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Claiming our callings : toward a new understanding of vocation in the liberal arts /

The chapters in this book contend that attention to vocational concerns promotes the civic good promised by defenders of liberal arts education. In doing so, their authors suggest that the good of higher education is larger than the immediate, practical benefit an individual student gains while earn...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Schwehn, Kaethe (Editor ), Lagerquist, L. DeAne (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York : Oxford University Press, [2014]
Temas:
Acceso en línea:Texto completo

MARC

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245 0 0 |a Claiming our callings :  |b toward a new understanding of vocation in the liberal arts /  |c Kaethe Schwehn and L. DeAne Lagerquist. 
264 1 |a New York :  |b Oxford University Press,  |c [2014] 
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504 |a Includes bibliographical references and index. 
505 0 |a Getting a vocation : variations on a Lutheran theme / L. DeAne Lagerquist -- Good work and the good life : vocation as what we do / James J. Farrell -- Work in progress / Diane Leblanc -- On teaching politics as a vocation / Douglas Casson -- Vocation, psychologically speaking / Donna K. Mcmillan -- Forty-three and out : on the intrinsic vs. extrinsic rewards of a vocation / Mark Pernecky -- Meaningful lives, religious pluralism, and the case of the Bodhisattva / Barbara E. Reed -- Professing vocation by caring for the land / Kathleen L. Shea -- Vocation and liberal learning : the case for the exploration of vocation across the curriculum / Jo Michelle Beld -- To practice what we teach : action and reflection / Mary S. Carlsen -- The power of example : anthropology and vocation / Thomas Williamson -- Coming into being : Buddhist meditation and the practice of teaching / Carol Holly -- Professing religion / John D. Barbour. 
520 8 |a The chapters in this book contend that attention to vocational concerns promotes the civic good promised by defenders of liberal arts education. In doing so, their authors suggest that the good of higher education is larger than the immediate, practical benefit an individual student gains while earning a degree, that addressing enduring questions is essential if students are to meet the challenges and crises facing them. 
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