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• W97433587 abstract "When teachers, students, artists, historians, parents, and others join forces to produce new understandings of human condition, then powerful learning takes place in schools, Ms. Renyi avers. That learning is always provisional -- a landmark in a lifelong journey that school should help every American to begin. IN THE EARLY 1980s a host of government and private studies of American education began to appear, painting a devastating portrait of our nation's public schools. The U.S. Department of Education charged that our nation was because of schools' inability to prepare young people for complex lives they would face as adults in new millennium. Other reports described systems of teacher preparation and school organization that were inadequate to task of enabling education professionals to improve schools. Among those reports was a 1980 study commissioned by Rockefeller Foundation, The Humanities in American Life, that set out not to examine education, but to portray instead a picture of fortunes of history and literature, philosophy, art, and music as they were understood and enjoyed by American public at large. The commission concluded that these areas of our culture were strongly alive and well only in isolated institutions, such as museums and universities, but that their future was at risk because most American children received little exposure to them in school. While it is exceedingly difficult to define succinctly the and their importance to America, let us turn to definition used in 1980 report: Through humanities we reflect on fundamental question: what does it mean to be human? The humanities offer clues but never a complete answer. They reveal how people have tried to make moral, spiritual, and intellectual sense of a world in which irrationality, despair, loneliness, and death are as conspicuous as birth, friendship, hope, and reason. We learn how individuals or societies define moral life and try to attain it, attempt to reconcile freedom and responsibilities of citizenship, and express themselves artistically. The humanities do not necessarily mean humaneness, nor do they always inspire individual with what Cicero called incentives to noble action. But by awakening a sense of what it might be like to be someone else or to live in another time or culture, they tell us about ourselves, stretch our imagination, and enrich our experience. They increase our distinctively human potential. The humanities presume particular methods of expression and inquiry -- language, dialogue, reflection, imagination, and metaphor. In humanities aims of these activities of mind are not geometric proof and quantitative measure, but rather insight, perspective, critical understanding, discrimination, and creativity. These aims are not unique to humanities, but are found in other fields, in images from arts, and in new forms of expression created by film, television, and computers. No matter how large their circle, however, humanities remain dedicated to disciplined development of verbal, perceptual, and imaginative skills needed to understand experience.[1] What becomes clear from such language is that study of the fosters a dialogue between students and voices of writers, visions of artists, and thoughts of historians and philosophers. It is a dialogue that should begin in school and continue throughout life, as long as one struggles to come to terms -- always provisional -- with human condition. …" @default.
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• W97433587 date "1994-02-01" @default.
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• W97433587 title "The Arts and Humanities in American Education" @default.
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