How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation? Martha C. Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies. Her vigorous defense of “the new education” is rooted in Seneca’s ideal of the citizen who scrutinizes tradition critically and who respects the ability to reason wherever it is found—in rich or poor, native or foreigner, female or male. Drawing on Socrates and the Stoics, Nussbaum establishes three core values of liberal education: critical self-examination, the ideal of the world citizen, and the development of the narrative imagination. Then, taking us into classrooms and campuses across the nation, including prominent research universities, small independent colleges, and religious institutions, she shows how these values are (and in some instances are not) being embodied in particular courses. She defends such burgeoning subject areas as gender, minority, and gay studies against charges of moral relativism and low standards, and underscores their dynamic and fundamental contribution to critical reasoning and world citizenship. For Nussbaum, liberal education is alive and well on American campuses in the late twentieth century. It is not only viable, promising, and constructive, but it is essential to a democratic society. Taking up the challenge of conservative critics of academe, she argues persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education today.

This book introduces Islam through a "humanistic" lens, by highlighting the affective traditions and expressions associated with Sufism and Shi'ism. While most introductory books emphasize the shari’a, and especially the “Five Pillars,” as the primary defining characteristic of Islam, Vernon James Schubel provides an alternative introduction which instead underscores the importance of humanity and the human being within Islamic thought and practice. The book stresses the diversity of Islamic beliefs and practices, presenting them as varied responses to the shared multivalent concepts of tawhid (the unity of God), nubuwwa (prophecy) and qiyama (the Day of Judgment). Readers are introduced to essential aspects of Islam including the life of the Prophet Muhammad, the Qur’an, the development of the shari‘a, and the emergence of the Sunni, Shi‘a and Sufi traditions. The book concludes with a call to redefine “mainstream” Islam, as a religious tradition focused on the centrality of love and rooted in the importance of humanity and universal human virtues.

"The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions." (4e de couverture).

Pope John Paul II bestowed upon St. Thomas Aquinas the accolade of Doctor Humanitatis, or “Doctor of Humanity,” because he was ready to affirm the good or value of culture wherever it is to be found. Thomas is a teacher for our time because of his “assertions on the dignity of the human person and the use of his reason.” (“Inter Munera Academiarum,” 1999). This collection of papers explores the various philosophical and theological aspects of the thought of both Thomas Aquinas and John Paul II pertaining to this theme of “teacher of humanity.” The topics discussed here include the political praxis of Karol Wojtyla; Gadamer on common sense; prudence and subsidiarity; embodied cognition; the knowledge of God; the commandment of love; Pope Francis on the Beatitudes; the new evangelization; Thomism and modern cosmology; and the challenges of transhumanism and gender ideology. The papers were presented at a conference held in Houston, Texas, USA, in 2013, cosponsored by the Center for Thomistic Studies, the John Paul II Forum, and the Pontifical Academy of St. Thomas Aquinas. This work will help to realize in its small way the hopes of Saint John Paul II concerning St. Thomas Aquinas: “It is to be hoped that now and in the future there will be those who continue to cultivate this great philosophical and theological tradition [of Aquinas] for the good of both the Church and humanity.” (Fides et ratio §74) Additionally, it will undoubtedly be of interest to all participants in the cultivation of the thought of Thomas Aquinas, John Paul II, and the dialogue between Thomism and the modern world.

Human beings have the possibility to give meaning to their lives and to create coherence in experiences. Present-day humanism strongly focuses on personal development in relation to others. It is this tension between personal development and advancement of humanization, that is creating the opportunities for the personal development of every world citizen. Humanism is about personal autonomy, moral responsibility, and about solidarity with humanity. The tension between autonomy and social involvement is the core of humanism. Education can support persons in their moral and personal identity development. The authors brought together in this book all address issues of developing autonomy and humanity in educational practices. All the chapters try to link theory and practice. They either make theoretical ideas more practical or they use practical experiences and concerns to rethink theoretical notions. Together the chapters in the book give a broad overview of theoretical foundations, concrete research, and practices in education. The book shows a diversity that can inspire scholars and practitioners in further developing their perspectives. Creating meaning is an essential part of all education. Focusing on the linking of autonomy and humanity is the humanist perspective in it.

This book extends liberal understandings in and about democratic citizenship education in relation to university pedagogy, more specifically higher teaching and learning. The authors’ argument is in defence of cultivating humanity through (higher) educational encounters on the basis of virtues that connect with the idea of love. Unlike romantic and erotic love, the book examines love in relation to educational encounters whereby humans or citizens can engage autonomously, deliberatively andresponsibly, yet lovingly. The rationale for focussing on the notion of philia (love) in educational encounters, the authors argue, is that doing so allows our current understandings of such encounters to be expanded beyond mere talk of reasonable engagements—autonomous action, deliberative iterations, and simple action—toward emotive enactments that could enhance human relations in educational encounters.

At a time of profound crises around the world, when social justice, peace, democracy and the environment seem under increasing threat, the promise of "a world for all" seems a viable aspiration for education. Ample evidence from many schools today, and dating back throughout the last century, prove that the purpose of educating young people to develop character, compassion, purpose and commitment is integral with the mastery of intellectual skills and life competencies. Schooling, without a doubt, can play a monumental part in the development of the personal values people take with them to the world. Unfortunately, as the saying goes, "if you don't know where you're going, you'll probably get someplace else." Educational policy directions over the last twenty years have veered far away from the important work of educating for humanity. This book makes a powerful appeal to revisit educational purpose in light of what is most fundamental and important to human beings everywhere. The authors address timely issues such as high stakes testing, school choice, and privatization of education in looking beyond these measures to new approaches to educational excellence.