By Philip A. Cusick
In his enticing new booklet, Philip Cusick places the non-public again into schooling via reading the tutorial studies of 7 eminent american citizens ?— Benjamin Franklin, Abraham Lincoln, Jane Addams, W. E. B. Du Bois, Eleanor Roosevelt, J. Robert Oppenheimer, and Dorothy Day. Devoting a bankruptcy to every, Cusick describes what they discovered, how they discovered, what they known as their schooling, and the way they used schooling to set up their position on this planet. greater than delivering only a sequence of non-public histories, Cusick argues that the discourse approximately schooling has changed into a discourse approximately academic associations. yet his descriptions express that you possibly can discuss schooling with no conversing approximately colleges, speak about studying with out speaking concerning the kingdom curriculum, discuss fulfillment with out speaking approximately try ratings, and discuss responsibility with no conversing approximately instructor practise. positive factors: * A cogent account of the tips and occasions of every individual?’s era?—from colonial occasions, while colleges have been few, to the current, while institutionalized education performs a bigger position. * Chapters that illustrate how moral studying stood among what those american citizens knew and what they did, how they have been inspired via their households, how a lot in their schooling got here from formal education, and the way they endured studying all through their lives. * an summary of the typical pillars upon which those american citizens developed their schooling: early and critical analyzing, own identity with large-scale beliefs, autodidacticism, like-minded colleagues, benefiting from education, guiding mentors, paintings that discovered prior beliefs, the facility to articulate principles, and rising management.
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Additional resources for A Passion For Learning: The Education Of Seven Eminent Americans
The more thoughtful reasoned that the dispute was not only ostensibly about money and defense, it was about the fundamental relationship between the two countries. And so Franklin, internationally respected and among the least antiBritish, was sent to explain to England’s leaders that their actions were setting them on a collision course with America. He reasoned from his studies of America’s size, resources, and population growth that if conflict came, America would win: “America, an immense territory, favored by nature with all the advantages of climate, soil, great navigable rivers, and lakes, etc.
Late in the march, 400 Indians and French ambushed Braddock’s army, killing that general and 800 of his soldiers. Always studying situations and inferring 24 A Passion for Learning conclusions, Franklin remarked, “The whole transaction gave us Americans the first suspicion that our exalted ideas of the prowess of British regulars had not been well founded” (p. 132). The situation deteriorated. British manufacturers supported the repeal of the Stamp Act, but threatened by America’s manufacturing potential, they continued their mercantilist thinking.
605) Again and without instruction, he was learning what he needed to know. And although he valued school where the young would learn to “duly appreciate the value of our free institutions [and derive] satisfaction from being able to read the scriptures” (Thomas, 1952/1993, p. 29), he did not allow his own lack of schooling to impede his education. During his 20s, Lincoln’s transition to law and politics was assisted by self-study, older mentors on the lookout for talented youth, and like Benjamin Franklin, involvement in wider issues.