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For graduates whose foremost question is likely, "What comes next?" esteemed educator and constitutional lawyer Michael Farris gathers historic commencement speeches from the early days of America, an era marked by great dreams and much uncertainty. "I believe that these speeches possess timeless qualities. And there is absolutely no doubt that America needs future leaders whose character and convictions parallel those of these early American graduates," writes Farris in American Commencement. Farris adds an introduction to each of these seventeen speeches plus a biography for every speaker. They include: Samuel Davies: "Heroes Who Inspire" John Witherspoon: "Principles of Greatness" Chauncey Whittlesey: "Sowing and Reaping" William Smith: "Consecrated to God" Barnabas Binney: "On Religious Liberty" John Wheelock: "The Value of Art" Josiah Stebbins: "The Importance of Character" Paul Allen: "The Call to Patriotism" Benjamin Allen: "Battle for Truth" Timothy Dwight: "The Folly of Intellectualism" David Tappan: "A Discourse on Liberty" Jonathan Maxcy: "Attack on Atheism" Otis Thompson: "On Religion and Government" Asa Messer: "In Defense of the Bible" Jedidiah Morse: "A Faithful Guide" Ebenezer Fitch: "Truth versus Reason" Tristam Burges: "A Time to Fight"
Published just in time for graduation day, this inspiring collection of commencement addresses celebrates the value of education, and its crucial place in the weaving of our social fabric. By turns playful and profound, Graduation Day includes speeches from Jodi Foster, Russell Baker, Alice Walker, Robert Redford, Bill Clinton, Ann Richards, Toni Morrison, and others. This unique anthology will be well cherished long after graduation day.
The official journal of the Organization of Educational Historians The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.
This volume explores the convergences and divergences of American Studies today, and, more specifically, investigates how this discipline might be approached. Drawing on a wide range of perspectives, the essays brought together here address concerns related to the role and capacity of American Studies in the early 21st century, amidst alarming circumstances of environmental, economic, and educational degradation in a world characterized by a transnational flux of people, money, and cultures. Since its inception in the 1930s, the field of American Studies has been continuously examining its own disciplinary concepts, methodological approaches, and geographic assumptions. This book responds to calls for an open and critical discussion, offering a multifaceted image of the current approaches to American Studies as a complex and rapidly evolving discipline. The authors of the articles included here are academics and junior researchers who share their investigations and perceptions, ranging from linguistics, literature, economic history, Marx’s ideas, social theory, diasporic narratives, memory, trauma, gender issues, and teaching to popular culture-related phenomena and class-passing in ex-Yugoslavia against the background of the American Dream. The diverse and far-ranging representation of texts in this volume reflects the inseparability and confluence of different research interests within the discipline. The book avoids generalization and encourages interdisciplinarity through a number of critical and comparative contributions to this increasingly inclusive field of scholarship, which ensures its relevance in the ongoing debate about the capacity of American Studies to respond to an ever-broadening range of contemporary issues and challenges. Combining theory and practice in their examinations of academic and popular texts and investigations of American and non-American cultural matrices, the articles in this book will be interesting and useful to scholars and students, as well as the general reader.
This book investigates the concept of what it means to be 'epic' and its form in American life, literature, and art from the country's early days.
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.
When John W. Whitehead founded The Rutherford Institute as a Christian legal advocacy group in 1982, he was interested primarily in the First Amendment's religion clause, serving clients only when religious freedom was at stake. By the mid-1990s, however, religious rights were but one subset of all the freedoms that he saw threatened by an invasive government. In Suing for America's Soul R. Jonathan Moore examines the foundation and subsequent practices of The Rutherford Institute, helping to explain the rise of conservative Christian legal advocacy groups in recent decades. Moore exposes the effects -- good and bad -- that such legal activism has had on the evangelical Protestant community. Thought-provoking and astute, Suing for America's Soul opens a revealing window onto evangelical Protestantism at large in late-twentieth-century America.
Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education.