A Lasallian Commitment to the Arts and Liberal Arts

2018 ◽  
pp. 79-96
Author(s):  
Heidi Laudien
Keyword(s):  
Liberal Arts ◽  
The Arts

scholarly journals Editorial: Special Issue on Interdisciplinary and Experiential Entrepreneurship Education

2021 ◽  
pp. 251512742199251
Author(s):  
Christoph Winkler ◽  
Doan Winkel ◽  
Julienne Shields ◽  
Dennis Barber ◽  
Donna Levin ◽  
...  
Keyword(s):  
Liberal Arts ◽  
Entrepreneurship Education ◽  
Worcester Polytechnic Institute ◽  
Special Issue ◽  
Physical Sciences ◽  
The Arts ◽  
Inherent Feature ◽  
Editorial Special Issue ◽  
Iona College ◽  
East Carolina University

A group of six colleges and universities (East Carolina University, Iona College, John Carroll University, Millikin University, Rowan University, Worcester Polytechnic Institute) partnered up to co-host the January 2020 USASBE Conference in New Orleans, LA, with the theme Interdisciplinary & Experiential Entrepreneurship Education. The conference thematically aligned its overall program with this special issue, which features scholars and programs representing the arts, design, engineering, liberal arts, physical sciences, STEM, and – yes – business. This editorial further discusses the importance of interdisciplinary entrepreneurship education as an inherent feature of itself to truly evolve as a discipline.

Pourquoi? Explaining Ourselves to the Literature Major

PMLA ◽  
2002 ◽  
Vol 117 (3) ◽  
pp. 515-519
Author(s):  
H. Jay Siskin
Keyword(s):  
William Shakespeare ◽  
Liberal Arts ◽  
Past Century ◽  
Twelfth Night ◽  
The Past ◽  
The Arts

Sir Toby. Pourquoi, my dear knight?Sir Andrew. What is “Pourquoi”? Do or do not? I would I had bestowed that time in the tongues that I have in fencing, dancing, and bear-baiting. O, had I but followed the arts!–William Shakespeare, Twelfth Night (1.3)I was asked to address thequestions “why major in literature?” and “What do we tell our students?” I make this assignment explicit because my initial reflections left me bewildered. Is not the study of literature part of the humanistic mission of the liberal arts? Or has the major changed in some way that would prompt these questions? To be certain that I had not missed any reconceptualizations of the discipline, I decided to investigate the rationales for the study of literature over the past century.

Hugh of St Victor, Dominicus Gundissalinus and the Place of the Mechanical Arts in Medieval Architectures of Knowledge

2021 ◽  
Vol 153 (3) ◽  
pp. 291-318
Author(s):  
Alexander Fidora ◽  
Nicola Polloni
Keyword(s):  
Middle Ages ◽  
Thirteenth Century ◽  
Liberal Arts ◽  
Natural Philosophy ◽  
Natural Sciences ◽  
The Other ◽  
Human Knowledge ◽  
The Arts ◽  
The One ◽  
Mechanical Arts

This contribution engages with the problematic position of the mechanical arts within medieval systems of knowledge. Superseding the secondary position assigned to the mechanical arts in the Early Middle Ages, the solutions proposed by Hugh of St Victor and Gundissalinus were highly influential during the thirteenth century. While Hugh’s integration of the mechanical arts into his system of knowledge betrays their still ancillary position as regards consideration of the liberal arts, Gundissalinus’s theory proposes two main novelties. On the one hand, he sets the mechanical arts alongside alchemy and the arts of prognostication and magic. On the other, however, using the theory put forward by Avicenna, he subordinates these “natural sciences” to natural philosophy itself, thereby establishing a broader architecture of knowledge hierarchically ordered. Our contribution examines the implications of such developments and their reception afforded at Paris during the thirteenth century, emphasising the relevance that the solutions offered by Gundissalinus enjoyed in terms of the ensuing discussions concerning the structure of human knowledge.

Encyclopedists, medieval

2018 ◽  
Author(s):  
Samuel Barnish
Keyword(s):  
Middle Ages ◽  
Liberal Arts ◽  
Late Antiquity ◽  
Strong Influence ◽  
Arts And Sciences ◽  
The Arts ◽  
Wide Range ◽  
Liberal Arts And Sciences ◽  
Martianus Capella ◽  
The Middle Ages

The modern encyclopedic genre was unknown in the classical world. In the grammar-based culture of late antiquity, learned compendia, by both pagan and Christian writers, were organized around a text treated as sacred or around the canon of seven liberal arts and sciences, which were seen as preparatory to divine contemplation. Such compendia, heavily influenced by Neoplatonism, helped to unite the classical and Christian traditions and transmit learning, including Aristotelian logic, to the Middle Ages. Writers in the encyclopedic tradition include figures such as Augustine and Boethius, both of whom were extremely influential throughout the medieval period. Other important writers included Macrobius, whose Saturnalia spans a very wide range of subjects; Martianus Capella, whose De nuptiis Philologiae et Mercurii (The Marriage of Philology and Mercury) covers the seven liberal arts and sciences; Cassiodorus, who presents the arts as leading towards the comtemplation of the heavenly and immaterial; and Isidore, whose Etymologies became one of the most widely referred-to texts of the Middle Ages. These writers also had a strong influence which can be seen later in the period, particularly in the Carolingian Renaissance and again in the twelfth century.

