as a tool for the freeing of our own minds."
—Gerda Lerner, Women's Review of Books
"The great value of this work is the striving for critical synthesis that it presents. Minnich is drawing upon and drawing together threads of criticism spun by writers of many views and disciplines. Her book is rather like Hume's handbook of philosophical fallacies, except that 'false universalization' (one of Hume's fallacies, too) is here shown to be false on grounds that Hume never dreamt of."
—Elisabeth Young-Bruehl, Wesleyan University, and author of Anna Freud: A Biography
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