The 1960 publication of We Hold These Truths marked a significant event in the history of modern American thought. Since that time, Sheed & Ward has kept the book in print and has published several studies of John Courtney Murray's life and work. We are proud to present a new edition of this classic text, which features a comprehensive introduction by Peter Lawler that places Murray in the context of Catholic and American history and thought while revealing his relevance today. From the new Introduction by Peter Lawler: The Jesuit John Courtney Murray (1904-67) was, in his time, probably the best known and most widely respected American Catholic writer on the relationship between Catholic philosophy and theology and his country's political life. The highpoint of his influence was the publication of We Hold These Truths in the same year as an election of our country's first Catholic president. Those two events were celebrated by a Time cover story (December 12, 1960) on Murray's work and influence. The story's author, Protestant Douglas Auchincloss, reported that it was "The most relentlessly intellectual cover story I've done." His amazingly wide ranging and dense-if not altogether accurate-account of Murray's thought was crowned with a smart and pointed conclusion: "If anyone can help U.S. Catholics and their non-Catholic countrymen toward the disagreement that precedes understanding-John Courtney Murray can." . . . Murray's work, of course, is treated with great respect and has had considerable influence, but now it's time to begin to think of him as one of America's very few genuine political philosophers. His disarmingly lucid and accessible prose has caused his book to be widely cited and celebrated, but it still is not well understood. It is both praised and blamed for reconciling Catholic faith with the fundamental premises of American political life. It is praised by liberals for paving the way for Vatican II's embrace of the American idea of religious liberty, and it is

Shortlisted for the Mark Lynton History Prize Citizenship is invaluable, yet our status as citizens is always at risk—even for those born on US soil. Over the last two centuries, the US government has revoked citizenship to cast out its unwanted, suppress dissent, and deny civil rights to all considered “un-American”—whether due to their race, ethnicity, marriage partner, or beliefs. Drawing on the narratives of those who have struggled to be treated as full members of “We the People,” law professor Amanda Frost exposes a hidden history of discrimination and xenophobia that continues to this day. The Supreme Court’s rejection of Black citizenship in Dred Scott was among the first and most notorious examples of citizenship stripping, but the phenomenon did not end there. Women who married noncitizens, persecuted racial groups, labor leaders, and political activists were all denied their citizenship, and sometimes deported, by a government that wanted to redefine the meaning of “American.” Today, US citizens living near the southern border are regularly denied passports, thousands are detained and deported by mistake, and the Trump administration is investigating the citizenship of 700,000 naturalized citizens. Even elected leaders such as Barack Obama and Kamala Harris are not immune from false claims that they are not citizens eligible to hold office. You Are Not American grapples with what it means to be American and the issues surrounding membership, identity, belonging, and exclusion that still occupy and divide the nation in the twenty-first century.

Excerpt from The Religious Education of an American Citizen The purpose of this series of loosely connected chapters is to call attention to some of the influences which direct, and some of the qualities which mark, the religious education of an American citizen. The normal life of an American proceeds from childhood to youth and from youth to manhood, through the shifting environments of home, school, college, business, citizenship and Church; and at each step he is met by conditions and demands which may either promote or obstruct his religious education. What, then, are the circumstances which are likely to be most favorable for a healthy-minded and progressive religious experience? What can be done by parents, teachers, employers, statesman, or pastors, to reinforce American citizenship with a rational religious life? What are the special obstacles which American civilization offers to religious progress? What are the traits of the American character on which teachers of religion may most confidently depend? About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

In the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications.

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.