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Noting the widespread concern about the quality of education in our schools, Schall examines what is taught and read (and not read) in these schools. He questions the fundamental premises in our culture which do not allow truth to be considered. Schall lists various important books to read, and why.
A Georgetown professor’s look at the subjects one needs to study for a truly well-rounded education. A Student’s Guide to Liberal Learning is an inviting conversation with a learned scholar about the content of an authentic liberal arts education. It surveys ideas and books central to the tradition of humanistic education that has fundamentally shaped our country and our civilization. This accessible volume argues for an order and integration of knowledge so that meaning might be restored to the haphazard approach to study currently dominating higher education. Freshly conveying the excitement of learning from the acknowledged masters of intellectual life, this guide is also an excellent blueprint for building one’s own library of books that matter.
Father James Schall, the well- known author and professor of philosophy at Georgetown University, inquires about the various orders found in the cosmos, the human mind, the human body, the city, and he seeks to reflect upon the unity of these orders.In a world in which the presence of reason and order are denied presumably in the name of science in favor of chance explanations of why things are as they are, it is surprising to find that, in the various realms open to the human intellect, we find a persistent order revealed. At first sight, it may seem that this reality can be explained by chance occurrence, but after a point, there is a growing sense that behind things there is, in fact, an order. This order can be traced in the many areas that are open to the human mind. As Aquinas has noted, the order within the cosmos points to an order outside of it, since the cosmos cannot be the cause of its own internal order. Philosophers have long inquired about the curious fact that the order of things implies not a mere relationship of one thing to another, but a hint that the universe is created with a certain superabundance. Why is the universe, and the things within it, not only ordered but, ordered with a sense of beauty? Not only is there an order in things, but also the human mind seems attuned to this order as something it delights in discovering. This relationship implies that there is some correspondence between mind and reality. What is the relationship between the mind and reality? The Order of Things explores this question. Relying on common sense and the experience available to everyone, Schall concludes that it requires more credulity to disbelieve in order than to experience it. Finally, Schall explores the fundamental cause of order, what it is like? Having looked at the order of the created universe, it is not surprising that the revelation of the Godhead is itself ordered in terms of an inner relationship of Persons.
"The Latin word "Docilitas" in the title of this book means the willingness and capacity we have of being able to learn something we did not know. It has not the same connotation as "learning," which is what happens to us when we are taught something. Docility also means our recognition that we do not know many things, that we need the help of others, wiser than we are, to learn most of what we know, though we can discover a few things by or own experience. This book contains some sixteen chapters, each of which was given to an audience in some college or university setting. They consider what it is to teach, what to read, reading places, libraries, and class rooms. They look upon the duties of a teacher or professor as mostly a delight, because the truth should delight us. In Another Sort of Learning, the subject of what a student "owes" his teacher came up. Here, we look at the other side of the question, what does a teacher or professor "do"? But a professor cannot teach unless there is someone willing to be taught, someone willing to recognize that he needs guidance and help. Yet, the end of teaching is not just the "transfer" of what is in the mind of the professor to the mind of the student. It is when both, student and teacher, behold, reflect on, and see the same truth of things that are. This common "seeing" is the read adventure in which student and teacher share something neither "owns." Knowledge and truth are free, but each requires our different insights and approaches so that we can finally realize what "teaching" and "being taught" mean to us"--
The author, a computer science professor diagnosed with terminal cancer, explores his life, the lessons that he has learned, how he has worked to achieve his childhood dreams, and the effect of his diagnosis on him and his family.
New in Paperback! Make learning more meaningful by teaching the "whole game" David Perkins, a noted authority on teaching and learning and co-director of Harvard's Project Zero, introduces a practical and research-based framework for teaching. He describes how teaching any subject at any level can be made more effective if students are introduced to the "whole game," rather than isolated pieces of a discipline. Perkins explains how learning academic subjects should be approached like learning baseball or any game, and he demonstrates this with seven principles for making learning whole: from making the game worth playing (emphasizing the importance of motivation to sustained learning), to working on the hard parts (the importance of thoughtful practice), to learning how to learn (developing self-managed learners). Vividly explains how to organize learning in ways that allow people to do important things with what they know Offers guidelines for transforming education to prepare our youth for success in a rapidly changing world Filled with real-world, illustrative examples of the seven principles At the end of each chapter, Perkins includes "Wonders of Learning," a summary of the key ideas.
The fact of pleasure is obvious to us, but its relation to reason is less understood. We are beings who laugh and run, sing and dance, but we too seldom reflect on why we do these things. Above all, we are beings who think and who want to know whether our lives make sense. In this thought-provoking study of the relationship between our reason and our experience of pleasure, popular professor and author Fr. James Schall shows how reason, religion and pleasure are not in conflict with one another. Religion has to do with how man relates to God. Catholicism is not so much a religion as a revelation. It records and recalls how God relates to man. The popular mood of our time is that neither religion nor revelation has much to do with real life. Yet when we look at things as having meaning and order, they fit together in surprising ways. This coherence should bring us joy, and teach us how reason, religion and pleasure can work together for our benefit. Schall shows us in this book why we have many reasons to think that our lives make sense, that our pleasures can be reasonable, and our reason itself is a pleasure. Ê
In this wide-ranging collection of philosophical essays, the acclaimed Catholic intellectual presents his vision of Catholic thought applied in the world. In The Mind That Is Catholic, political philosopher and Catholic intellectual James V. Schall presents a retrospective collection of his academic and literary essays written in the past fifty years. In these essays, exploring topics from war to friendship, philosophy, politics, and everyday living, Schall exemplifies the Catholic mind at its best. According to Schall, the Catholic mind seeks to recognize a consistent and coherent relation between the solid things of reason and the definite facts of revelation. It seeks to understand how they belong together, each profiting from the other. It respects what can be known by faith alone, but does not exclude the intelligibility of what is revealed. In these contemplative and insightful essays, Schall shares a lifetime of study in political philosophy, a wide-ranging discipline and perhaps the most vital context in which reason and revelation meet. “Father James V. Schall is one of the few renaissance men still among us. His knowledge of various areas of reality and human endeavor is encyclopedic.” ―Kenneth Baker, S.J., editor, Homiletic & Pastoral Review