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Humanities at the Crossroads

The Chicago Neo-Aristotelian Critics and the University of Chicago 1930-1950
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 03.01.2019

Summary

The Chicago critics, a group of academics that gathered around Ronald S. Crane in the early 1930s, tackled questions that are still relevant today: What is more important — humanistic general education or vocational specialisation? How should a university define its function in the context of an industrial, technological and pluralistic democratic society? What kind of knowledge can the humanities contribute to the development of the individual and to society as a whole? While the Chicago critics’ conceptual apparatus is modelled on Aristotle’s Poetics, it is significant that their formal literary analysis appears within the context of a defence of the humanities as (humanistic) disciplines or the (liberal) arts which aim at ethical as well as aesthetic education, thus forming value standards that help individuals to find orientation.

Keywords

Bibliographic data

Publication year
2019
Publication date
03.01.2019
ISBN-Print
978-3-8487-4770-2
ISBN-Online
978-3-8452-9027-0
Publisher
Nomos, Baden-Baden
Language
English
Pages
363
Product type
Book Titles

Table of contents

ChapterPages
  1. Titelei/Inhaltsverzeichnis No access 1 - 16
  2. I Prologue No access 17 - 20
      1. 1.1. Higher Education Controversies in the U.S. after World War I: Pro and Contra Dewey No access
      2. 1.2. "The Revival of the Humanities in American Education" (Beesley): The Role of Liberal/General Education and Great Books in the College Reforms of the 1920s and 1930s No access
      1. 2.1. The Development of American Literary Criticism since 1900 No access
      2. 2.2. Literary Criticism Enters the Universities: Critics vs. Scholars No access
      1. 1.1. Personal Profile No access
      2. 1.2. Hutchins' Hiring Policy and His Struggle over Competences with the Faculty No access
    2. 2. Organizational Structure and Curriculum: "The Chicago Plan" of 1931 and the Reform of the College 1942 No access
    3. 3. "The Chicago Fight" – Pro and Contra Hutchins: The Debate about the Reform of Postsecondary Education No access
    4. 4. The Division of Humanities under McKeon and the Department of English under Crane 1935 to 1947: A Middle Course? No access
        1. (A) Earle Wilbur Dow No access
        2. (B) Felix Emanuel Schelling No access
        3. (C) Thomas Chrowder Chamberlin No access
      2. 1.2. (= 1.1. (D)) Mortimer Jerome Adler No access
      3. 1.3. (=1.1. (E)) Richard Peter McKeon No access
      4. 1.4. Elder James Olson No access
      5. 1.5. Clarence Henry Faust No access
      6. 1.6. Norman Fitzroy Maclean No access
      7. 1.7. Bernard Weinberg No access
      8. 1.8. William Rea Keast No access
    2. 2. The Chicago Critics' Position on Educational Policy and the Philosophy of Education No access
        1. 3.1.1. General Epistemological Presuppositions No access
        2. 3.1.2. Specific Epistemological Presuppositions No access
      2. 3.2. Crane's Framework: The Criticism of Structure or Form No access
          1. 3.3.1.1. Aristotle's Poetics: Aim, Framework, Method and Poetic Theory No access
          2. 3.3.1.2. The Concept of "Structure" in Aristotle's Poetics: Plot Architecture No access
          3. 3.3.1.3. Crane's Recourse to Aristotle's Poetics No access
          1. 3.3.2.1. New Criticism's Poetic Theory: Aim, Framework and Method No access
          2. 3.3.2.2. The New Critic's Concept of "Structure:" "Theme" No access
          3. 3.3.2.3. Crane's Critique of the New Critics No access
        1. 3.4.1. The Concept of "Structure" No access
        2. 3.4.2. The Concept of "Plot" No access
        3. 3.4.3. The Concept of "Forming Principle" No access
      5. 3.5. Crane's Critical Method: The Form-oriented, Intrinsical Analysis No access
  6. V Epilogue No access 337 - 346
    1. Works of General Reference: No access
  8. Index of Names No access 359 - 363

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