By Philip A. Cusick

In his enticing new e-book, Philip Cusick places the private again into schooling by means of analyzing the academic studies of 7 eminent americans — 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 realized, how they realized, what they known as their schooling, and the way they used schooling to set up their position on this planet.

More than supplying only a sequence of non-public histories, Cusick argues that the discourse approximately schooling has become a discourse approximately academic associations. yet his descriptions exhibit that you can actually discuss schooling with no conversing approximately colleges, discuss studying with no conversing in regards to the kingdom curriculum, discuss fulfillment with out speaking approximately attempt ratings, and speak about responsibility with out speaking approximately instructor training.

Features:
* A cogent account of the information and occasions of every individual’s era—from colonial instances, whilst faculties have been few, to the current, while institutionalized education performs a bigger function.
* Chapters that illustrate how moral studying stood among what those americans knew and what they did, how they have been inspired through their households, how a lot in their schooling got here from formal education, and the way they persisted studying all through their lives.
* an summary of the typical pillars upon which those americans built their schooling: early and severe analyzing, own id with large-scale beliefs, autodidacticism, like-minded colleagues, benefiting from education, guiding mentors, paintings that discovered prior beliefs, the power to articulate rules, and rising leadership.

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Extra info for A Passion For Learning: The Education Of Seven Eminent Americans

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Regarding his absence of formal training, one of his partners commented: He learned his law more in the study of cases. He would work hard and study all there was for a case he had in hand. He got to be a pretty good lawyer, though his general knowledge of law was never very formidable. But he would study out his case and make as much of it as anybody. (Luthin, 1960, p. 67) And another partner commented, “If there is one indisputable fact about Lincoln’s work in the courts, it is that from the moment of his retainer, he played for keeps .

Olmstead (1861) argued that slavery was inefficient and inferior to a system of freely engaged skilled labor; it benefited only the richest 2 percent of the population, and even they had their minds closed by the prohibition on talking about it. On the political side, in 1854 Democratic senator Stephen Douglas— head of the Senate Committee on Territories—introduced the Kansas- 40 A Passion for Learning Nebraska Act, which repealed the Missouri Compromise’s federal prohibition of slavery north of Missouri and opened the area of what is now North and South Dakota, Montana, Colorado, and Wyoming to slavery, should the voters of those areas decide they wanted it.

Brown’s goal was to arouse and arm the slaves and then—since he had no clear plan—see how things worked out. Things did not. The slaves did not join, the townspeople attacked, and Colonel Robert E. Lee with two companies Abraham Lincoln 41 of marines put an end to the matter. Brown’s followers were killed or, along with him, tried and hanged. Jefferson Davis held the whole Republican Party responsible and Henry David Thoreau compared Brown to Christ-crucified. Lincoln was a unionist. He did not like slavery, thought it unconstitutional, immoral, and socially and politically ruinous.

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