在哲学家的时代重申雄辩家的教育传统——《雄辩家与哲学家:博雅教育观念史》读后被引量：4

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摘要 1981年,美国学者布鲁斯·金博尔（Bruce Kimball）以博士论文《美国博雅教育概念的历史与类型学分析》（A Historical and Typological Analysis of Ideas of Liberal Education in America）获得哈佛大学教育学院的博士学位。

作者沈文钦

机构地区北京大学教育学院

出处《北京大学教育评论》 CSSCI 北大核心 2016年第3期144-162,共19页 Peking University Education Review

基金教育部人文社会科学研究规划基金项目(15YJA880053)

关键词雄辩家博雅教育 LIBERAL 博士论文教育传统博尔文理学院大学教育学院纽曼美国学者

分类号 G40-5 [文化科学—教育学原理]

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参考文献59

1Schilling, M. (1987). Review of orators & philosophers: A history of the idea of lib- eral education. The Teachers College Record, 88(4), 610-612.
2Pederson, T. (1989). Liberal education: A literary black hole? The Review of Higher Education, 12(4), 411.
3Kimball, B. A. & Orrill, R. (1995). The condition of American liberal edu- cation : . Pragmatism and a changing tradition. An essay with commentaries and re- sponses. New York: College Board Publications, vii, 173.
4Kimball, B. (2010). The liberal arts tradition: A documentary history. New York: University Press of America.
5Hill, D. J. (1889). The American college in relation to liberal education. University of Rochester, 12.
6Baker, J. K. (1947). The evolution of the concept of general education. Yale Uni- versity, 311.
7Kimball, B. (1995). Orators & philoso- phers : A history of the idea of liberal education. New York: College Entrance Ex- amination Board: College Board Publications, 7, 7, 8, 2, 228, 119-122, 257, xi,195, 20, 223.
8Carnochan, W. B. (1993). The battleground of the curriculum-liberal education and American experience. Stanford, Calif... Stanford University Press, 115.
9Ahlgren, A. , & Boyer, C. M. (1981). Visceral priorities: Roots of confusion in lib- eral education. The Journal of Higher Education, 52 (2) ..173-181.
10Ferrall, V. E. (2011). Liberalarts at the brink. Boston, MA: Harvard Univer- sity Press, 8.

二级参考文献133

1金以林.地域观念与派系冲突——以二三十年代国民党粤籍领袖为中心的考察[J].历史研究,2005(3):115-128. 被引量：15
2Pre-war Higher Education System in Japan Consisted of 3 Year Universities, 3 Year Higher Schools and 3 Year Specialized Schools. Universities Were Considered as Institutions of Specialized or Professional Education. Higher Schools Were Supposed to Provide Higher General Education, While Specialized Schools Were Supposed to Provide Specialized or Professional Education at a level Lower Than that Provided at Universities.
3Senroku Uehara, Daigakuron ( On University ) (Tokyo: Mainichi Newspaper Publisher, 1949), p.57.p.59.
4Shigeru Nanbara, Bunka to Kokka (Culture and State) (Tokyo: Tokyo University Press, 1957), p.46.
5Report of the United States Education Mission to Japan (Translated by Watanabe, A kira) (Tokyo: Meguro Shoten Co. Ltd., 1947), p.69.
6Daigaku Kijun Kyokai (Japan University Accreditation Assoeiation ) (ed.), Daigakn Niokeru Ippan Kyoiku ( General Education in Universities). (Tokyo: Daigaku Kijun Kyokai, 1950), p.6.
7Ryoichi Kuroha. “Daigaku Setti Kijun Unyo No Kiseki to Kongo.” (History of Operating the Standards for the Establishment of Universities and its Future)IDE Gendai No Koto Kyoiku (IDE Contemporary Higher Education)(Tokyo: Minshu Kyoiku Kyokai, September 1991), p, 12.
8124 Credits Are Required for the Four Year Courses, While 188 Credits for 6 Year Courses of Medicine and Dentistry and 182 Credits for 6 Year Courses of Veterinary.
9“Daigaku Kaikaku no Sinchoku Jyokyo” (Present Situation of University Reform). Daigaku Siryo (Documentaion on Universities). 1994, 28-29p.30.
10NIAD-UE Was First Established as a National Organization to Impart Degrees to Those Who Graduated from University Equivalent Institutions. It Was then Reorganized Into Its Present Status in 2000.