West Virginia University Press is pleased to announce Teaching and Learning in Greater Education, a new series edited by James M. Lang. At WES, a non-profit with over 40 years’ experience in international education analysis and evaluation, he leads advisory services for greater education institutions (/RAS) and international students (). Dr Choudaha is passionate about leveraging analysis to uncover strategic insights that can aid institutions develop and implement internationalisation plans in an inherently complicated, competitive and altering environment of international larger education.
In The Lost Tools of Learning,” Dorothy Sayers tells us that the medieval trivium (grammar, logic, rhetoric) supplied the medieval student with these tools of understanding.1 However the student obtains these skills—in house college, in traditional schools, in college in language and literature classes in thoughtful reading and workouts with the dictionary, the syllogism, and a grammar book—he will need them to comprehend the Great Books and to give an intelligent account of what he has study.
James M. Lang is professor of English and the Director of the Center for Teaching Excellence at Assumption College He writes a monthly column on teaching for The Chronicle of Greater Education and is the author of several books, such as Cheating Lessons: Finding out from Academic Dishonesty (Harvard) On Course: A Week-by-Week Guide to Your Very first Semester of College Teaching (Harvard) and Life on the Tenure Track: Lessons from the First Year (Johns Hopkins).
The old core of the liberal arts college (humane studies in theology, ethics, literature, philosophy, and the fine arts—largely the study of Great Books in these disciplines) shrank as students elected to take specialized courses in particular disciplines, generally those that had sensible ramifications in terms of career certification and cash.
We provide academic books to over 300 institutions which would otherwise have little or out-of-date collections for their students. It is observed that youngsters and teenagers who adore reading have comparatively larger IQs. But revolutionary modifications in the focus and philosophy of education have altered the curriculum. Angeline M. Barrett is a lecturer in education in the Graduate School of Education, University of Bristol.