LEADER 03848nam 2200673Ia 450 001 9910452069603321 005 20210527003402.0 010 $a1-281-72887-X 010 $a9786611728878 010 $a0-300-13816-4 024 7 $a10.12987/9780300138160 035 $a(CKB)1000000000477790 035 $a(StDuBDS)AH23049899 035 $a(SSID)ssj0000144362 035 $a(PQKBManifestationID)11160438 035 $a(PQKBTitleCode)TC0000144362 035 $a(PQKBWorkID)10141305 035 $a(PQKB)10345623 035 $a(MiAaPQ)EBC3420242 035 $a(DE-B1597)485155 035 $a(OCoLC)952753573 035 $a(DE-B1597)9780300138160 035 $a(Au-PeEL)EBL3420242 035 $a(CaPaEBR)ebr10190699 035 $a(CaONFJC)MIL172887 035 $a(OCoLC)923590522 035 $a(EXLCZ)991000000000477790 100 $a20070202d2007 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducation's end$b[electronic resource] $ewhy our colleges and universities have given up on the meaning of life /$fAnthony T. Kronman 210 $aNew Haven $cYale University Press$dc2007 215 $a1 online resource (320 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a0-300-12288-8 320 $aIncludes bibliographical references (p. 267-296) and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tIntroduction --$t1 What Is Living For? --$t2 Secular Humanism --$t3 The Research Ideal --$t4 Political Correctness --$t5 Spirit in an Age of Science --$tAppendix: Yale Directed Studies Program Readings, 2005-2006 --$tNotes --$tIndex 330 $aThe 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. 606 $aHumanities$xStudy and teaching (Higher)$zUnited States 606 $aLife 606 $aMeaning (Philosophy)$xStudy and teaching (Higher)$zUnited States 606 $aHumanities$xPhilosophy 608 $aElectronic books. 615 0$aHumanities$xStudy and teaching (Higher) 615 0$aLife. 615 0$aMeaning (Philosophy)$xStudy and teaching (Higher) 615 0$aHumanities$xPhilosophy. 676 $a001.3071/0973 700 $aKronman$b Anthony T$01047332 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452069603321 996 $aEducation's end$92479336 997 $aUNINA