02803oam 2200553M 450 991071570420332120191123063215.2(CKB)5470000002515037(OCoLC)1065869470(OCoLC)995470000002515037(EXLCZ)99547000000251503720070221d1854 ua 0engurcn|||||||||txtrdacontentcrdamediacrrdacarrierMessage from the President of the United States, communicating, in compliance with a resolution of the Senate, a letter from H.S. Sanford, late charge d'affaires at Paris, on the different systems of penal codes in Europe. Also, a report on the administrative changes in France since the Revolution of 1848. May 29, 1854. -- Read and ordered to be printed -- motion to print 1,000 additional copies referred to Committee on Printing. May 31, 1854. -- Reported adversely and agreed to[Washington, D.C.] :[publisher not identified],1854.1 online resource (390 pages)Senate executive document / 33rd Congress, 1st session. Senate ;no. 68[United States congressional serial set ] ;[serial no. 700]Table of contents, p. 3.Index follows p. 376.Batch processed record: Metadata reviewed, not verified. Some fields updated by batch processes.FDLP item number not assigned.Criminal justice, Administration ofCriminal lawHistoryPublic administrationGermanyHistoryRevolution, 1848-1849FranceHistoryyFebruary Revolution, 1848Legislative materials.lcgftCriminal justice, Administration of.Criminal law.History.Public administration.Pierce Franklin1804-1869.1387145Sanford H. S.1823-1891.1394544United States.President (1853-1857 : Pierce)United States.Department of State.WYUWYUOCLCOOCLCQBOOK9910715704203321Message from the President of the United States, communicating, in compliance with a resolution of the Senate, a letter from H.S. Sanford, late charge d'affaires at Paris, on the different systems of penal codes in Europe. Also, a report on the administrative changes in France since the Revolution of 1848. May 29, 1854. -- Read and ordered to be printed -- motion to print 1,000 additional copies referred to Committee on Printing. May 31, 1854. -- Reported adversely and agreed to3452093UNINA03814nam 2200661Ia 450 991077828100332120230721031744.01-281-72887-X97866117288780-300-13816-410.12987/9780300138160(CKB)1000000000477790(StDuBDS)AH23049899(SSID)ssj0000144362(PQKBManifestationID)11160438(PQKBTitleCode)TC0000144362(PQKBWorkID)10141305(PQKB)10345623(MiAaPQ)EBC3420242(DE-B1597)485155(OCoLC)952753573(DE-B1597)9780300138160(Au-PeEL)EBL3420242(CaPaEBR)ebr10190699(CaONFJC)MIL172887(OCoLC)923590522(EXLCZ)99100000000047779020070202d2007 uy 0engur|||||||||||txtccrEducation's end[electronic resource] why our colleges and universities have given up on the meaning of life /Anthony T. KronmanNew Haven Yale University Pressc20071 online resource (320 p.)Bibliographic Level Mode of Issuance: Monograph0-300-12288-8 Includes bibliographical references (p. 267-296) and index.Front matter --Contents --Acknowledgments --Introduction --1 What Is Living For? --2 Secular Humanism --3 The Research Ideal --4 Political Correctness --5 Spirit in an Age of Science --Appendix: Yale Directed Studies Program Readings, 2005-2006 --Notes --IndexThe question of what living is for-of what one should care about and why-is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life's most important question to an honored place in higher education. The author contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers. In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years. Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities' lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival.HumanitiesStudy and teaching (Higher)United StatesLifeMeaning (Philosophy)Study and teaching (Higher)United StatesHumanitiesPhilosophyHumanitiesStudy and teaching (Higher)Life.Meaning (Philosophy)Study and teaching (Higher)HumanitiesPhilosophy.001.3071/0973Kronman Anthony T1476924MiAaPQMiAaPQMiAaPQBOOK9910778281003321Education's end3691714UNINA