Remigius' Ideas on the Classification of the Seven Liberal Arts

Traditio ◽  
1956 ◽  
Vol 12 ◽  
pp. 65-86 ◽  
Author(s):  
Cora E. Lutz
Keyword(s):  
Liberal Arts ◽  
Ninth Century ◽  
Stone Column ◽  
The Arts ◽  
The World ◽  
Martianus Capella

In the Commentary of Remigius of Auxerre on the De nuptiis Mercurii et Philologiae of Martianus Capella, which was written at the end of the ninth century, there occurs an unusual tale of the origin of the seven liberal arts. According to this account, the three sons of Noah, upon learning of the impending destruction of the world, took two columns, one of brick and one of stone, and inscribed upon them the knowledge of the seven liberal arts to preserve it from oblivion. The stone column survived the Flood and long after was found in Egypt by Abraham who was thus enabled to restore the arts. From Egypt the arts were transmitted to Greece. Although this story was not commonly related in the Carolingian period, other tales of the discovery of the arts were current. Generally speaking, Cicero's claim for Mercury as the inventor and even the more prosaic accounts of Egyptian and Greek wise men as the discoverers were being superseded by the account of Hebrew discoverers that had been made popular by Isidore. It is not reasonable to think that Remigius, who in his commentary was constantly cautioning his pupils against taking Martianus' tales literally and pointing out for them the allegorical or poetic significance of the narrative, would accept at its face value any one of the versions of the invention of the arts. Actually, in discussing the origin of the arts he gives a philosophical explanation that would at once negate any account of an inventor. ‘The liberal arts,’ he says, ‘are naturally inherent in the soul and cannot be thought of as coming from elsewhere.’

The Liberal Arts and the End of Education

1998 ◽  
pp. 137-141
Author(s):  
Kathleen Haney
Keyword(s):  
Natural Language ◽  
Liberal Education ◽  
Liberal Arts ◽  
Mother Tongue ◽  
Undergraduate Curriculum ◽  
Natural Languages ◽  
International Conference ◽  
Artificial Languages ◽  
The Arts ◽  
Historical Tradition

An international conference that takes Philosophy Educating Humanity as its theme does well to revisit the liberal arts tradition. Although the liberal arts are most often assimilated to studies brought together as the Humanities, the old usage included the arts which employed artificial languages in mathematics, music, and astronomy, as well as the literature and letters of the various natural languages. The current conflation of liberal education with the humanities does violence to the historical tradition in education, reducing it to fluff in the eyes of tough-minded scientists who know that only numbers deliver objectivity. The liberal arts of the traditional undergraduate curriculum provided the skills to liberate the student's linguistic powers so that he or she could read, speak, and understand natural language in all its functions. To educate human persons to master language is to encourage students to take possession of their natural powers so that they can express themselves, understand what others say, and reason together. The arts of natural language lead to mastery of the mathematical arts which use a language that is no one's mother tongue. Together, the seven arts rid students of the worst enemies of humankind: ignorance and prejudice.

The Arts of Free Men

1941 ◽  
Vol 124 (5) ◽  
pp. 158-159
Author(s):  
Robert S. Clifton
Keyword(s):  
Secondary Education ◽  
Liberal Arts ◽  
Human Being ◽  
The Arts

“Man as a human being is neglected in favor of man the jobholder.” A brief for the liberal arts in secondary education

Study Pinpoints Major Variances among Accredited J-Sequences

1972 ◽  
Vol 27 (4) ◽  
pp. 6-9
Author(s):  
Edward J. Trayes
Keyword(s):  
Liberal Arts ◽  
Mass Communication ◽  
Arts And Sciences ◽  
American Council ◽  
The Arts ◽  
American Council On Education ◽  
Varied Background ◽  
Liberal Arts And Sciences

“A program of education for journalism should be based on a wide and varied background of competent instruction in the liberal arts and sciences.” “ACEJ (American Council on Education for Journalism) suggests about one-fourth/three-fourths as an equitable ratio between courses in journalism and courses in the arts and sciences.” “The required professional courses for a program in journalism should vary with the objective of the program or sequence, but all students should be instructed in the basic elements of reporting and editing and the theory, history, and responsibility of mass communication.”

Sign in / Sign up

Export Citation Format

Share Document